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Project Management: Processes, Methodologies, and Economics Third Edition Chapter 11 Project Budget Copyright © 2017, 2005, 1994 Pearson Education, Inc. All Rights Reserved If this PowerPoint presentation contains mathematical equations, you may need to check that your computer has the following installed: 1) MathType Plugin 2) Math Player (free versions available) 3) NVDA Reader (free versions available) Table 11-1 The Top-Down Approach to Budget Preparation Copyright © 2017, 2005, 1994 Pearson Education, Inc. All Rights Reserved Table 11-2 Bottom-Up Approach to Budget Preparation Copyright © 2017, 2005, 1994 Pearson Education, Inc. All Rights Reserved Table 11-3 Project Activity Durations and Costs Copyright © 2017, 2005, 1994 Pearson Education, Inc. All Rights Reserved Table 11-4 Cash Flow of an Early-Start Schedule Copyright © 2017, 2005, 1994 Pearson Education, Inc. All Rights Reserved Table 11-5 Cash Flow of the Late-Start Schedule Copyright © 2017, 2005, 1994 Pearson Education, Inc. All Rights Reserved Figure 11-1 Cash Flow for Early-Start and Late-Start Schedules Copyright © 2017, 2005, 1994 Pearson Education, Inc. All Rights Reserved Figure 11-2 Cumulative Cash Flow for Early-Start and Late-Start Schedules Copyright © 2017, 2005, 1994 Pearson Education, Inc. All Rights Reserved Figure 11-3 Typical Time-Cost Tradeoff Curve Copyright © 2017, 2005, 1994 Pearson Education, Inc. All Rights Reserved Table 11-6 Duration and Cost for Normal and Crashed Activities Copyright © 2017, 2005, 1994 Pearson Education, Inc. All Rights Reserved Table 11-7 Crashing the Project (Cost in $1,000, Duration in Weeks) Copyright © 2017, 2005, 1994 Pearson Education, Inc. All Rights Reserved Table 11-8 Project Costs as a Function of its Duration Copyright © 2017, 2005, 1994 Pearson Education, Inc. All Rights Reserved Figure 11-4 Example Project Cost as a Function of Its Duration. Copyright © 2017, 2005, 1994 Pearson Education, Inc. All Rights Reserved Table 11-9 Parametric Solution to Time–Cost Tradeoff Example (Cost in $, Duration in Weeks) Copyright © 2017, 2005, 1994 Pearson Education, Inc. All Rights Reserved Table 11-10 Breakdown of the Budget by Organizational Units Copyright © 2017, 2005, 1994 Pearson Education, Inc. All Rights Reserved Table 11-11 Copyright © 2017, 2005, 1994 Pearson Education, Inc. All Rights Reserved Table 11-12 Copyright © 2017, 2005, 1994 Pearson Education, Inc. All Rights Reserved Table 11-13 Copyright © 2017, 2005, 1994 Pearson Education, Inc. All Rights Reserved Table 11-14 Copyright © 2017, 2005, 1994 Pearson Education, Inc. All Rights Reserved Table 11-15 Copyright © 2017, 2005, 1994 Pearson Education, Inc. All Rights Reserved Table 11-16 Copyright © 2017, 2005, 1994 Pearson Education, Inc. All Rights Reserved Figure 11-5 A O A Network for Exercise 11-9 Copyright © 2017, 2005, 1994 Pearson Education, Inc. All Rights Reserv ...

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Figure 11-3 Typical Time-Cost Tradeoff Curve
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Table 11-6 Duration and Cost for Normal and Crashed
Activities
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Table 11-7 Crashing the Project (Cost in $1,000, Duration in
Weeks)
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Table 11-8 Project Costs as a Function of its Duration
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Figure 11-4 Example Project Cost as a Function of Its Duration.
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Table 11-9 Parametric
Solution
to Time–Cost Tradeoff Example (Cost in $, Duration in Weeks)
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Table 11-10 Breakdown of the Budget by Organizational Units
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Table 11-11
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Table 11-12
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Table 11-13
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Table 11-14
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Table 11-15
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Table 11-16
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Figure 11-5 A O A Network for Exercise 11-9
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Table 11-17
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Figure 11A-1
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Figure 11A-2

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Figure 11A-3
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Figure 11A-4
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Figure 11A-5

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Copyright
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29
Project Management: Processes, Methodologies, and Economics
Third Edition
Chapter 11
Project Budget
Copyright © 2017, 2005, 1994 Pearson Education, Inc. All
Rights Reserved

If this PowerPoint presentation contains mathematical
equations, you may need to check that your computer has the
following installed:
1) MathType Plugin
2) Math Player (free versions available)
3) NVDA Reader (free versions available)
Table 11-1 The Top-Down Approach to Budget Preparation
Copyright © 2017, 2005, 1994 Pearson Education, Inc. All
Rights Reserved
Table 11-2 Bottom-Up Approach to Budget Preparation
Copyright © 2017, 2005, 1994 Pearson Education, Inc. All
Rights Reserved
Table 11-3 Project Activity Durations and Costs

Copyright © 2017, 2005, 1994 Pearson Education, Inc. All
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Figure 11-2 Cumulative Cash Flow for Early-Start and Late-
Start Schedules
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Rights Reserved
Figure 11-3 Typical Time-Cost Tradeoff Curve
Copyright © 2017, 2005, 1994 Pearson Education, Inc. All
Rights Reserved
Table 11-6 Duration and Cost for Normal and Crashed
Activities

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Rights Reserved
Table 11-7 Crashing the Project (Cost in $1,000, Duration in
Weeks)
Copyright © 2017, 2005, 1994 Pearson Education, Inc. All
Rights Reserved
Table 11-8 Project Costs as a Function of its Duration
Copyright © 2017, 2005, 1994 Pearson Education, Inc. All
Rights Reserved
Figure 11-4 Example Project Cost as a Function of Its Duration.

