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Start with this weeks preparation items: Read Chapter 14: Project Closure Read Chapter 16: Oversight Review the weekly lecture / video(s) When you are ready, complete the graded activities: Discussion (10 points) Assignment 4: Project Schedule (150 points) 0% *This checklist is provided as a visual cue of your personal progress. *Usage and completion of this checklist is not graded. Click here to ask your professor/class a question Like raising your hand in a classroom, sometimes the fastest way to resolve an issue is to simply ask a question! Click here to view your weekly lecture video(s) Simply put, this playlist has this week's need-to-know material all in one convenient location. This week is all about closing and reviewing your project. Total length (0:13:16) Click here to take part in the discussion (10 pts) https://blackboard.strayer.edu/webapps/blackboard/content/launchLink.jsp?course_id=_192968_1&content_id=_20451655_1&mode=view http://www.google.com/ http://www.lynda.com/SharedPlaylist/e28383c6610843f88d9eecdde3979f41?org=strayer.edu https://blackboard.strayer.edu/webapps/blackboard/content/launchLink.jsp?course_id=_192968_1&content_id=_20451657_1&mode=view You have now delivered the project to your customer. Now, it is time to reflect on what went well and what didn’t go so well. Based on feedback throughout the course, what would you have done differently in terms of scope, resources, and / or schedule, and why? After posting your response, respond to at least one (1) of your classmates on their recommendations. Click here to submit your assignment (150 pts) Project Schedule Due Week 10 and worth 150 points This assignment consists of two (2) parts: a project schedule, and a written response. You must submit both parts as separate files for the completion of this assignment. Label each file name according to the part of the assignment it is written for. Part A: Project Schedule (Submit as one [1] Microsoft Project file) 1. In Assignment 2, you developed a project plan. Now, using the information from your project proposal, create a multi-level work breakdown structure (WBS) and detailed project schedule. Your project must include the following criteria: The project must consist of at least twenty-five (25) tasks. Each task must contain a start date, a finish date, and have main staffing and non-staffing resources assigned. Assume that your work activities are completed during normal weekdays (no weekend work) under normal conditions (8 hours per day). In terms of holidays, you can assume no work will be done the following days: New Year’s Day, President’s Day, Good Friday, Good Monday, Friday before Memorial Day, Memorial Day, the business day before Independence Day, Independence Day, the Friday before Labor Day, Labor Day, the day before Thanksgiving Day, Thanksgiving Day, Black Friday (day after Thanksgiving), the business day before Christmas, Christmas Day, the business day after Christmas Da.
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UNDERGRADUATE ASSIGNMENT SPECIFICATION ProgrammeBABSModule .docx
UNDERGRADUATE ASSIGNMENT SPECIFICATION
Programme:
BABS
Module Level (3,4,5 or 6):
5
Module:
Project Management
Module code:
SBLC5001Contribution to Overall
Module Assessment (%):
100%
Assignment No(s):
Assignment 1: 50%
Assignment 2: 50%
Assignment Title(s):
Assessment Component 1- Case study/individual essay
Assessment Component 2- Individual report
Lecturer:
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Internal Verifier:
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Hand Out Date:
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Submission deadline:
Feedback deadline:
19/02/2018
Referencing:
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Project Schedule
Due Week 10 and worth 150 points
This assignment consists of two (2) parts: a
project schedule
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written response
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Part B: Written Response
(Submit as a Microsoft Word file)
Write a one to two (1-2) page response in which you:
1. Analyze your project in terms of project completion, critical path, and slack / float. Specifically, be sure to answer the following:
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o What is the critical path for the project?
o How much slack / float is in your project? What activities have the greatest slack / float?
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N4685 Capstone
Module 5: Capstone Project – Presentation and Evaluation Instructions
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Overview: Capstone Project – Presentation and Evaluation
Your project should represent high-quality work – something you would expect to see in a professional setting. Perhaps your employer will be interested in facilitating its use in a real-life situation!
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Objectives
Design evaluation tools to accompany your project.
Locate peer-reviewed articles discussing evidence-based nursing practice.
Design evaluation tools to accompany your project.
Rubric – Project Presentation
Criteria
Target
Acceptable
Unacceptable
Accurate (70 Points)
Accurate presentation of content with differentiation
between facts and opinions; well organized with in text citations for useful sources (at least 9). 10-15 content slides with comprehensive speaker notes.
(70 Points)
Essential information is included but speaker notes and/or slides lack depth and need additional content and/ or lacking in text citations for useful sources. Outside the required 10-15 content slides.
(40 Points)
Errors in content specific information or lack of references prohibit use in professional setting
(0 Points)
Required References
(10 Points)
All 9 references included
(10 points)
Less than 9 required references
(0 points)
Attractive (10 Points)
Professional, appropriate for setting with no spelling or grammar errors; designed with appropriate use of color, graphics, and fonts. Up to 5 points will be deducted if images used are not cited. No APA errors in references.
(10 Points)
One or more spelling or grammar errors; design missing graphics and/ or inappropriate fonts. Up to 5 points will be deducted if images used are not cited. 1-2 APA errors in references.
(5 Points)
Design or grammar/spelling errors prohibit reading or understanding content and if images used are not cited. 3 or more APA errors in references.
(0 Points)
Appropriate (10 Points)
Developmentally and age appropriate for audience; within the appropriate time frame (clock time 20-30 minutes)
(10 Points)
Not Developmentally and/ or age appropriate for entire target audience and/ or inappropriate time frame for content delivery
(5 Points)
Project inappropriate for profession use as not developmentally or age appropriate for audience; and / or project length is too short or too long
(0 Points)
Rubric – Project Evaluation
.
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P a g e | 1 INF 308: Programming for Informatics
Professor Nim Dvir
INF 308: Programming for Informatics (3 Credits)
Semester: Fall 2019
Day/Time/Location: Fully online (BlackBoard)
Pre-requisites/Co-requisites: CINF 100 and CINF108 or I CSI/I ECE 201
Instructor: Nim Dvir
Read more about me on my university web page -- albany.edu/~nd115232/
Contact: [email protected]
Important -- When emailing, please add [INF496] at the beginning of the subject line
Office Location and Hours: Thursday, 3 pm - 5 pm, or by appointment
Last update date: August 8, 2019
Course Description, Purpose and Goals
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us/Learn/9.1_SP_12_and_SP_13/Student
Required Readings
The course is based on free/open-source materials, which mean that students are not required to purchase anything.
During the course we will use two open-source textbooks:
• Programming for Problem Solving / Lenore G. Horowitz
o https://courses.lumenlearning.com/suny-albany-programmingforproblemsolving-v2/
• Python for Everybody - Exploring Data In Python 3 / Charles R. Severance
o https://www.py4e.com/book.php
http://www.albany.edu/~nd115232/
http://www.albany.edu/~nd115232/
mailto:[email protected]%20?subject=[INF308]
mailto:[email protected]%20?subject=[INF308]
http://ondemand.blackboard.com/students.htm
http://ondemand.blackboard.com/students.htm
https://help.blackboard.com/en-us/Learn/9.1_SP_12_and_SP_13/Student
https://help.blackboard.com/en-us/Learn/9.1_SP_12_and_SP_13/Student
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Objective
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Objective
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Objective
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Criterion Unacceptable Minimum Satisfactory Excellent Weight.docx
Criterion Unacceptable Minimum Satisfactory Excellent Weight
Topic and Introduction The topic has little relevancy
in the specified area and no
problem statement and the
abstract did not give any
information about what to
expect in the report.
The topic has somewhat
relevancy and/or the
problem statement was
poorly constructed,
and/or the abstract
provides little information
on the project
Relevant topic is
selected and the
problem statement is
appropriately
constructed and/or the
abstract provides
adequate information on
the project
Relevant topic is selected and
the problem statement is well
constructed and the abstract
is concise and provides
adequate information on the
project
20
Score 0 7 17 20
Writing Quality The writing is incoherent,
broken, overly long, and
contains many spelling or
grammatical errors
The writing is incoherent,
lengthy, and has some
spelling or grammar
errors
The writing is coherent,
and only has a few
spelling or grammar
errors
The writing is coherent,
concise, free of spelling errors
and grammatically correct
10
score 0 5 8 10
Technical Accuracy Work is not accurate. Work has minimal
accuracy
Work is mostly accurate
with less than two minor
errors
Work is accurate and well
constructed 30
score 0 15 26 30
Clarity of Illustrations,
Diagrams or Charts
Figures, diagrams, tables
are sloppy, and/or not
accurate, and are not
labeled.
Figures, diagrams are
not especially clear, and
but labels and diagrams
are accurate.
Figures, diagrams,
tables are clearly drawn,
clearly labeled, accurate
Figures, diagrams, tables are
clearly drawn, clearly labeled,
accurate. Labels are
descriptive. Diagrams are
exceptionally detailed.
15
Score 0 8 12 15
Solution
& Conclusion Was not logically or
effectively structured and
presents an illogical
explanation for findings.
Needs greater effort to
make it a well-
constructed paper and
the findings were not
logically presented.
Were logically organized
and made good
connections among
ideas. Presents a
logical explanation for
findings.
Information is logically and
creatively organized with
smooth transitions. Presents
a logical explanation for
findings.
25
0 15 21 25
META RUBRIC FOR PROJECT PLAN
G:\Online Course Management\SBT Meta Rubrics\Project Plan Meta Rubric.xlsx
M1A1: Term Project Topic
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Term Project Topic
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Objectives | Project Deliverables | Schedule and Grading Rubric | Paper Guidelines | Best Practices
Engl207 course tour_ada
This document provides an overview of the structure and components of an online course. It explains that each project page contains a schedule, assignments, lectures, and other materials needed to complete the project. Students must submit assigned work by the due dates listed in red on the schedule. The lectures are in slideshow format and should be reviewed closely according to the schedule. Students are encouraged to ask questions if they need help.
Implementing an Online Learning Initiative
This is from a session at the e-Learning Revolution Conference at IU 13 on 6/24/15.
School districts creating their own online learning courses, with existing faculty and resources, often stumble with initial efforts as they try to apply existing models to a new learning environment. Join this session to explore strategies, tools, and processes that can support the transition to online learning and see
demonstrations of working models.
In this unit, you will experience the powerful impact communication .docx
This document provides instructions for an assignment requiring students to download a template, follow the instructions in the template to complete an analysis of communication concepts relating to cultural diversity, and demonstrate their understanding through in-text citations and references in APA format.
In this task, you will write an analysis (suggested length of 3–5 .docx
In this task, you will write an analysis (
suggested length of 3–5 pages
) of one work of literature. Choose
one
work from the list below:
Classical Period
• Sappho, “The Anactoria Poem” ca. 7th century B.C.E. (poetry)
• Aeschylus, “Song of the Furies” from
The Eumenides
, ca. 458 B.C.E. (poetry)
• Sophocles,
Antigone
, ca. 442 B.C.E. (drama)
• Aristotle, Book 1 from the
Nichomachean Ethics
, ca. 35 B.C.E. (philosophical text)
• Augustus,
The Deeds of the Divine Augustus
, ca. 14 C.E. (funerary inscription)
• Ovid, “The Transformation of Daphne into a Laurel” an excerpt from Book 1 of
The Metamorphoses
, ca. 2 C.E. (poetry)
Renaissance
• Francesco Petrarch, “The Ascent of Mount Ventoux” 1350 (letter)
• Giovanni Pico della Mirandola, the first seven paragraphs of the “Oration on the Dignity of Man” ca. 1486 (essay excerpt)
• Leonardo da Vinci, Chapter 28 “Comparison of the Arts” from
The Notebooks
ca. 1478-1518 (art text)
• Edmund Spenser, Sonnet 30, “My Love is like to Ice” from
Amoretti
1595 (poetry)
• William Shakespeare, Sonnet 18, “Shall I Compare Thee to a Summer’s Day” 1609 (poetry)
• Francis Bacon, “Of Studies” from
The Essays or Counsels…
1625 (essay)
• Anne Bradstreet, “In Honour of that High and Mighty Princess, Queen Elizabeth” 1643 (poetry)
• Andrew Marvell, “To his Coy Mistress” 1681 (poetry)
Enlightenment
• René Descartes, Part 4 from
Discourse on Method
, 1637 (philosophical text)
• William Congreve,
The Way of the World
, 1700 (drama-comedy)
• Jonathan Swift, “A Modest Proposal” 1729 (satirical essay)
• Voltaire, “Micromégas” 1752 (short story, science fiction)
• Phillis Wheatley, “To S.M., a Young African Painter, on Seeing his Works” 1773 (poetry)
• Thomas Paine, “Common Sense” 1776 (essay)
• Johann Wolfgang von Goethe, “The Fisherman” 1779 (poetry)
• Immanuel Kant, “An Answer to the Question: What is Enlightenment?” 1784 (essay)
Romanticism
• Lord Byron, “She Walks in Beauty” 1813 (poetry)
• Samuel Taylor Coleridge, “Kubla Khan” 1816 (poetry)
• Edgar Allan Poe, “The Fall of the House of Usher” 1839 (short story)
• Alexander Dumas,
The Count of Monte Cristo
, 1844 (novel)
• Emily Brontë,
Wuthering Heights
, 1847 (novel)
• Herman Melville, “Bartleby, the Scrivener: A Story of Wall-Street” 1853 (short story)
• Emily Dickinson, “A Narrow Fellow in the Grass” 1865 (poetry)
• Friedrich Nietzsche, Book 4 from
The Joyful Wisdom
, 1882 (philosophical text)
Realism
• Charles Dickens,
A Christmas Carol
, 1843 (novella)
• Karl Marx and Friedrich Engles,
The Communist Manifesto
, 1848 (political pamphlet)
• Christina Rossetti, “Goblin Market” 1862 (poetry)
• Matthew Arnold, “Dover Beach” 1867 (poetry)
• Robert Louis Stevenson,
The Strange Case of Dr. Jekyll and Mr. Hyde
, 1886 (novella)
• Kate Chopin, “The Story of an Hour” 1894 (short story)
• Mark Twain, “The.
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Similar to Start with this weeks preparation items Read Chapter 14 .docx
BUS 375 Entire Course NEW
Check this A+ tutorial guideline at
http://www.uopassignments.com/bus-375-strayer
For more classes visit
http://www.uopassignments.com/
American inter continental university mgmt 440 homework help
Get professional solution for assignment help,homework help,easy writing help,and This is Writing for all Universities in USA,UK,and Australia.
Ash edu 644 week 2 assignment supporting families at risk
This document provides instructions for an assignment to build the foundation of a website about supporting families at risk. Students are asked to create 5 placeholder pages on their website for topics learned so far (poverty, child protection services, homelessness, and students at risk), with headings for overviews and resources. They are to include a link to their website, the title, and their definition of "at risk" in a Word document for submission. The assignment allows students to begin early development of their final project website due in week 6.
Ash edu 644 week 2 assignment supporting families at risk
This document provides instructions for an assignment to create a website about supporting families at risk. Students are asked to create a basic website with placeholder pages on poverty, child protection services, homelessness, and students at risk. The website needs to include the title on the homepage along with the student's definition of "at risk". Students must submit a link to their website and title in a Word document for evaluation. The assignment aims to help students begin developing their required final project website on supporting families at risk.
Project ScheduleDue Week 10 and worth 150 pointsThis ass.docx
Project Schedule
Due Week 10 and worth 150 points
This assignment consists of two (2) parts: a
project schedule
, and a
written response
. You must submit both parts as separate files for the completion of this assignment. Label each file name according to the part of the assignment it is written for.
Part A: Project Schedule
(Submit as one [1] Microsoft Project file)
1. In Assignment 2, you developed a project plan. Now, using the information from your project proposal, create a multi-level work breakdown structure (WBS) and detailed project schedule.
Your project must include the following criteria:
o The project must consist of at least twenty-five (25) tasks.
o Each task must contain a start date, a finish date, and have main staffing and non-staffing resources assigned.
o Assume that your work activities are completed during normal weekdays (no weekend work) under normal conditions (8 hours per day).
o In terms of holidays, you can assume no work will be done the following days: New Year’s Day, President’s Day, Good Friday, Good Monday, Friday before Memorial Day, Memorial Day, the business day before Independence Day, Independence Day, theFriday before Labor Day, Labor Day, the day before Thanksgiving Day, Thanksgiving Day, Black Friday (day after Thanksgiving), the business day before Christmas, Christmas Day, the business day after Christmas Day, and New Year’s Eve.