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Table 11-9 Parametric

meas:[150x4 double array] Copyright © 2017, 2005, and 1994 by Pearson Education, Inc. All Rights Reserved Project Management: Processes, Methodologies, and Economics, 3e Avraham Shtub, Moshe Rosenwein Figure 10.1 Typical resource requirement profiles. Copyright © 2017, 2005, and 1994 by Pearson Education, Inc. All Rights Reserved Project Management: Processes, Methodologies, and Economics, 3e Avraham Shtub, Moshe Rosenwein Table 10.1 Resource Requirements for the Example Project Copyright © 2017, 2005, and 1994 by Pearson Education, Inc. All Rights Reserved Project Management: Processes, Methodologies, and Economics, 3e Avraham Shtub, Moshe Rosenwein Figure 10.2 (a) Gantt chart and (b) resource profile for the early-start schedule. Copyright © 2017, 2005, and 1994 by Pearson Education, Inc. All Rights Reserved Project Management: Processes, Methodologies, and Economics, 3e Avraham Shtub, Moshe Rosenwein Figure 10.3 (a) Gantt chart and (b) resource profile for the late-start schedule. Copyright © 2017, 2005, and 1994 by Pearson Education, Inc. All Rights Reserved Project Management: Processes, Methodologies, and Economics, 3e Avraham Shtub, Moshe Rosenwein Figure 10.4 (a) Gantt chart and (b) leveled resource profile for the example project. Copyright © 2017, 2005, and 1994 by Pearson Education, Inc. All Rights Reserved Project Management: Processes, Methodologies, and Economics, 3e Avraham Shtub, Moshe Rosenwein Figure 10.5 Scheduling under the 11 resource days/week constraint: (a) Gantt chart; (b) resource profile. Copyright © 2017, 2005, and 1994 by Pearson Education, Inc. All Rights Reserved Project Management: Processes, Methodologies, and Economics, 3e Avraham Shtub, Moshe Rosenwein Figure 10.6 Scheduling under the 9 resource-days/week constraint: (a) Gantt chart; (b) resource profile. Copyright © 2017, 2005, and 1994 by Pearson Education, Inc. All Rights Reserved Project Management: Processes, Methodologies, and Economics, 3e Avraham Shtub, Moshe Rosenwein Table 10.2 Implications of Resource Availability Copyright © 2017, 2005, and 1994 by Pearson Education, Inc. All Rights Reserved Project Management: Processes, Methodologies, and Economics, 3e Avraham Shtub, Moshe Rosenwein Table 10.3 Longest Duration First Heuristic Copyright © 2017, 2005, and 1994 by Pearson Education, Inc. All Rights Reserved Project Management: Processes, Methodologies, and Economics, 3e Avraham Shtub, Moshe Rosenwein Table 10.4 ACTIM Example Data Copyright © 2017, 2005, and 1994 by Pearson Education, Inc. All Rights Reserved Project Management: Processes, Methodologies, and Economics, 3e Avraham Shtub, Moshe Rosenwein Table 10.5 ACTRES Heuristic Copyright © 2017, 2005, and 1994 by Pearson Education, Inc. All Rights Reserved Project Management: Processes, Methodologies, and Economics, 3e Avraham Shtub, Moshe Rosenwein Table 10.6 Data for Minimum Total Slack Heuristic ...

Project Management Process, Methodologies, and EconomicsThird.docx

woodruffeloisa

Project Management: Process, Methodologies, and Economics Third Edition Chapter 9 Project Scheduling Copyright © 2017, 2005, 1994 Pearson Education, Inc. All Rights Reserved If this PowerPoint presentation contains mathematical equations, you may need to check that your computer has the following installed: 1) MathType Plugin 2) Math Player (free versions available) 3) NVDA Reader (free versions available) Figure 9-1 W B S for a Microcomputer Copyright © 2017, 2005, 1994 Pearson Education, Inc. All Rights Reserved Figure 9-2 Modular Array of Project Schedules Copyright © 2017, 2005, 1994 Pearson Education, Inc. All Rights Reserved Figure 9-3 Frequency Distribution of an Activity Duration Copyright © 2017, 2005, 1994 Pearson Education, Inc. All Rights Reserved Figure 9-4 Normal Distribution Fitted to the Data Copyright © 2017, 2005, 1994 Pearson Education, Inc. All Rights Reserved Figure 90-5 Beta Distribution Fitted to the Data Copyright © 2017, 2005, 1994 Pearson Education, Inc. All Rights Reserved Figure 9-6 Three cases of the beta distribution: (a) symmetric, (b) skewed to the right, and (c) skewed to the left Copyright © 2017, 2005, 1994 Pearson Education, Inc. All Rights Reserved Figure 9-7 Two Examples of Activity Duration as a Function of Length Copyright © 2017, 2005, 1994 Pearson Education, Inc. All Rights Reserved Figure 9-8 Typical Scatter Diagram Copyright © 2017, 2005, 1994 Pearson Education, Inc. All Rights Reserved Table 9-1 Data for Regression Analysis Copyright © 2017, 2005, 1994 Pearson Education, Inc. All Rights Reserved Figure 9-9 Data Points and Regression Surface for the Example Copyright © 2017, 2005, 1994 Pearson Education, Inc. All Rights Reserved Figure 9-10 Lead-Lag Relationships in Precedence Diagramming Copyright © 2017, 2005, 1994 Pearson Education, Inc. All Rights Reserved Table 9-2 Data for Example Project Copyright © 2017, 2005, 1994 Pearson Education, Inc. All Rights Reserved Figure 9-11 Gantt Chart for an Early-Start Schedule Copyright © 2017, 2005, 1994 Pearson Education, Inc. All Rights Reserved Figure 9-12 Gantt Chart for an Early-Start Schedule Copyright © 2017, 2005, 1994 Pearson Education, Inc. All Rights Reserved Figure 9-13 Gantt Chart for the Microcomputer Development Example Copyright © 2017, 2005, 1994 Pearson Education, Inc. All Rights Reserved Figure 9-14 Extended Gantt Chart with Task Details Copyright © 2017, 2005, 1994 Pearson Education, Inc. All Rights Reserved Figure 9-15 Network Components Copyright © 2017, 2005, 1994 Pearson Education, Inc. All Rights Reserved Figure 9-16 Use of a Dummy Arc Between Two Nodes Copyright © 2017, 2005, 1994 Pearson Education, Inc. All Rights Reserved Figure 9-17 (a) Incorrect and (b) Correct Representation Copyright © 2017, 2005, 1994 Pearson Education, Inc. All Rights Reserved Figure 9-18 Subnetwork with Two Dummy Arcs: (a) Incorrect, (b) Correct Copyright © ...