Part B: Written Response
(Submit as a Microsoft Word file)
Write a one to two (1-2) page response in which you:
1. Analyze your project in terms of project completion, critical path, and slack / float. Specifically, be sure to answer the following:
o When will the project be completed?
o What is the critical path for the project?
o How much slack / float is in your project? What activities have the greatest slack / float?
1. Summarize the recommendations or improvements you would make to your project schedule. Specifically, be sure to answer the following:
o Identify the top three (3) activities that you believe could impact the project completion date.
o What additional activities would you add to this project to make it more complete, from a project management viewpoint?
1. Format your assignment according to the following formatting requirements:
o Typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides.
o Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page is not included in the required page length.
Grading for this assignment will be based on answer quality, logic/organization of the paper, and language and writing skills, using the following rubric.Project
...
Sp2012_Week6_Part7_ICW6
This document provides instructions for creating a webquest. It discusses the key components of a webquest, including an introduction, task, process, evaluation, conclusion, and credits. Teachers are instructed to use Google Sites to build out the layout for these components. Students will work in groups of two to create a sample webquest on digital natives using resources from a previous class assignment. They will focus on completing the introduction, task, and beginning work on the process page during this in-class session.
N4685 CapstoneModule 5 Capstone Project – Present.docx
N4685 Capstone
Module 5: Capstone Project – Presentation and Evaluation Instructions
NOTE: You will create two new electronic files for this assignment instead of typing directly into this document.
Overview: Capstone Project – Presentation and Evaluation
Your project should represent high-quality work – something you would expect to see in a professional setting. Perhaps your employer will be interested in facilitating its use in a real-life situation!
You will upload your PowerPoint for grading. You will also upload the forms or documents you would use for evaluation (two evaluation tools will be created) of your information dissemination. These might be in the form of informal observation records and/or formal tests or questionnaires. (This evaluation portion will be submitted as one Word document. See below for all that must be included). There is a separate portal for each portion of the assignment in Blackboard.
Objectives
Design evaluation tools to accompany your project.
Locate peer-reviewed articles discussing evidence-based nursing practice.
Design evaluation tools to accompany your project.
Rubric – Project Presentation
Criteria
Target
Acceptable
Unacceptable
Accurate (70 Points)
Accurate presentation of content with differentiation
between facts and opinions; well organized with in text citations for useful sources (at least 9). 10-15 content slides with comprehensive speaker notes.
(70 Points)
Essential information is included but speaker notes and/or slides lack depth and need additional content and/ or lacking in text citations for useful sources. Outside the required 10-15 content slides.
(40 Points)
Errors in content specific information or lack of references prohibit use in professional setting
(0 Points)
Required References
(10 Points)
All 9 references included
(10 points)
Less than 9 required references
(0 points)
Attractive (10 Points)
Professional, appropriate for setting with no spelling or grammar errors; designed with appropriate use of color, graphics, and fonts. Up to 5 points will be deducted if images used are not cited. No APA errors in references.
(10 Points)
One or more spelling or grammar errors; design missing graphics and/ or inappropriate fonts. Up to 5 points will be deducted if images used are not cited. 1-2 APA errors in references.
(5 Points)
Design or grammar/spelling errors prohibit reading or understanding content and if images used are not cited. 3 or more APA errors in references.
(0 Points)
Appropriate (10 Points)
Developmentally and age appropriate for audience; within the appropriate time frame (clock time 20-30 minutes)
(10 Points)
Not Developmentally and/ or age appropriate for entire target audience and/ or inappropriate time frame for content delivery
(5 Points)
Project inappropriate for profession use as not developmentally or age appropriate for audience; and / or project length is too short or too long
(0 Points)
Rubric – Project Evaluation
.
Project design guide
This document provides templates and guidance for creating an engaged learning project with three components: a scenario, presentation page, and student pages. The scenario template guides the creation of a narrative describing what students and teachers would experience participating in the project. The presentation template outlines key elements to include about the project such as abstract, learner outcomes, structure of learning, assessment, and standards alignment. The student page template demonstrates how to design pages that provide students with materials and guidance to complete project tasks. Templates are provided for consistency but customization is encouraged. Overall the document aims to help educators design effective engaged learning projects.
P a g e 1 INF 308 Programming for Informatics Prof.docx
P a g e | 1 INF 308: Programming for Informatics
Professor Nim Dvir
INF 308: Programming for Informatics (3 Credits)
Semester: Fall 2019
Day/Time/Location: Fully online (BlackBoard)
Pre-requisites/Co-requisites: CINF 100 and CINF108 or I CSI/I ECE 201
Instructor: Nim Dvir
Read more about me on my university web page -- albany.edu/~nd115232/
Contact: [email protected]
Important -- When emailing, please add [INF496] at the beginning of the subject line
Office Location and Hours: Thursday, 3 pm - 5 pm, or by appointment
Last update date: August 8, 2019
Course Description, Purpose and Goals
This course focuses on computer programming in the Informatics environment. During the course, students will
learn the fundamentals of programming, including an introduction to algorithms, object-oriented design, and data
structures. Additional topics include basic interface design, security, networking, use of databases, and mobile and
other non-traditional computing platforms.
Upon completion of the course, students should be able to accomplish the following outcomes:
• Create, modify, and explain complex computer programs
• Analyze real-world problems and then design and implement computational solutions for them
• Use and apply appropriate data structures in a computer program
• Construct and implement complex computational algorithms
• Explain and identify a suitable programming paradigm to build the structure and elements of a computer
program
• Design and implement computer programs that interact with networks and databases
The Course Environment
This course is offered in a fully online learning format. The instructor will be available on Thursdays, 3 pm - 5 pm,
and by appointment. Students will complete classwork and assignments independently using the Blackboard
Learning System (BLS). If they are not familiar with Blackboard, they may please visit the Blackboard help pages
for students: http://ondemand.blackboard.com/students.htm and https://help.blackboard.com/en-
us/Learn/9.1_SP_12_and_SP_13/Student
Required Readings
The course is based on free/open-source materials, which mean that students are not required to purchase anything.
During the course we will use two open-source textbooks:
• Programming for Problem Solving / Lenore G. Horowitz
o https://courses.lumenlearning.com/suny-albany-programmingforproblemsolving-v2/
• Python for Everybody - Exploring Data In Python 3 / Charles R. Severance
o https://www.py4e.com/book.php
http://www.albany.edu/~nd115232/
http://www.albany.edu/~nd115232/
mailto:[email protected]%20?subject=[INF308]
mailto:[email protected]%20?subject=[INF308]
http://ondemand.blackboard.com/students.htm
http://ondemand.blackboard.com/students.htm
https://help.blackboard.com/en-us/Learn/9.1_SP_12_and_SP_13/Student
https://help.blackboard.com/en-us/Learn/9.1_SP_12_and_SP_13/Student
https://help.blackboard.com/en-us/Learn/9.1_SP_12_and_SP_1 ...
Proj 587 Enhance teaching / snaptutorial.com
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 th
PROJ 587 Inspiring Innovation/tutorialrank.com
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
Proj 587 Education Specialist-snaptutorial.com
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.)
Objectives | Project Deliverables | Schedule and Grading Rubric | Paper Guidelines | Best Practices
Objective
PROJ 587 Exceptional Education / snaptutorial.com
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.
Proj 587 Massive Success / 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.)
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.
Proj 587 Education Redefined - snaptutorial.com
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.)
Proj 587 Success Begins / 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.)
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
Criterion Unacceptable Minimum Satisfactory Excellent Weight.docx
Criterion Unacceptable Minimum Satisfactory Excellent Weight
Topic and Introduction The topic has little relevancy
in the specified area and no
problem statement and the
abstract did not give any
information about what to
expect in the report.
The topic has somewhat
relevancy and/or the
problem statement was
poorly constructed,
and/or the abstract
provides little information
on the project
Relevant topic is
selected and the
problem statement is
appropriately
constructed and/or the
abstract provides
adequate information on
the project
Relevant topic is selected and
the problem statement is well
constructed and the abstract
is concise and provides
adequate information on the
project
20
Score 0 7 17 20
Writing Quality The writing is incoherent,
broken, overly long, and
contains many spelling or
grammatical errors
The writing is incoherent,
lengthy, and has some
spelling or grammar
errors
The writing is coherent,
and only has a few
spelling or grammar
errors
The writing is coherent,
concise, free of spelling errors
and grammatically correct
10
score 0 5 8 10
Technical Accuracy Work is not accurate. Work has minimal
accuracy
Work is mostly accurate
with less than two minor
errors
Work is accurate and well
constructed 30
score 0 15 26 30
Clarity of Illustrations,
Diagrams or Charts
Figures, diagrams, tables
are sloppy, and/or not
accurate, and are not
labeled.
Figures, diagrams are
not especially clear, and
but labels and diagrams
are accurate.
Figures, diagrams,
tables are clearly drawn,
clearly labeled, accurate
Figures, diagrams, tables are
clearly drawn, clearly labeled,
accurate. Labels are
descriptive. Diagrams are
exceptionally detailed.
15
Score 0 8 12 15
Solution
& Conclusion Was not logically or
effectively structured and
presents an illogical
explanation for findings.
Needs greater effort to
make it a well-
constructed paper and
the findings were not
logically presented.
Were logically organized
and made good
connections among
ideas. Presents a
logical explanation for
findings.
Information is logically and
creatively organized with
smooth transitions. Presents
a logical explanation for
findings.
25
0 15 21 25
META RUBRIC FOR PROJECT PLAN
G:\Online Course Management\SBT Meta Rubrics\Project Plan Meta Rubric.xlsx
M1A1: Term Project Topic
.
Term Project Topic
This activity will enable you to apply what you will learn during this course. You will complete a term project that requires you to define the scope of a project, project charter, project plan, budget, and project schedule. You will also undertake a risk analysis for this project. Use the models in the textbook as examples to complete a detailed document for each assignment.
This term project is broken down into various parts, which are due throughout the course. You will use all comments provided from the in.
Proj 587 Education Organization / snaptutorial.com
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.)
Objectives | Project Deliverables | Schedule and Grading Rubric | Paper Guidelines | Best Practices
Engl207 course tour_ada
This document provides an overview of the structure and components of an online course. It explains that each project page contains a schedule, assignments, lectures, and other materials needed to complete the project. Students must submit assigned work by the due dates listed in red on the schedule. The lectures are in slideshow format and should be reviewed closely according to the schedule. Students are encouraged to ask questions if they need help.
Implementing an Online Learning Initiative
This is from a session at the e-Learning Revolution Conference at IU 13 on 6/24/15.
School districts creating their own online learning courses, with existing faculty and resources, often stumble with initial efforts as they try to apply existing models to a new learning environment. Join this session to explore strategies, tools, and processes that can support the transition to online learning and see
demonstrations of working models.
Similar to Start with this weeks preparation items Read Chapter 14 .docx (20)
American inter continental university mgmt 440 homework help
American inter continental university mgmt 440 homework help
Ash edu 644 week 2 assignment supporting families at risk
Ash edu 644 week 2 assignment supporting families at risk
Ash edu 644 week 2 assignment supporting families at risk
Ash edu 644 week 2 assignment supporting families at risk
Project ScheduleDue Week 10 and worth 150 pointsThis ass.docx
Project ScheduleDue Week 10 and worth 150 pointsThis ass.docx
N4685 CapstoneModule 5 Capstone Project – Present.docx
N4685 CapstoneModule 5 Capstone Project – Present.docx
P a g e 1 INF 308 Programming for Informatics Prof.docx
P a g e 1 INF 308 Programming for Informatics Prof.docx
Criterion Unacceptable Minimum Satisfactory Excellent Weight.docx
Criterion Unacceptable Minimum Satisfactory Excellent Weight.docx
Proj 587 Education Organization / snaptutorial.com
Proj 587 Education Organization / snaptutorial.com
More from whitneyleman54422
In this unit, you will experience the powerful impact communication .docx
This document provides instructions for an assignment requiring students to download a template, follow the instructions in the template to complete an analysis of communication concepts relating to cultural diversity, and demonstrate their understanding through in-text citations and references in APA format.
In this task, you will write an analysis (suggested length of 3–5 .docx
In this task, you will write an analysis (
suggested length of 3–5 pages
) of one work of literature. Choose
one
work from the list below:
Classical Period
• Sappho, “The Anactoria Poem” ca. 7th century B.C.E. (poetry)
• Aeschylus, “Song of the Furies” from
The Eumenides
, ca. 458 B.C.E. (poetry)
• Sophocles,
Antigone
, ca. 442 B.C.E. (drama)
• Aristotle, Book 1 from the
Nichomachean Ethics
, ca. 35 B.C.E. (philosophical text)
• Augustus,
The Deeds of the Divine Augustus
, ca. 14 C.E. (funerary inscription)
• Ovid, “The Transformation of Daphne into a Laurel” an excerpt from Book 1 of
The Metamorphoses
, ca. 2 C.E. (poetry)
Renaissance
• Francesco Petrarch, “The Ascent of Mount Ventoux” 1350 (letter)
• Giovanni Pico della Mirandola, the first seven paragraphs of the “Oration on the Dignity of Man” ca. 1486 (essay excerpt)
• Leonardo da Vinci, Chapter 28 “Comparison of the Arts” from
The Notebooks
ca. 1478-1518 (art text)
• Edmund Spenser, Sonnet 30, “My Love is like to Ice” from
Amoretti
1595 (poetry)
• William Shakespeare, Sonnet 18, “Shall I Compare Thee to a Summer’s Day” 1609 (poetry)
• Francis Bacon, “Of Studies” from
The Essays or Counsels…
1625 (essay)
• Anne Bradstreet, “In Honour of that High and Mighty Princess, Queen Elizabeth” 1643 (poetry)
• Andrew Marvell, “To his Coy Mistress” 1681 (poetry)
Enlightenment
• René Descartes, Part 4 from
Discourse on Method
, 1637 (philosophical text)
• William Congreve,
The Way of the World
, 1700 (drama-comedy)
• Jonathan Swift, “A Modest Proposal” 1729 (satirical essay)
• Voltaire, “Micromégas” 1752 (short story, science fiction)
• Phillis Wheatley, “To S.M., a Young African Painter, on Seeing his Works” 1773 (poetry)
• Thomas Paine, “Common Sense” 1776 (essay)
• Johann Wolfgang von Goethe, “The Fisherman” 1779 (poetry)
• Immanuel Kant, “An Answer to the Question: What is Enlightenment?” 1784 (essay)
Romanticism
• Lord Byron, “She Walks in Beauty” 1813 (poetry)
• Samuel Taylor Coleridge, “Kubla Khan” 1816 (poetry)
• Edgar Allan Poe, “The Fall of the House of Usher” 1839 (short story)
• Alexander Dumas,
The Count of Monte Cristo
, 1844 (novel)
• Emily Brontë,
Wuthering Heights
, 1847 (novel)
• Herman Melville, “Bartleby, the Scrivener: A Story of Wall-Street” 1853 (short story)
• Emily Dickinson, “A Narrow Fellow in the Grass” 1865 (poetry)
• Friedrich Nietzsche, Book 4 from
The Joyful Wisdom
, 1882 (philosophical text)
Realism
• Charles Dickens,
A Christmas Carol
, 1843 (novella)
• Karl Marx and Friedrich Engles,
The Communist Manifesto
, 1848 (political pamphlet)
• Christina Rossetti, “Goblin Market” 1862 (poetry)
• Matthew Arnold, “Dover Beach” 1867 (poetry)
• Robert Louis Stevenson,
The Strange Case of Dr. Jekyll and Mr. Hyde
, 1886 (novella)
• Kate Chopin, “The Story of an Hour” 1894 (short story)
• Mark Twain, “The.
In this SLP you will identify where the major transportation modes a.docx
In this SLP you will identify where the major transportation modes are used in the EESC from SLP3: rail, inland water, ocean steamer, and/or OTR.