Project management process, methodologies, and economics third

YASHU40

This document contains summaries and copyright information for figures and tables from the chapter "Project Scheduling" from the textbook "Project Management: Process, Methodologies, and Economics". There are over 30 figures and tables summarized, with each copyrighted to Pearson Education, Inc. The chapter appears to discuss project scheduling techniques including network diagrams, Gantt charts, stochastic analysis, and simulation.

Copyright © 2017, 2005, and 1994by Pearson Education, Inc..docx

bobbywlane695641

Copyright © 2017, 2005, and 1994 by Pearson Education, Inc. All Rights Reserved Project Management: Processes, Methodologies, and Economics, 3e Avraham Shtub, Moshe Rosenwein Figure 10.1 Typical resource requirement profiles. Copyright © 2017, 2005, and 1994 by Pearson Education, Inc. All Rights Reserved Project Management: Processes, Methodologies, and Economics, 3e Avraham Shtub, Moshe Rosenwein Table 10.1 Resource Requirements for the Example Project Copyright © 2017, 2005, and 1994 by Pearson Education, Inc. All Rights Reserved Project Management: Processes, Methodologies, and Economics, 3e Avraham Shtub, Moshe Rosenwein Figure 10.2 (a) Gantt chart and (b) resource profile for the early-start schedule. Copyright © 2017, 2005, and 1994 by Pearson Education, Inc. All Rights Reserved Project Management: Processes, Methodologies, and Economics, 3e Avraham Shtub, Moshe Rosenwein Figure 10.3 (a) Gantt chart and (b) resource profile for the late-start schedule. Copyright © 2017, 2005, and 1994 by Pearson Education, Inc. All Rights Reserved Project Management: Processes, Methodologies, and Economics, 3e Avraham Shtub, Moshe Rosenwein Figure 10.4 (a) Gantt chart and (b) leveled resource profile for the example project. Copyright © 2017, 2005, and 1994 by Pearson Education, Inc. All Rights Reserved Project Management: Processes, Methodologies, and Economics, 3e Avraham Shtub, Moshe Rosenwein Figure 10.5 Scheduling under the 11 resource days/week constraint: (a) Gantt chart; (b) resource profile. Copyright © 2017, 2005, and 1994 by Pearson Education, Inc. All Rights Reserved Project Management: Processes, Methodologies, and Economics, 3e Avraham Shtub, Moshe Rosenwein Figure 10.6 Scheduling under the 9 resource-days/week constraint: (a) Gantt chart; (b) resource profile. Copyright © 2017, 2005, and 1994 by Pearson Education, Inc. All Rights Reserved Project Management: Processes, Methodologies, and Economics, 3e Avraham Shtub, Moshe Rosenwein Table 10.2 Implications of Resource Availability Copyright © 2017, 2005, and 1994 by Pearson Education, Inc. All Rights Reserved Project Management: Processes, Methodologies, and Economics, 3e Avraham Shtub, Moshe Rosenwein Table 10.3 Longest Duration First Heuristic Copyright © 2017, 2005, and 1994 by Pearson Education, Inc. All Rights Reserved Project Management: Processes, Methodologies, and Economics, 3e Avraham Shtub, Moshe Rosenwein Table 10.4 ACTIM Example Data Copyright © 2017, 2005, and 1994 by Pearson Education, Inc. All Rights Reserved Project Management: Processes, Methodologies, and Economics, 3e Avraham Shtub, Moshe Rosenwein Table 10.5 ACTRES Heuristic Copyright © 2017, 2005, and 1994 by Pearson Education, Inc. All Rights Reserved Project Management: Processes, Methodologies, and Economics, 3e Avraham Shtub, Moshe Rosenwein Table 10.6 Data for Minimum Total Slack Heuristic Copyright © 2017, 2005, and 1.

AlleneMcclendon878

Copyright © 2017, 2005, and 1994 by Pearson Education, Inc. All Rights Reserved Project Management: Processes, Methodologies, and Economics, 3e Avraham Shtub, Moshe Rosenwein Figure 5.1 Project evaluation and selection process. Copyright © 2017, 2005, and 1994 by Pearson Education, Inc. All Rights Reserved Project Management: Processes, Methodologies, and Economics, 3e Avraham Shtub, Moshe Rosenwein Table 5.1 An Example of a Checklist for Screening Projects Copyright © 2017, 2005, and 1994 by Pearson Education, Inc. All Rights Reserved Project Management: Processes, Methodologies, and Economics, 3e Avraham Shtub, Moshe Rosenwein Figure 5.2 Multidimensional diagram for checklist example. Copyright © 2017, 2005, and 1994 by Pearson Education, Inc. All Rights Reserved Project Management: Processes, Methodologies, and Economics, 3e Avraham Shtub, Moshe Rosenwein Table 5.2 An Example of a Scoring Model for Screening Projects Copyright © 2017, 2005, and 1994 by Pearson Education, Inc. All Rights Reserved Project Management: Processes, Methodologies, and Economics, 3e Avraham Shtub, Moshe Rosenwein Table 5.3 Environmental Scoring Form Used by Niagara Mohawk Copyright © 2017, 2005, and 1994 by Pearson Education, Inc. All Rights Reserved Project Management: Processes, Methodologies, and Economics, 3e Avraham Shtub, Moshe Rosenwein Table 5.4 Input Data and Results for Incremental Analysis Copyright © 2017, 2005, and 1994 by Pearson Education, Inc. All Rights Reserved Project Management: Processes, Methodologies, and Economics, 3e Avraham Shtub, Moshe Rosenwein Figure 5.3 Relative effectiveness of systems. Copyright © 2017, 2005, and 1994 by Pearson Education, Inc. All Rights Reserved Project Management: Processes, Methodologies, and Economics, 3e Avraham Shtub, Moshe Rosenwein Table 5.5 Data for C-E Analysis Copyright © 2017, 2005, and 1994 by Pearson Education, Inc. All Rights Reserved Project Management: Processes, Methodologies, and Economics, 3e Avraham Shtub, Moshe Rosenwein Figure 5.4 Relationship between system effectiveness and cost. Copyright © 2017, 2005, and 1994 by Pearson Education, Inc. All Rights Reserved Project Management: Processes, Methodologies, and Economics, 3e Avraham Shtub, Moshe Rosenwein Table 5.6 Some Definitions Related to Risk Copyright © 2017, 2005, and 1994 by Pearson Education, Inc. All Rights Reserved Project Management: Processes, Methodologies, and Economics, 3e Avraham Shtub, Moshe Rosenwein Figure 5.5 Spider chart for sensitivity analysis. Copyright © 2017, 2005, and 1994 by Pearson Education, Inc. All Rights Reserved Project Management: Processes, Methodologies, and Economics, 3e Avraham Shtub, Moshe Rosenwein Figure 5.6 NPV comparisons for risk-adjusted MARRs. Copyright © 2017, 2005, and 1994 by Pearson Education, Inc. All Rights Reserved Project Management: Processes, Methodologies, and Economics, 3e Av ...