There are five basic transportation modes: rail, inland water ways, ocean, over-the-road, and air. We will not be concerned about air transport in this SLP as it is the least used and most expensive in general supply chain transportation.
Review and read these resources on these three transportation modes: rail, inland water, and OTR. Ocean is not included in these readings since it is mainly used for importing and exporting. This will be covered in more detail in LOG502. But you are asked to identify where ocean transport is used, but not in detail.
RESOURCES - SEE SLP 3 RESOURCES IN BACKGROUND PAGE
Session Long Project
Review the EESC from SLP2. Identify in the EESC where each of the four modes of transportation are used: rail, inland water, ocean, and OTR. You can use topic headings for each mode. Identify the materials being transported from which industry to which industry. Discuss why this mode is being used and what the costs are on a per ton-mile basis.
SLP Assignment Expectations
The paper should include:
Background:
Briefly
review and discuss the targeted product, company, and industry
Diagram: Include the diagram of the EESC
Transportation Discussion: Discuss each of the four transportation modes (rail, inland water, ocean, OTR) in the EESC and where each one is used. Discuss why this mode is used and the costs of using.
Clarity and Organization: The paper should be well organized and clearly discuss the various topics and issues in depth and breadth.
Use of references and citations: at least six (6) proper references should be used correctly, cited in the text, and listed in the references using proper APA format.
Length: The paper should be three to four pages – the body of the paper excluding title page and references page.
NOTE: You can use the transportation resources. You should also do independent research and find at least two additional appropriate references, for a total of at least six.
SLP Resources
Waterways
American Society of Civil Engineers. (2014). Report card for America’s infrastructure.
Infrastructure Report Card.
Retrieved from
http://www.infrastructurereportcard.org/fact-sheet/inland-waterways
Texas Transportation Institute. (2009). A Modal Comparison Of Domestic Freight Transportation Effects On The General Public, retrieved from
http://www.nationalwaterwaysfoundation.org/study/FinalReportTTI.pdf
U.S. Army Corps of Engineers. (2014). The U.S. Waterway System, Transportation Facts & Information; Navigation Center. Retrieved from
http://www.navigationdatacenter.us/factcard/factcard12.pdf
Railroads
Bureau of Transportation Statistics (Rail), retrieved from
https://www.bts.gov/topics/rail
USDOT (2012). Freight rail: data & resources. Retrieved on 20 Sep 2016 from
https://www.fra.dot.gov/Page/P0365
American Association of Railroads. Ret.
In this module the student will present writing which focuses attent.docx
In this module the student will present writing which focuses attention on himself or herself (personal writing). We will start into college composition by reading a series of essays that explore the rhetorical modes of narration and decscription. If you think about your own lives, you'll note the importance of the stories that surround you. Think of your family's story, your friends' stories, and your very own story. Think of the detail that constitute these stories, of how they engage your sense of taste, touch, sound, smell, and sight. This module will focus on how you can better craft your own story and share it with others.
Competencies Addressed in this Module:
Competency #1: The student will demonstrate an understanding of the writing process by:
Choosing and limiting a subject that can be sufficiently developed within a given time, for a specific purpose, for a specific purpose and audience.
Developing and refining pre-writing and planning skills.ormulating the main point to reflect the subject and purpose of the writing.
Formulating the main point to reflect the subject and purpose of the writing.
Supporting the main point with specific details and arranging them logically.
Writing an effective conclusion.
Competency #3: The student will demonstrate the ability to proofread, edit, and revise by:
Recognizing and correcting errors in clarity
Recognizing and correcting errors in unity and coherence.
Using conventional sentence structure and correcting sentence errors such as fragments, run-ons, comma splices, misplaced modifiers and faulty parallelism.
Recognizing and correcting errors in utilizing the conventions of Standard American English including:
Using standard verb forms and consistent tense.
Maintaining agreement between subject and verb, pronoun and antecedent.
Using proper case forms--consistent point of view.
Using standard spelling, punctuation, and capitalization.
Selecting vocabulary appropriate to audience, purpose, and occasion.
Aditional inf: I am a woma. I am 25 years old. I have a husband and a one year old son
.
In this module, we looked at a variety of styles in the Renaissa.docx
In this module, we looked at a variety of styles in the Renaissance in Italy. Artists like Botticelli, Bellini, Michelangelo, and Bronzino all incorporated Renaissance characteristics into their works, and yet their works look different from each other.
To address form and content in the artistic developments and trends that took place in the Renaissance, look closely at examples from each of these artists.
Choose one painting by one of the artists listed above, and identify characteristics and techniques of the Renaissance style.
Then, address how the work departed from typical Renaissance formulas to become signature to that artist's particular style.
Finally, why did you select this artist? What draws you to their work?
.
In this experiential learning experience, you will evaluate a health.docx
In this experiential learning experience, you will evaluate a healthcare plan using the attached worksheet. The selected plan can be your own health insurance or another plan.
Step 1
Use published information on the selected health insurance plan to complete the
assignment 5.1 worksheet
.
Step 2
Create a 7-10 slide Power Point presentation to include the following:
Introduction to the plan, including geographic boundaries
Major coverage inclusions and exclusions (Medical, Dental, Vision etc.)
Costs to consumer for insurance under the plan (include premiums, deductibles, copays, prescription costs)
Health insurance plan ratings if available. If no ratings are found for this plan, include a possible explanation for this situation.
Evaluation of the health insurance plan-include your evaluation of this plan from two standpoints:
a consumer-focused on costs, coverage, and ease of use
a public health nurse- focused on access to care for populations and improving health outcomes.
Cite all sources in APA format on a reference slide and with on-slide citations.
.
In this essay you should combine your practice responding and analyz.docx
In this essay you should combine your practice responding and analyzing short stories with support derived from research. So far in class, we have practiced primarily formal analysis. Now I want you to practice "joining the conversation." In this essay you will write a literary analysis that incorporates the ideas of others. The trick is to accurately present ideas and interpretations gathered from your research while adding to the conversation by presenting
your own
ideas and analysis.
You will be evaluated based on how well you use external sources. I want to see that you can quote, paraphrase and summarize without plagiarizing. Remember, any unique idea must be credited, even if you put it in your own words.
Choose one of the approaches explained in the "Approaches to Literary Analysis" located at the bottom of this document. Each approach will require research, and that research should provide the context in which you present your own ideas and support your thesis. Be sure to properly document your research. Review the information, notes, and pamphlets I have distributed in class as these will help guide you.
While I am asking you to conduct outside research, do not lose sight of the primary text to which you are responding---the story! Your research should support
your
interpretations of the story. Be sure that your thesis is relevant to the story and that you quote generously from the story.
Purpose:
critical analysis, Argument, writing from sources
Length:
approx 1200 words
Documentation:
Minimum of 4 sources required (one primary source—the story or poem analyzed, and three secondary, peer reviewed journals). (Note: review the material in "finding and evaluating sources.ppt" to help you choose relevant and trustworthy sources.)
Choose from the following short stories:
The Lottery,
Shirley Jackson
A Rose for Emily,
William Faulkner
The Dead
, James Joyce
The Veldt
, Ray Bradbury
Hills Like White Elephants,
Ernest Hemingway
The Cask of Amontillado or The Tell-Tale Heart,
Edgar Allen Poe
Below are some examples.
They are just here to give you an idea of the type of approaches that will work for this essay.
1. Philosophical analysis: How do the stories by Jean Paul Sartre and Albert Camus reflect the philosophy of existentialism?
2. Socio/cultural analysis: What opinion about marriage and gender roles does Hemingway advance in "The Short Happy Life of Francis Macomber"?
3. Historical analysis:: What social dilemmas faced by African Americans in the 1960s might have inspired Toni Cade Bambara to write "The Lesson"?
4. Biographical analysis: What events in Salman Rushdie's life might have influenced the events in "At the Auction of the Ruby Slippers"?
5. Psychological analysis: How is John Cheever's "The Swimmer" a metaphor for the psychology of addiction?
Approaches to Literary analysis
Formal analysis
- This type of analysis focuses on the formal elements of the work (language.
In this Discussion, pick one film to write about and answer ques.docx
In this Discussion, pick one film to write about and answer questions below the film descriptions. If it has been a while since you have seen these films, they are available through online sources and various rental outlets. Although I have provided links to some of the films, I cannot guarantee they are still operable. If the links do not work, try your own online sources.
Dances with Wolves
(1990). Lt. John Dunbar (Kevin Costner) is assigned to the Western frontier on his own request after an act of bravery. He finds himself at an abandoned outpost. At first he maintains strict order using the methods and practices taught to him by the military, but as the film progresses, he makes friends with a nearby Native American tribe, and his perceptions of the military, the frontier, and Native Americans change dramatically.
Working Girl
(1988) Tess McGill (Melanie Griffith) works as a secretary for a large firm involved in acquiring media corporations such as radio and television. When her boss has a skiing accident, Tess gets a chance to use her own ideas and research, ideas that she has been keeping within herself for years – ideas that are arguably better, and more insightful into mass media practices, than her boss’s ideas were.
Schindler’s List
(1993). In Poland during World War II, Oskar Schindler (Liam Neeson) gradually becomes concerned for his Jewish workforce after witnessing their persecution by the Nazis. He initially was motivated by profit, but as the war progressed he began to sympathize with his Jewish workers and attempted to save them. He was credited with saving over 1000 Jews from extermination. (Based on a true story.)
Gran Torino
(2008). Walt Kowalski (Clint Eastwood), a recently widowed Korean War veteran alienated from his family and angry at the world. Walt's young neighbor, an Asian American, is pressured into stealing Walt's prized 1972 Ford Gran Torino by his cousin for his initiation into a gang. Walt thwarts the theft and subsequently develops a relationship with the boy and his family.
Describe the specific theories, assumptions, or “schools of thought” that the characters in the film have. How do their schools of thought differ?
How do the main characters change over the course of a film? How do their goals or desires change? Do they see themselves differently by the end of the film?
Which reflective theory from the course best illustrates the process the main characters go through during the film? How so?
Would you say that the main characters evolved or grew after learning something that was new, or a new approach, a new theory, or a new understanding of their place in the world?
I suggest that you refrain from reiterating the plotline. Rather, stay focused on character changes and the influences on those changes. Be sure to refer to the readings; use proper citations! This discussion will be scored based on the
Grading Rubric for Discussions
Please include the name of your film in the d.
In this assignment, you will identify and interview a family who.docx
This assignment requires students to interview a family experiencing stress from a new life event such as a baby, job change, or divorce. Students must obtain written consent from the family, agree not to publish any identifying information, and use the information only for classroom purposes. During the interview, students will gather details about the family, the history and cause of their stress, how family members responded to life events, family dynamics, strengths, coping strategies, and goals. Students will then analyze the family using research and theory, provide recommendations for support resources, and reflect on communication skills used during the interview. The final paper will be 6-8 pages following APA format.
In this assignment, you will assess the impact of health legisla.docx
In this assignment, you will assess the impact of health legislation on nursing practice and communicate your analysis to your peers. GovTrack.us provides a list of federal health bills that are currently in process in Congressional Committees.
CO4: Integrates clinical nursing judgment using effective communication strategies with patients, colleagues, and other healthcare providers. (PO#4)
CO7: Integrates the professional role of leader, teacher, communicator, and manager of care to plan cost-effective, quality healthcare to consumers in structured and unstructured settings. (PO#7)
.
In this assignment, you will create a presentation. Select a topic o.docx
In this assignment, you will create a presentation. Select a topic of your choice from any subject we have covered in this course.
TOPICS..
INTERNET
COMPUTERS
MOBILE AND GAME DEVICES
DATA AND INFORMATION
THE WEB
DIGITAL SECURITY AND PRIVACY
PROGRAMS AND APPS
COMMUNICATION AND NETWORKS
TECHNOLOGY USERS
THE INTERNET
GRAPHICS AND MEDIA APPLICATIONS
FILE, DISK AND SYSTEM MANAGEMENT TOOLS
PROCESSORS
CLOUD COMPUTING
ADAPTERS
POWER SUPPLY AND BATTERIES
WIRELESS SECURITY
Explain why you select this topic.
Explain why this topic is important.
Discuss the advantages and disadvantages of your select topic.
Include any other information you might thing is relative to your topic.
Your presentation should be a minimum of 15-20 slides in length. Include the title, references, images, graphics, and diagrams.
.
In this assignment, the student will understand the growth and devel.docx
In this assignment, the student will understand the growth and development of executive leadership by looking at the dynamics between the president and Congress in the period from the founding to the Spanish-American War. In a 6–8- page paper, the student will focus on: 1) how presidents pursued international relations, 2) how presidents were able to project force, and 3) congressional restrictions on presidential actions. The student may write about the president of his/her choice.
.
In this assignment, I want you to locate two pieces of news detailin.docx
In this assignment, I want you to locate two pieces of news detailing how an organization is responding to the COVID-19 crisis. You will turn this assignment into me via a Word Document attached to a separate email titled "extra credit assignment, Your Name" with your actual name in the subject line so I know to save the email for grading.
You need to analyze how businesses are handling the current COVID-19 crisis and I want to see if you can track down a press release from the organization, an email to their stakeholders, or even a screenshot of their website in which they explicitly address the actions they are taking in light of this new world we find ourselves in. However, the screenshots, hyperlinks to news stories, etc. are only one component of the assignment, your analysis is far and away from the more important component. Once you have tracked down two examples of how a business/organization is responding to the COVID-19 crisis, I want you to tell me how effective you perceive its action to be. Use any of the vocabulary or concepts that we have learned thus far in the semester to support your analysis. For example, is the business/organization using appropriate new media platforms to reach stakeholders? Is communication timely? Is the organization's tone sincere? What could have been done better? I am expecting one page, double-spaced for the length of your analysis, APA format. The images and or hyperlinks you compile will not be counted towards the length of your writing.
.
In this assignment worth 150 points, you will consider the present-d.docx
In this assignment worth 150 points, you will consider the present-day relevance of history with a current event from a legitimate news source (your instructor will provide several options to choose from) and do the following: (1) summarize the article¿s main idea in a paragraph (5 sentences minimum), (2) write two paragraphs in which you utilize your textbook and notes to analyze how your current event selection relates to the past.
the topics are below, just choose one of the topic from list below..
Neanderthals and string
Neanderthals Left Africa Sooner Than We Think?
Discovery of Neanderthal Skeleton and Burial
Searching for Nefertiti
Discovery of Donkeys Used in Polo (Ancient China)
Ancient Maya Capital Found in Backyard
Long Lost Greek City Found
Ancient Roman Weapon
Viking Burial Discovery
Saving Timbuktu's Treasures
.
In the readings thus far, the text identified many early American in.docx
In the readings thus far, the text identified many early American interests in the Middle East from geopolitical to missionary. Using the text and your own research, compare these early interests with contemporary American interests in the Middle East.
In particular, how has becoming 1) a global hegemon after WWII and 2) the concurrent process of ‘secularization’ transformed American foreign policy thought and behavior toward Israel and the Middle East region generally? What themes have remained constant and what appear new? Would you attribute changes more to America’s new geopolitical role after WWII, or to the increasing secularization of American society? Explain carefully. In 500 words
.
In the Roman Colony, leaders, or members of the court, were to be.docx
In the Roman Colony, leaders, or members of the court, were to be:
•Local elites•Be freeborn•Between the ages of 22 – 55•Community resident•Moral integrity
From the members, two were chosen as unpaid chief magistrates (Judges). They would have to “buy into” that position, but the recognition was worth the financial output. This week's discussion prompter is:
Money alone influences others. Please analyze and critically discuss.
In your response, remember that all this is about leadership, the context which is set in Rome.
.
In the provided scenario there are a few different crimes being .docx
In the provided scenario there are a few different crimes being committed and each could be argued multiple ways.
Steve could be charged with attempted murder. He was stabbing Michelle in the chest repeatedly. Due to the details of the scenario his charge could only be attempted because Michelle got up from the attack and charged Stacy. If she later died from her injuries Steve would/could be charged with murder. Even though he was “visibly drunk” he still maintained the purposely, knowing, or reckless intent to cause harm. He was coherent enough to make statements to her about how much he loved her, but still showed an extreme indifference to life and intent cause serious bodily harm. The biggest obstacle to a murder charge for Steve is his death. He cannot be charged with anything if he cannot be alive to defend himself. This takes care of the Steve factor.