Functions

Munazza-Mah-Jabeen

The document discusses functions in Python. It defines what a function is, how to define and call functions, and how to pass arguments to and return values from functions. It also covers topics like local and global variables, built-in functions from modules like math, and organizing functions into modules to structure large programs. The key benefits of using functions include breaking programs into simple and reusable pieces of code.

Unit 2 Planning_b System Development Initiation and Planning .pdf

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The document discusses the process of initiating and planning for information systems development projects. It covers establishing project teams and plans, assessing project feasibility from economic, technical, and other perspectives, and developing deliverables like the baseline project plan and project scope statement. Key activities in project planning include defining tasks, estimating resources, developing schedules, and creating preliminary budgets. Assessing feasibility involves analyzing costs, benefits, and technical requirements to determine if a project is viable.

Running head NAME OF LAB1Running head NAME OF LAB.docx

jeanettehully

Running head: NAME OF LAB 1 Running head: NAME OF LAB 3 Name of Lab Your Name SCI 207: Our Dependence Upon the Environment Instructor’s Name Date *This template will enable you to produce a polished Lab Report. Simply complete each section below, pasting in all your completed data tables, graphs, and photographs where indicated. Before you submit your Lab Report, it is recommended that you run it through Turnitin, using the student folder, to ensure protection from accidental plagiarism. Please delete this purple text, and all the instructions below, before submitting your final report. Title of Lab Goes Here Introduction Background paragraph: Provide background on the lab topic, explaining the key concepts covered in the lab and defining (in your own words) important terms relating to the lab. Explain why the lab topic is important to scientists. Using APA format, cite at least two outside credible sources (sources other than textbook or lab manual) in your statement. Your background paragraph should be 5-7 original, substantive sentences long. Objectives paragraph:In 4-5 sentences, explain the purpose of this lab. What is it intended to examine or test? Hypotheses paragraph: State your hypotheses for this lab. Be sure to cover all the lab activities, one at a time. For each hypothesis, explain why you originally thought that would happen. Note: Do not mention the actual results of the lab here – they go later in the report. For additional help in writing your Introduction section, refer to the Ashford Writing Center Resource, Introductions and Conclusions. Materials and Methods Using your own words, describe what you did in each of the lab activities. Answers should enable a lab report reader to repeat the lab just as you did it – a process known as replication. Clearly explain any measurements you made (including the measurement units). Results Data Tables: Copy and paste each of your completed data tables here, in order (Weeks One, Two, Four, and Five Labs only). Observations: Provide your observations for each lab activity here, in order (Week Three Lab only) Graphs: Paste your graphshere (Week Four Lab only). Include a numbered figure caption below each one, in APA format. Photographs: Paste your photographs here, in the order they were taken in the lab. Include numbered figure captions below each one, in APA format. For additional help with the data tables and images, refer to the Ashford Writing Center resource, Tables, Images, and Appendices. Discussion Accept or reject hypotheses paragraph: Based upon the results of each lab activity, explain whether you accepted or rejected each of your hypotheses, and why. Follow these steps: · Restate your original hypothesis for the lab activity. · Communicate the results of the lab. Then, · Compare your hypothesis to the results of the lab and decide whether to accept your hypothesis or reject it. · State if your hypothesis is supported or not, and explain with eviden ...

Copyright © 2017, 2005, and 1994 by Pearson Education, Inc. All Rights Reserved Project Management: Processes, Methodologies, and Economics, 3e Avraham Shtub, Moshe Rosenwein Figure 5.1 Project evaluation and selection process. Copyright © 2017, 2005, and 1994 by Pearson Education, Inc. All Rights Reserved Project Management: Processes, Methodologies, and Economics, 3e Avraham Shtub, Moshe Rosenwein Table 5.1 An Example of a Checklist for Screening Projects Copyright © 2017, 2005, and 1994 by Pearson Education, Inc. All Rights Reserved Project Management: Processes, Methodologies, and Economics, 3e Avraham Shtub, Moshe Rosenwein Figure 5.2 Multidimensional diagram for checklist example. Copyright © 2017, 2005, and 1994 by Pearson Education, Inc. All Rights Reserved Project Management: Processes, Methodologies, and Economics, 3e Avraham Shtub, Moshe Rosenwein Table 5.2 An Example of a Scoring Model for Screening Projects Copyright © 2017, 2005, and 1994 by Pearson Education, Inc. All Rights Reserved Project Management: Processes, Methodologies, and Economics, 3e Avraham Shtub, Moshe Rosenwein Table 5.3 Environmental Scoring Form Used by Niagara Mohawk Copyright © 2017, 2005, and 1994 by Pearson Education, Inc. All Rights Reserved Project Management: Processes, Methodologies, and Economics, 3e Avraham Shtub, Moshe Rosenwein Table 5.4 Input Data and Results for Incremental Analysis Copyright © 2017, 2005, and 1994 by Pearson Education, Inc. All Rights Reserved Project Management: Processes, Methodologies, and Economics, 3e Avraham Shtub, Moshe Rosenwein Figure 5.3 Relative effectiveness of systems. Copyright © 2017, 2005, and 1994 by Pearson Education, Inc. All Rights Reserved Project Management: Processes, Methodologies, and Economics, 3e Avraham Shtub, Moshe Rosenwein Table 5.5 Data for C-E Analysis Copyright © 2017, 2005, and 1994 by Pearson Education, Inc. All Rights Reserved Project Management: Processes, Methodologies, and Economics, 3e Avraham Shtub, Moshe Rosenwein Figure 5.4 Relationship between system effectiveness and cost. Copyright © 2017, 2005, and 1994 by Pearson Education, Inc. All Rights Reserved Project Management: Processes, Methodologies, and Economics, 3e Avraham Shtub, Moshe Rosenwein Table 5.6 Some Definitions Related to Risk Copyright © 2017, 2005, and 1994 by Pearson Education, Inc. All Rights Reserved Project Management: Processes, Methodologies, and Economics, 3e Avraham Shtub, Moshe Rosenwein Figure 5.5 Spider chart for sensitivity analysis. Copyright © 2017, 2005, and 1994 by Pearson Education, Inc. All Rights Reserved Project Management: Processes, Methodologies, and Economics, 3e Avraham Shtub, Moshe Rosenwein Figure 5.6 NPV comparisons for risk-adjusted MARRs. Copyright © 2017, 2005, and 1994 by Pearson Education, Inc. All Rights Reserved Project Management: Processes, Methodologies, and Economics, 3e Av ...