Initially Stacy could be found guilty of murder. She knowingly and intentionally took the life of another (Steve). She also expresses an intent to kill when she stated, “I have had enough of you Steve”. From the scenario it is documented that she did not care for Steve and along with her statements, it can be shown that she was “just waiting for the opportunity” to kill Steve. In her favor is the fact that she attempted to stop Steve from harming another person. Her actions, while resulting in the death of another, were in the defense of a harmed person. She possibly saved the life of Michelle by using reasonable force to stop the stabbing.
Michelle could be charged with attempted murder as well. She stabbed Stacey in the chest while screaming, “how dare you”. She intended to cause death or serious physical injury. Again, if Stacey died from the wounds suffered, Michelle could/would be charged with murder. It could also be argued that Michelle had no malice aforethought. She was being stabbed and may not have known her actions were wrong. Her extreme circumstance clouded her reasonable decision making and all she was aware of is that her boyfriend, whom she loved, was just killed. This is unlikely but still a small possibility. Without more facts from the scenario it is difficult to fully play out all possibilities.
respond to this discussion question in 150 words no references please
.
STOP THE MEETING MADNESS HOW TO FREE UP TIME FOR ME.docx
STOP
THE
MEETING
MADNESS
HOW TO FREE UP TIME FOR
MEANINGFUL WORK
BY LESLIE A. PERLOW, CONSTANCE NOONAN HADLEY, AND EUNICE EUN
SHARE THIS ARTICLE. HBR LINK MAKES IT EASY.
SEE PAGE 41 FOR INSTRUCTIONS.
FEATURE STOP THE MEETING MADNESS
62 HARVARD BUSINESS REVIEW JULY–AUGUST 2017
EL
EN
A
K
U
LI
KO
VA
/G
ET
TY
IM
A
G
ES
JULY–AUGUST 2017 HARVARD BUSINESS REVIEW 63
P
Poking fun at meetings is the stuff of Dilbert car-
toons—we can all joke about how soul-sucking and
painful they are. But that pain has real consequences
for teams and organizations. In our interviews with
hundreds of executives, in fields ranging from high
tech and retail to pharmaceuticals and consulting,
many said they felt overwhelmed by their meetings—
whether formal or informal, traditional or agile, face-
to-face or electronically mediated. One said, “I cannot
get my head above water to breathe during the week.”
Another described stabbing her leg with a pencil to
stop from screaming during a particularly torturous
staff meeting. Such complaints are supported by re-
search showing that meetings have increased in length
and frequency over the past 50 years, to the point
where executives spend an average of nearly 23 hours
a week in them, up from less than 10 hours in the
1960s. And that doesn’t even include all the impromptu
gatherings that don’t make it onto the schedule.
Much has been written about this problem, but the
solutions posed are usually discrete: Establish a clear
agenda, hold your meeting standing up, delegate
someone to attend in your place, and so on. We’ve
observed in our research and consulting that real im-
provement requires systemic change, because meet-
ings affect how people collaborate and how they get
their own work done.
Yet change of such scope is rarely considered. When
we probed into why people put up with the strain that
meetings place on their time and sanity, we found
something surprising: Those who resent and dread
meetings the most also defend them as a “necessary
evil”—sometimes with great passion. Consider this
excerpt from the corporate blog of a senior executive
in the pharmaceutical industry:
I believe that our abundance of meetings at our
company is the Cultural Tax we pay for the inclusive,
learning environment that we want to foster…
and I’m ok with that. If the alternative to more
meetings is more autocratic decision-making, less
input from all levels throughout the organization,
and fewer opportunities to ensure alignment and
communication by personal interaction, then give
me more meetings any time!
To be sure, meetings are essential for enabling col-
laboration, creativity, and innovation. They often foster
relationships and ensure proper information exchange.
They provide real benefits. But why would anyone ar-
gue in defense of excessive meetings, especially when
no one likes them much?
Because executives want to be good soldiers. When
they sacrifice their own .
Stoichiometry Lab – The Chemistry Behind Carbonates reacting with .docx
Stoichiometry Lab – The Chemistry Behind Carbonates reacting with Vinegar
Objectives: To visually observe what a limiting reactant is.
To measure the change in mass during a chemical reaction due to loss of a gas.
To calculate CO2 loss and compare actual loss to expected CO2 loss predicted by the balanced chemical equation.
Materials needed: Note: Plan ahead as you’ll need to let Part 1 sit for at least 24 hours.
plastic beaker graduated cylinder
electronic balance 2 eggs
1 plastic cup baking soda (5 g)
dropper vinegar (500mL)
2 identical cups or glasses (at least 500 mL)
Safety considerations: Safety goggles are highly recommended for this lab as baking soda and vinegar chemicals can be irritating to the eyes. If your skin becomes irritated from contact with these chemicals, rinse with cool water for 15 minutes.
Introduction:
The reaction between baking soda and vinegar is a fun activity for young people. Most children (and adults!) enjoy watching the foamy eruption that occurs upon mixing these two household substances. The reaction has often been used for erupting volcanoes in elementary science classes. The addition of food coloring makes it even more fun. The reaction involves an acid-base reaction that produces a gas (CO2). Acid-base reactions typically involve the transfer of a hydrogen ion (H+) from the acid (HA) to the base (B−):
HA + B− --> A− + BH (eq #1)
acid base
The base often (although not always) carries a negative charge. The acid usually (although not always) becomes negatively charged through the course of the reaction because it lost an H+. An example of a typical acid base reaction is below:
HCl(aq) + NaOH(aq) --> NaCl(aq) + H2O(l) (eq #2)
The reaction is actually taking place between the hydrogen ion (H+) and the hydroxide ion (OH−). The chloride and sodium are spectator ions. To write the reaction in the same form as eq #1:
HCl(aq) + OH- --> Cl- + H2O (l) (eq #3)
Sodium bicarbonate (NaHCO3) will dissociate in water to form sodium ion (Na+) and bicarbonate ion (HCO3−).
NaHCO3 --> Na+ + HCO3− (eq #4)
Vinegar is usually a 5% solution of acetic acid in water. The bicarbonate anion (HCO3−) can act as a base, accepting a hydrogen ion from the acetic acid (HC2H3O2) in the vinegar. The Na+ is just a spectator ion and does nothing.
HCO3− + HC2H3O2 --> H2CO3 + C2H3O2− (eq#5)
Bicarbonate acetic acid carbonic acid acetate ion
The carbonic acid that is formed (H2CO3) decomposes to form water and carbon dioxide:
H2CO3 --> H2O(l) + CO2(g) (eq#6)
carbonic acid water carbon dioxide
The latter reaction (production of carbon dioxide) accounts for the bubbles and the foaming that is observed upon mixing vinegar and baki.
Stock-Trak Portfolio Report Write-Up GuidelinesYou may want to.docx
Stock-Trak Portfolio Report Write-Up Guidelines
You may want to follow the guidelines below for the final report of your Stock-Trak portfolio performance during the quarter. Your report is not expected to exceed four pages excluding any tables and appendices.
1. On the first page, replicate the investment policy statement (IPS) including your asset allocation that you submitted to the instructor.
2. Explain the funds allocation among different assets that you actually choose in your Stock-Trak portfolio. If your actual asset allocation is different from the allocation in your policy statement, explain the rationale for changing your asset allocations. Here you may think of strategic asset allocation and tactical asset allocation strategies that we discussed in chapter 16.
3. Provide your rationale for selecting the particular securities such as stock, mutual funds, ETFs, bonds, bond funds, real estate funds, etc. for your Stock-Trak portfolio. That is, explain why you considered these securities to be the most suitable in meeting your return-risk goals and asset allocations in the investment policy statement. You may use the portfolio investment philosophies and strategies from chapter 16 such as passive strategies, indexing, top-down approach, style-based strategies, asset attributes-based strategies, and technical analysis in your explanation (see chapter 16 and Exhibit 16.6).
4. Compare the performance of your portfolio relative to a relevant benchmark you stated in your policy statement. If you did not list a benchmark in your IPS, you may use a broader well-known benchmark such as S&P 500 or NADAQ composite, or create and use a hybrid benchmark of stock and bond markets (weighted average of the returns of a stock market index and bond market index).
5. Describe what worked and what did not work in your Stok-Trak portfolio? Explain what mistakes you made and what lessons did you learn from the Stock-Trak portfolio simulation? If you would have to redo this portfolio investment with your actual money or money from your investment clients, what you would do differently in managing such real money portfolios?
© 2012 Cengage Learning. All Rights Reserved. May not scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Chapter 16: Equity Portfolio
Management Strategies
1
‹#›
Passive versus Active Management
Total Portfolio Return
The total actual return on any equity portfolio can be decomposed into:
Expected return
Alpha
The Equation
Total Actual Return
=[Expected Return] + [“Alpha”]
=[Risk-Free Rate + Risk Premium]+[“Alpha”]
16-2
© 2012 Cengage Learning. All Rights Reserved. May not scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Passive versus Active Management
Passive equity portfolio management
Long-term buy-and-hold strategy
Usually tracks an index ove.
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𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐈𝐂𝐓 𝐢𝐧 𝐞𝐝𝐮𝐜𝐚𝐭𝐢𝐨𝐧:
Students will be able to explain the role and impact of Information and Communication Technology (ICT) in education. They will understand how ICT tools, such as computers, the internet, and educational software, enhance learning and teaching processes. By exploring various ICT applications, students will recognize how these technologies facilitate access to information, improve communication, support collaboration, and enable personalized learning experiences.
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐫𝐞𝐥𝐢𝐚𝐛𝐥𝐞 𝐬𝐨𝐮𝐫𝐜𝐞𝐬 𝐨𝐧 𝐭𝐡𝐞 𝐢𝐧𝐭𝐞𝐫𝐧𝐞𝐭:
-Students will be able to discuss what constitutes reliable sources on the internet. They will learn to identify key characteristics of trustworthy information, such as credibility, accuracy, and authority. By examining different types of online sources, students will develop skills to evaluate the reliability of websites and content, ensuring they can distinguish between reputable information and misinformation.
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Creative Restart 2024: Mike Martin - Finding a way around “no”
Ideas that are good for business and good for the world that we live in, are what I’m passionate about.
Some ideas take a year to make, some take 8 years. I want to share two projects that best illustrate this and why it is never good to stop at “no”.
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Start with this weeks preparation items Read Chapter 14 .docx
- 1. Start with this weeks preparation items: Read Chapter 14: Project Closure Read Chapter 16: Oversight Review the weekly lecture / video(s) When you are ready, complete the graded activities: Discussion (10 points) Assignment 4: Project Schedule (150 points) 0% *This checklist is provided as a visual cue of your personal progress. *Usage and completion of this checklist is not graded. Click here to ask your professor/class a question Like raising your hand in a classroom, sometimes the fastest way to resolve an issue is to simply ask a question! Click here to view your weekly lecture video(s) Simply put, this playlist has this week's need-to-know material all in one convenient location. This week is all about closing and reviewing your project. Total length (0:13:16) Click here to take part in the discussion (10 pts)
- 2. https://blackboard.strayer.edu/webapps/blackboard/content/laun chLink.jsp?course_id=_192968_1&content_id=_20451655_1&m ode=view http://www.google.com/ http://www.lynda.com/SharedPlaylist/e28383c6610843f88d9eec dde3979f41?org=strayer.edu https://blackboard.strayer.edu/webapps/blackboard/content/laun chLink.jsp?course_id=_192968_1&content_id=_20451657_1&m ode=view You have now delivered the project to your customer. Now, it is time to reflect on what went well and what didn’t go so well. Based on feedback throughout the course, what would you have done differently in terms of scope, resources, and / or schedule, and why? After posting your response, respond to at least one (1) of your classmates on their recommendations. Click here to submit your assignment (150 pts) Project Schedule Due Week 10 and worth 150 points This assignment consists of two (2) parts: a project schedule, and a written response. You must submit both parts as separate files for the completion of this assignment. Label each file name according to the part of the assignment it is written for. Part A: Project Schedule
- 3. (Submit as one [1] Microsoft Project file) 1. In Assignment 2, you developed a project plan. Now, using the information from your project proposal, create a multi-level work breakdown structure (WBS) and detailed project schedule. Your project must include the following criteria: The project must consist of at least twenty-five (25) tasks. Each task must contain a start date, a finish date, and have main staffing and non-staffing resources assigned. Assume that your work activities are completed during normal weekdays (no weekend work) under normal conditions (8 hours per day). In terms of holidays, you can assume no work will be done the following days: New Year’s Day, President’s Day, Good Friday, Good Monday, Friday before Memorial Day, Memorial Day, the business day before Independence Day, Independence Day, the Friday before Labor Day, Labor Day, the day before Thanksgiving Day, Thanksgiving Day, Black Friday (day after Thanksgiving), the business day before Christmas, Christmas Day, the business day after Christmas Day, and New Year’s Eve. Part B: Written Response (Submit as a Microsoft Word file) Write a one to two (1-2) page response in which you:
- 4. https://blackboard.strayer.edu/webapps/assignment/uploadAssig nment?content_id=_20451659_1&course_id=_192968_1&assign _group_id=&mode=view 1. Analyze your project in terms of project completion, critical path, and slack / float. Specifically, be sure to answer the following: When will the project be completed? What is the critical path for the project? How much slack / float is in your project? What activities have the greatest slack / float? 2. Summarize the recommendations or improvements you would make to your project schedule. Specifically, be sure to answer the following: Identify the top three (3) activities that you believe could impact the project completion date. What additional activities would you add to this project to make it more complete, from a project management viewpoint? 3. Format your assignment according to the following formatting requirements: Typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides.
- 5. Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page is not included in the required page length. Grading for this assignment will be based on answer quality, logic/organization of the paper, and language and writing skills, using the following rubric. Points: 150 Assignment 4: Project Schedule Criteria Unacceptable Below 60% F Meets Minimum Expectations 60-69% D Fair 70-79% C Proficient 80-89% B
- 6. Exemplary 90-100% A Part A: Project Schedule 1a. Using the information from your project proposal, create a multi-level work breakdown structure (WBS) and detailed project schedule which addresses the stated criteria. Weight: 55% Did not submit or incompletely created a multi- level work breakdown structure (WBS) and detailed project schedule which addresses the stated criteria. Insufficiently created a multi- level work breakdown
- 7. structure (WBS) and detailed project schedule which addresses the stated criteria. Partially created a multi- level work breakdown structure (WBS) and detailed project schedule which addresses the stated criteria. Satisfactorily created a multi-level work breakdown structure (WBS) and detailed project schedule which addresses the stated criteria. Thoroughly created a multi- level work breakdown structure (WBS) and detailed project
- 8. schedule which addresses the stated criteria. Part B: Written Response 1b. Analyze your project in terms of project completion, critical path, and slack / float. Weight: 20% Did not submit or incompletely analyzed your project in terms of project completion, critical path, and slack / float. Insufficiently analyzed your project in terms of project completion, critical path, and slack / float. Partially analyzed your project in terms of project
- 9. completion, critical path, and slack / float. Satisfactorily analyzed your project in terms of project completion, critical path, and slack / float. Thoroughly analyzed your project in terms of project completion, critical path, and slack / float. 2b. Summarize the recommendations or improvements you would make to your project schedule. Weight: 20% Did not submit or incompletely summarized the recommend- ations or
- 10. improvements you would make to your project schedule. Insufficiently summarized the recommend- ations or improvements you would make to your project schedule. Partially summarized the recommend- ations or improvements you would make to your project schedule. Satisfactorily summarized the recommend- ations or improvements you would make to your project schedule.
- 11. Thoroughly summarized the recommend- ations or improvements you would make to your project schedule. 3b. Clarity, writing mechanics, and formatting. Weight: 5% More than 8 errors present 7-8 errors present 5-6 errors present 3-4 errors present 0-2 errors present If you need help with submitting the assignment, click here to view a video on submitting a clickable rubric assignment