Functions

Munazza-Mah-Jabeen

Unit 2 Planning_b System Development Initiation and Planning .pdf

SuryaBasnet3

Running head NAME OF LAB1Running head NAME OF LAB.docx

jeanettehully

Running head NAME OF LAB1Running head NAME OF LAB.docx

glendar3

Running head NAME OF LAB1Running head NAME OF LAB.docx

todd581

Robbins9 ppt09

umar0007

The document discusses various planning tools and techniques for assessing the environment, allocating resources, and contemporary planning. It describes approaches to environmental scanning like competitor intelligence and benchmarking. Forecasting techniques include quantitative and qualitative methods. Resource allocation involves budgets, Gantt charts, PERT analysis, and linear programming. Contemporary techniques emphasize flexibility, project management, and scenario planning.

Project Management Absolute Beginner’s Guide-Gregory.ppt

Iftikhar1985

The document contains descriptions and copyright information for 17 figures from the book "Project Management Absolute Beginner's Guide" by Gregory M. Horine. The figures relate to topics in project management including the project management process, roles of project managers, work breakdown structures, scheduling, budgeting, controlling projects, managing changes, deliverables, issues, risks, quality, leadership, and communications. All figures are copyrighted by Pearson Education, Inc.

Chapter 11Cash Flows and Other Topics in Capital Budgeting

EstelaJeffery653

Chapter 11 Cash Flows and Other Topics in Capital Budgeting © 2017 Pearson Education, Inc. All rights reserved. 11-‹#› Learning Objectives Identify guidelines by which we measure cash flows. Explain how a project’s benefits and costs— that is, its free cash flows—are calculated. Explain the importance of options, or flexibility, in capital budgeting. Understand, measure, and adjust for project risk. © 2017 Pearson Education, Inc. All rights reserved. 11-‹#› GUIDELINES FOR CAPITAL BUDGETING © 2017 Pearson Education, Inc. All rights reserved. 11-‹#› Guidelines for Capital Budgeting To evaluate investment proposals, we must first set guidelines by which we measure the value of each proposal. We must know what is and what isn’t relevant cash flow. © 2017 Pearson Education, Inc. All rights reserved. 11-‹#› Use Free Cash Flows Rather than Accounting Profits Free cash flow accurately reflects the timing of benefits and costs—when money is received, when it can be reinvested, and when it must be paid out. Accounting profits do not reflect actual money in hand. © 2017 Pearson Education, Inc. All rights reserved. 11-‹#› Think Incrementally After-tax free cash flows must be measured incrementally. Determining incremental free cash flow involves determining the cash flows with and without the project. Incremental is the “additional cash flows” (inflows or outflows) that occur due to the project. © 2017 Pearson Education, Inc. All rights reserved. 11-‹#› Beware of Cash Flows Diverted From Existing Products Not all incremental free cash flow is relevant. Thus new product sales achieved at the cost of losing sales from existing product line are not considered a benefit. However, if the new product captures sales from competitors or prevents loss of sales to new competing products, it would be a relevant incremental free cash flows. © 2017 Pearson Education, Inc. All rights reserved. 11-‹#› Look for Incidental or Synergistic Effects Although some projects may take sales away from a firm’s existing projects (such as a new flavor of ice cream), in other cases new projects may add sales to the existing line (such as adding a coffee store to an existing retail store). This is called synergistic effect and is a relevant cash flow. © 2017 Pearson Education, Inc. All rights reserved. 11-‹#› Work in Working-Capital Requirements New projects require infusion of working capital (such as inventory to stock the shelves), which would be an outflow. Generally, when the project terminates, working capital is recovered and there is an inflow of working capital. © 2017 Pearson Education, Inc. All rights reserved. 11-‹#› Consider Incremental Expenses Similar to cash inflows, cash outflows must also be considered on an incremental basis. For example, replacing an existing equipment may require training expense (an incidental expense) for current employees on the new equipment. © 2017 Pearson Education, ...

C++ Chapter 11 OOP - Part 1

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The document outlines the chapter topics for Chapter 11 of the textbook "Starting Out with C++ Early Objects". The chapter topics include the this pointer, static members, friends of classes, memberwise assignment, copy constructors, operator overloading, rvalue references and move operations, type conversion operators, convert constructors, aggregation and composition, inheritance, protected members and class access, constructors and destructors with inheritance, and overriding base class functions. Key concepts and special notes are provided throughout for each topic.

$Planning tool and technique \\ Principle of managment$ $Planning tool and technique \\ Principle of managment$

Planning tool and technique \\ Principle of managment

mmuhammadzulfqar5

This chapter discusses various planning tools and techniques for managers. It covers assessing the environment through techniques like environmental scanning, competitor intelligence, and forecasting. It then discusses allocating resources through budgeting, scheduling, Gantt and load charts, PERT network analysis, breakeven analysis, and linear programming. Finally, it covers contemporary planning techniques like project management, scenario planning, and contingency planning.

Robbins9 ppt09

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0137033451 pp17

gmendozamarquez

This document contains excerpts from Chapter 17 of the 8th edition of the textbook "Construction Methods and Management" by S.W. Nunnally. The chapter discusses construction economics, time value of money, equipment costs including owning and operating costs, equipment rental, decisions around renting vs leasing vs buying equipment, and financial management of construction projects including financial planning, project cost control, and project financial scheduling. Tables and figures are included showing examples of cost calculations and project timelines.

Heizer om10 ch14

ryaekle

The document outlines the key components of material requirements planning (MRP), including dependent demand, master production schedules, bills of material, accurate inventory records, lead times, and MRP structure and reports. It provides examples to illustrate how MRP works, including developing gross requirements and net requirements plans by exploding bills of material levels and offsetting requirements by item lead times. The goal of MRP is to determine the timing and quantities of orders needed for components to meet a master production schedule and end item demand based on available inventory and lead times.

Resume_HCL

adhanas78

Your employer is pleased with your desire to further your educatio.docx

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Your employer is pleased with your desire to further your education and would like you to inform other employees about the process of online education; however, she still has questions about applying. Using proper memo format, and Figure 6-1 of the textbook, explain the process of applying for a degree at CSU. Use word processing software, such as Microsoft Word, to create your memo. Your response should be at least 200 words in length. You are required to use at least your textbook as source material for your response. All sources used, including the textbook, must be referenced; paraphrased and quoted material must have accompanying citations. Pfeiffer, W., & Adkins, K. (2012, 109-110). Technical communication fundamentals . Upper Saddle River, NJ: Prentice Hall. .

Your finished project, including both elements of the paper, should .docx

woodruffeloisa

Your finished project, including both elements of the paper, should be approximately 12 to 14 double-spaced pages, not including the cover or reference pages but including the abstract, submitted as one document. Make sure you present an introduction and a conclusion tying together both aspects of the paper. Follow the guidelines in either Course Content or in the conference. You must post your selection in this conference. The paper is due at the end of week 8 and must be submitted in your Assignments folder. Review the late policy above. The paper will not be accepted late. .

Your first task is to find a public budget to analyze. It is suggest.docx

woodruffeloisa

Your first task is to find a public budget to analyze. It is suggested you focus on a city/county department, a small municipality/township, a school district, a special district (such as a forest preserve district, stadium district, or water district), a community college, a small public university, or a single state agency. Be sure not to choose a budget that is too large to analyze in one written exercise. Most budgets are readily available on the institution’s website or by contacting the budgeting/finance department. Many local libraries will also have these documents. In your analysis, you should address the following items/questions:  Offer a brief overview of your chosen agency. What are its primary functions and roles in the community?  What are the primary expenditures for your chosen agency?  How do these expenditures determine public policy priorities?  Has the agency’s budget increased or decreased since last year? What does this indicate about the success of the agency and its ability to deliver services?  Is the agency allocating resources wisely?  What recommendations would you offer, in terms of resource allocation, for the agency in the future? The entire budgetary analysis should be 8 to 10 pages in length and should be submitted in Unit VIII. The Final Project must incorporate no fewer than five (5) peer-reviewed journal articles to bolster your analysis of the budget. You should be able to apply the theories learned in class to your case. The project must conform to APA format, and all sources must be properly cited and referenced. .

Your essay should explain the trip from your personal point of view,.docx

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Your dilemma is that you have to make a painful medical decision and.docx

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Your dilemma is that you have to make a painful medical decision and to explain, in writing, who benefits from what you decided, who gets denied a needed benefit, and why. The document is to be in the form of an official memorandum that will be kept for the record and could be potentially read by not only your Peer Review Committee, but also possibly those involved in charitable fundraising to support hospital development and others with financial interests in the choice made. Include in the document the utilitarian ethical philosophy of John Stuart Mill (The Ethics of Consequences) and ONE OTHER ETHICAL PHILOSOPHER of your choice and use both of those philosophies to bolster your decision. We can do John Stuart Mill and Jeremy Bentham for the two utilitarian ethical philosopher. They said: The Principle of Utility from Bentham and Mill expressed in ethical form is this: “We should act in such a way as to maximize the happiness of everyone affected by our actions.” This was a radical idea, because it included no references to religion and had a purely human focus. It was also teleological (learn this new word), because it focused only on the consequences of decisions. This paper will be at least two double spaced pages but limited to three pages. Remember both professional written form and potential audience, as well as tone when writing this sensitive paper. Your assignment is to make the decision using utilitarian ethics and then to write it up in the form of a Memorandum for the hospital records. The Memorandum should be at least two double-spaced pages with a maximum of three pages, in memorandum form, ready to become an official item of record. Scenario You Decide One of the great ongoing situations that calls for ethical decision making is the reality that there is almost always a greater need for something than there is a supply to meet the need. For our assignment and scenario, the demand is the life-and-death situation of the need for transplantable organs and the rather small and transitory supply. Hard decisions need to be made, and there is little time to think things through. These are emergency situations. Transplantable organs become available on short notice--usually because a donor has died for reasons unrelated to the organ. They need to be removed and transplanted very quickly because they only remain fresh for a limited period. Then there is the whole complicated issue of tissue type matching. There is also an ongoing concern about how long recipients can wait. Scenario: Ok, Lead Surgeon, its time to do what you do the best! You are the Lead surgeon in a major hospital, and by virtue of your seniority you are also the key decision maker for transplant cases. Right now you have three people who are waiting and hoping for a suitable heart to become available. Your call phone rings suddenly, and you are notified that a heart has become available- meaning that you need to make a quick yet sound decision about which patient wil.

your definition of moral reasoning. Then, compare two similarities.docx

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Your company is in the process of updating its networks. In preparat.docx

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Your company is in the process of updating its networks. In preparation for the upgrade, your CEO has requested that you write a white paper (search term: White paper template) explaining the various telecommunication technologies. Begin by explaining basic telecommunication channel characteristics (minimum 5). Next discuss at least three network types (for example: Local Area Network/LAN). Then differentiate between client/server networks and peer to peer networks. Finally, recommend a network type and identify and describe three types of telecommunications hardware that will be required to set up this network. Conclude by explaining three things the company can do to secure their network. .

Your company has just announced that a new formal performance evalua.docx

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Your company has just announced that a new formal performance evaluation system will be used (effective immediately). One of your supervisor's anniversary date is coming up and the human resources (HR) manager has asked you not only to rate this supervisor but to develop a grading form to use for her and other supervisors. Assess the leadership, interpersonal skills, and earned values on other areas of concentration you deem necessary to rate the overall performance of any supervisor you have worked with, observed, know of, worked for, been supervised by, or supervised. Include your objective reasoning for eachassigned grade with an explanation of one or more sentences. For example, on a scale of 1–9 (superior performance), you rate the supervisor as a 4; your explanation might be as follows: Rarely held department meetings Poor verbal communication skills Uses foul language when counseling employees .

Your CLC team should submit the followingA completed priority.docx

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Your classroom will be made up of diverse children. Research what va.docx

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Your classroom will be made up of diverse children. Research what varying cultures are represented in your community and the school/district resources that are available to support families. Also, include additional resources that may not be directly provided by the school or school district. Write a 500-750-word plan for community culture that will support families in the school/district. Include information about the varying cultures in the community. Identify how selected resources can provide positive support for families. This assignment can be presented as a brochure or document; be creative. .

Your business plan must include the following1.Introduction o.docx

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Your business plan must include the following: 1. Introduction of the proposed business; 2. Description and explanation of the type of business entity that is best for your business; 3. Description of the specific steps needed to be followed to successfully and legally start the business; 4. A draft of a valid contract with a vendor, supplier, customer, etc. that illustrates all elements of a contract and takes into consideration some of the topics discussed in the contract chapters; 5. Possible ethical considerations for your business, including any social responsibility plans or attitudes that your business will embrace; 6. Description of a possible disagreement that could be encountered among the partners or investors and shareholders; and 7. Illustration of the various ways the disagreement could be resolved (referring back to the formal documents, such as the articles of incorporation or the partnership agreement). This paper must be 1,500–2,100 words, double-spaced, Times New Roman font or similar, and include at least 3 citations/sources in current APA format. .

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Your assignment is to write a formal response to this work. By carefully describing subject matter, medium, form, and context, you should be able to arrive at a thoughtful well -defended interpretation of the piece. (1) Describe it . Thoroughly. If it is representational, what is the subject matter depicted? If it is non -representational, say so. What does it look like? What is the medium? Have we studied/do you know anything about the process that resulted in the work? What size is it? Is it a 2 -dimensional or 3 -dimensional piece? Which formal elements stand out to you? What are the colors being used? Be as descriptive as possible. (2) Contextualize it . What is the title? What is the name of the artist who created it? Do you know anything about the artist? Is there a statement giving you more information? In which year was it made? Where is it being displayed as you are looking at it? How is it being displayed? Are there other works by the same artist there to give you more context? Can you compare and contrast it to other works you’ve seen elsewhere or studied ? (3) Interpret it. Based on your description, what do you think the artist was trying to say? It may be difficult to separate this interpretation from the descriptive process and it is okay if the two aspects are interwoven. (4) Respond to it. Though I am not interested in merely hearing whether or not you like the piece, I also want you to meaningful respond to the work. As art -critic Peter Scheldahl proposes, a question more valuable to ask yourself can be, “If I were someone who did like this piece, why would I like it?” Who is its intended audience and are you among that audience? Why did you choose this particular piece? What does it make you think about? Why do you think that the artist made the choices that she or he did? Do you agree with all of those choices? Is the artist’s intention clear/well -executed? How do you feel about the way in which the work is being displayed? Would it be more suitably exhibited somewhere else or alongside different work? This part of the paper may contain judgments, but at this point they will be well founded. Never make a proclamation without continuing the sentence with the because… Your response should be a minimum of one and a half double -spaced pages, 12 point font. If you are thorough in your description, you should find that you easily exceed this length. Name of this Artwork: The Black Ring .

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Your assignment is to write a short position paper (1 to 2 pages double spaced, or roughly 250-500 words) answering ONE of the following two questions: (1) How much appropriation do you think is justifiable in creating new works of art which draw on previously existing source material? As case studies, consider Nina Paley’s use of Annette Hanshaw’s music in Sita Sings the Blues and Shepard Fairey’s adaptation of an Associated Press news photograph for his 2008 Barack Obama “Hope” campaign poster. In each case, do you feel the artist was right or wrong in the way they used the material? Were the corporate entities involved right or wrong to claim their copyrights gave them the power to suppress these works? -OR- (2) When an artist freely adapts material that is strongly associated with a culture other than his or her own, does that artist have a special responsibility to avoid offending some members of that culture? Would the same standards apply to an artist from within the culture? As a case study, consider Nina Paley’s contemporary retelling of the Ramayana epic in Sita Sings the Blues . Some Hindus condemned the film while other Hindus applauded it. When, if ever, should an artist compromise his or her vision in deference to interest groups claiming offense? Whichever question you choose, you may argue pro or con or somewhere in between, but whatever side you are on, you should avoid emotional rants and baseless charges. Summarize each side’s position, and use specific evidence and sound reasoning to support your case. Your writing will be assessed according to the amount of time and thought you put into the work, the persuasiveness of your reasoning, and the clarity of your writing. You may refer to outside sources if properly cited, but do not copy from websites or other authors; use your own words. As always, grammar, spelling, and style count; be sure to proofread your paper for any mistakes. .

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Your assignment is to report on a "cultural experience" visit you make during this term. The experience should be done in person. (If this is impossible, contact the instructor to arrange for an alternative assignment.) You may not report on a cultural experience from prior to this class. After the visit, write a 500-800 word report about the visit and what you learned. You should attend or visit one of the following. a museum or display of art, culture, or technology a sculpture garden a significant or notable architectural site (if there is explanatory material there to help you understand it) a music concert a street art festival a play, poetry reading or other spoken word performance a dance performance an important or notable historical site (if there is explanatory material there to help you understand it) a religious service, ceremony or ritual for a religion very different from yours, if you practice (for instance, if you are Christian, you may not go to another Christian denomination's service) other displays or performances may be acceptable. Check with your instructor for approval beforehand. After your cultural experience visit, write a report that includes the following information. (Please number the sections of your report to match): Name and location of the museum, site, or event. If there is on-line information about the site or performance, include a link. Type of museum, site or event. For example, is it a portrait museum, a poetry slam, an outdoor Shakespeare festival performance? If you attended a performance, name the performer or the piece. Be specific about what you attended, when , and where . Briefly describe the general setting. Describe one or more parts or aspects of the experience—for example, a particular work of art, cultural artifact, song, dance section, scene in a play, costumes or lighting, one particular actor or vocalist—that you found especially interesting. Explain what impressed you, and why. Your reaction can be positive or negative, as long as you offer an explanation for your reactions. Identify and use at least two things you've learned in class to that you can connect to your experience. For example, if you visit a museum, you might point out the architectural style, discuss an artist you've learned about in the course, tie in your experience with a class discussion, make use of a concept presented in a class assignment. We've learned how visual arts and musical arts ( hearing are and can be different as you get a differen experence from it), also we have learned that different experiences bring different meaning and different ways of seeing things. Include photos or links to images on a web page to help convey the information. How did the experience engage your feelings or emotions, if at all? What does this tell you about human culture Reflect on the relevance--if any--of your experience to your everyday life. .

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You are assigned to create a visual timeline of 12-15 images that chronologically illustrates the growth of American art from pre-Columbian cultures to modern art of the 1950s. You should select artists such as Jacob Lawrence, Georgia O'Keeffe, Andrew Wyeth, George Bellows, or Elizabeth Catlett that best represent America's artistic heritage. Provide a brief introduction explaining your selection process and labeling each image with the artist, title, dimensions, medium, and date.

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Your annotated bibliography will list a minimum of six items . Four of them must be from credible, academic, peer-reviewed sources that you find as you do research for the final essay. The remaining two sources must be credible, but they can come from sources other than academic journals if you wish. When you write, use standard MLA typographic and citation format, and then extend each Works Cited entry with a summary of the major arguments in the essay you have read. Each summary must contain a minimum of 100 words . If desired, append a list of “Works Consulted” for sources used that are not peer-reviewed. Basic MLA Style Format for an Annotated Bibliography Format your page and list of citations in the same way you would a normal Works Cited page, then add your annotation at the end of it. Title your bibliography “Works Cited” at the top of the page. Center it, but do not put it in bold face type. Put entries in alphabetical order, not the order in which they have been assigned. Use hanging indents , as shown below. That is, the first line of the citation starts at the left margin. Subsequent lines are indented 5 spaces. As with every other part of an MLA formatted essay, the bibliography is double spaced throughout. The annotation is a continuation of the citation . Do not drop down to the next line to start the annotation. The right margin is the normal right margin of your document. There is a right way and a wrong way to write up these entries. Don’t “report” the arguments the author makes or tell readers the order in which those arguments are presented and count all of that reporting and listing as “summary” or annotation. Instead, restate in your own words the claims made by the writer in his/her essay. Wrong way to do it : "Marotti introduces his argument in the first section of the essay; then he moves on to talk about Petrarchan conventions. He ends the essay by talking about the political ramifications of Shakespeare's sonnets." Right way to do it: "Marotti’s argument here is that the sonnet genre must be understood in three ways: by examining the text itself, by examining the text in relation to others of its kind, and by exploring the social/historical environment in which it was published and circulated . . ." Sample Annotations NOTE: These entries provide models of both format and content. They summarize—rather than “report”—the essay described. Marotti, Arthur F. ""Love is Not Love": Elizabethan Sonnet Sequences and the Social Order." ELH 2(1982): 396-428. Marotti’s argument here is that the sonnet genre must be understood in three ways: by examining the text itself, by examining the text in relation to others of its kind, and by exploring the social/historical environment in which it was published and circulated. Using those criteria, he argues that we should understand sonnet sequences as more than just a collected string of Petrarchan love poems. The 16 th century sequences suddenly fell out o.

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you wrote an analysis on a piece of literature. In this task, you will write an analysis ( suggested length of 3–5 pages ) of one work from the disciplines of visual art or music. Choose one work from the list below: Classical Period Art: • Exekias, Achilles and Ajax Playing a Dice Game (Athenian black-figure amphora), ca. 540−530 BCE • Praxiteles, The Aphrodite of Cnidus (Knidos) c. 350 BCE • Alexandros of Antioch, Venus de Milo , between 130−100 BCE • Apollodorus of Damascus, Trajan’s Column , c. 107 CE • After Leochares, Apollo Belvedere , c. 120 CE • Agesander, Athenodorus, and Polydorus of Rhodes, The Laocoön Group , Late 2nd Century Renaissance Art: • Leonardo da Vinci, Annunciation , c. 1472 • Titian, Bacchus and Ariadne , c,1520 • Hans Holbein the Younger, The Ambassadors , 1533 • Marcus Gheeraerts the Younger, Queen Elizabeth I (Ditchley Portrait) , c. 1592 Music: • Josquin des Prez, Mille Regretz (French Chanson), c. 1521 • Giovanni Pierluigi da Palestrina, Sicut Cervus (motet), c. 1581 • Thomas Morley, Now is the Month of Maying , 1595 • John Farmer, Fair Phyllis (English Madrigal) 1599 NeoClassical (Art) / Classical (Music) Art: • Antonio Canova, Psyche Revived by Cupid’s Kiss , c. 1777 • Jacques Louis David, The Death of Socrates , 1787 • Sir John Soane, Bank of England , 1788–1833 • Ingres, La Grande Odalisque , 1814 Music: • W.A. Mozart, Piano Concerto No. 20 in D Minor, K. 466 – “Romanze” (second movement), 1785 • W.A. Mozart, Overture to The Marriage of Figaro K. 492, 1786 • Franz Joseph Haydn, Symphony No. 94 in G Major ( Surprise ), 1792 • Ludwig van Beethoven, Symphony No. 5 in C Minor, Op. 67,”Allegro con brio” (first movement), 1804–1808 Romanticism Art: • Henry Fuseli, The Nightmare , 1781 • John Constable, The Hay Wain , 1821 • Eugene Delacroix, The Death of Sardanapalus , 1827 • J.M.W. Turner, Slave Ship , 1840 Music: • Franz Schubert, Erlking D.328 (Lied), 1815 • Hector Berlioz, Dream of the Witches’ Sabbath from Symphonie fantastique , 1830 • Clara Schumann, 4 pieces fugitives , Op.15, 1853 • Bedrich Smetana, The Moldau from Má Vlast , 1874 Realism Art: • Gustave Courbet, The Stone Breakers , 1849 • Rosa Bonheur, The Horse Fair , 1852-1855 • James Whistler, Arrangement in Grey and Black, No.1: Portrait of the Artist's Mother , 1871 • Édouard Manet, A Bar at the Folies-Bergère , 1882 Music: • Stephen Foster, Old Folks at Home ,1851 • John Philip Sousa, The Stars and Stripes Forever , 1896-97 • Giacomo Puccini, Madama Butterfly , 1904 • Julia Ward Howe, The Battle Hymn of the Republic , 1862 Use the link near the bottom of this page to access direct links to the works listed above. Once you have selected and viewed the work, you will create a paragraph of descriptive writing with your personal observati.

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