...Assignment 03 ‐ PROJECT MANAGEMENT PLAN CHALLENGE The Project Management Plan (PMP) is the project document that clearly defines the project and forms its baseline guidance document for the duration. The PMP is typically the first document to be prepared by the project team once the project has been approved; as such it follows the Project Charter approval. A key to a successful PMP is that the Project Manager must ensure that the stakeholders play key roles in its development. The PMP establishes the overview of many of the key project management plans that will be more fully developed later. By learning how to create an effective Project Management Plan, you will better understand its content and its role when acting as a Project Manager. OBJECTIVES 1. 2. 3. To demonstrate an understanding of how to develop effective Project Management Plan (PMP). Understand the content requirements of a typical Project Management Plan (PMP). Develop a Project Management Plan (PMP). Project "Home Sweet Home" Scenario Now that Mary‐Jo and Bobby Doe are happily married, the newlyweds have decided to build their very own dream house. They have asked you (the renowned Project Manager!) to help them to prepare a Management Plan for this very important Project. Based on a simplified list of project activities (see table below), your task is to prepare a Project Management Plan. Options: ‐ If you would like to submit a Project Management Plan based on a "real" project from your ...
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...10:00 A.M.) Venue: Seminar Hall, IIT Delhi Inaugural Session (10:00 A.M. - 11:00 A.M.) Venue: Seminar Hall, IIT Delhi Networking High Tea (11:00 A.M.. - 11:30 A.M.) Panel Discussion (11:30 A.M. - 1:00 P.M.) Venue: Seminar Hall, IIT Delhi Lunch (1:00 P.M.- 2:00 P.M.) Venue: Cricket Ground, IIT Delhi Track 1 Venue: Room No 101, Ground Floor, Bharti School, IIT Delhi Session Coordinator: Ms. Shiksha Kushwah Session 1 Session 2 (2:00P.M. to 3:30 P.M.) (4:00P.M. to 6:00 P.M.) Session Chair(s) Session Chair(s) Prof. Sushil Prof. S. S. Yadav Prof. Kirankumar S. Momaya Dr. Sujata Joshi Track 2 Venue: Room No 106, Ground Floor, Bharti School, IIT Delhi Session Coordinator: Ms. Rojalin Pradhan Session 1 Session 2 (2:00P.M. to 3:30 P.M.) (4:00P.M. to 6:00 P.M.) Session Chair(s) Session Chair(s) Dr. Saif K. Mohammed Prof. Shankar Prakriya Track 3 Venue: Room No 201, First Floor, Bharti School, IIT Delhi Session Coordinator: Mr. Prateek Jain Session 1 Session 2 (2:00P.M. to 3:30 P.M.) (4:00P.M. to 6:00 P.M.) Session Chair(s) Session Chair(s) Dr. Brejesh Lall Dr....
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...The environments that businesses operate within today are increasingly complex, dynamic and uncertain (Cooksey, 2003, p. 204). Learning to adapt to, and benefit from, changes and unpredictability in the environment is essential to an organisation’s success. However with this environment as the context for organisational learning, difficulties with traditional linear organisational learning becomes clear (Cooksey, 2003, p. 205). Systems thinking provides a way to understand the internal and external relationships within the organisation and the way that these can influence the organisation. In addition to building a more complete understanding of how organisation’s function, systems thinking brings together the elements that an organisation requires in order for it to be a learning organisation. These include personal mastery, team learning, building shared vision, effective leadership and learning processes and practices. In order to make sense of the complex tasks and problems that occur within organisational environments, we break them down into smaller tasks and problems which, although it makes them more manageable, leaves us with a disjointed view and we lose sight and our connection with the ‘whole’ (Senge, 2006, p. 3). Cooksey (2003, p. 206) notes that in the short term this search for simple, generalised solutions to problems within the business environment may provide favourable results, in the longer term it will often fail. The reason it fails is that the solution...
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...role of the classless interdomain routing (CIDR) standard in making efficient use of scarce IPv4 addresses? Key Terms This chapter uses the following key terms. You can find the definitions in the Glossary at the end of the book. classful IP addressing page 280 prefix aggregation page 285 network prefix page 286 contiguous page 294 discontiguous address assignment page 280 supernet page 280 private addressing page 281 high-order bits page 282 supernetting page 294 This is a prepublication draft of the manuscript. The final book will publish in December and will be available for purchase at http://www.ciscopress.com/title/9781587132063. raft Manuscript Draft Ma cript Draft Manuscript Dra Manuscript Draft Manuscri raft Manuscript Draft Ma uscript Draft Manuscript raft Manuscript Draft Ma script Draft Manuscript D ft Manuscript Draft Manu ript Draft Manuscript Dra Manuscript Draft Manuscri t Draft Manuscript Draft M nuscript Draft Manuscript 280 Routing Protocols and Concepts, CCNA Exploration Companion Guide Prior to 1981, IP addresses used only the first 8 bits to specify the network portion of the address, limiting the Internet—then known as ARPANET—to 256 networks. Early on, it became obvious that this was not going to be enough address space. In...
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...International Finance: A Course Overview Mihir A. Desai* Harvard University and NBER ABSTRACT This paper describes the International Finance course at Harvard Business School for instructors considering adopting the associated material. The paper begins by arguing that the forces of globalization have fundamentally changed the scope and activities of firms thereby altering the practice of finance within these firms. As a consequence of an increasing reliance on tightly-integrated foreign operations, a parallel world of finance has been opened within every multinational firm and this world has, heretofore, been overlooked. The course materials are designed to address the many aspects of financial decision making within global firms prompted by these changes that are not addressed in traditional materials. The paper provides an overview of the structure of the course and its seven modules with particular emphasis on the three modules that constitute the core of the course. The paper also describes an analytical framework that has been developed through the creation of the course materials to guide critical financial decisions on financing, investment, risk management and incentive management within a multinational firm. This framework emphasizes the need to reconcile conflicting forces in order for multinational firms to gain competitive advantage from their internal capital markets. The paper concludes with a discussion of the course's pedagogical approach and detailed descriptions...
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...Systems supporting Business Processes Unit Code: CIS 13 Assignment 1 – Part B Executive Summary The ANZ Bank has an organisational structure which is divided into geographic location. The focus of this report is on the Australian Division and The Retail Distribution Functional Area. All functional areas within any business are support by a number of business processes. One business process which supports ANZ’s Retail Distribution functional area is Retail Lending. This particular business process plays a big part in creating revenue and ensuring that any risks in lending are kept to a minimum. Management and sales staff within Retail Lending use two types of Information Systems (IS), Hogan and Seibel Customer Relationship Management (CRM). It is these IS which allow ANZ to create their revenue and ensure the appropriate risk assessment is being use. Information Systems are used in all types on businesses globally; they add value to the organisation and also to the customers. Table of Contents Executive Summary 2 1. Introduction 4 2. Retail Distribution – Functional Area 4 2.1. Business Process 4 3. Customer Information System – CSC HOGAN Systems 5 3.1. Supporting Business Process 5 3.2. Value Add 5 3.3. Inputs, Outputs and Feedback 5 3.4. Requirements 5 4. Customer Relationship Management System - SEIBEL 5 4.1. Supporting...
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...BUS100: Strategies for Success Course Outline: Fall 2013 Course Instructor: Professor D. Schlanger Office: TRS1-048 Office Hours: TBA Entrepreneurship and Strategy Department, Ted Rogers School of Business Management Course Facilitation Advisor: Alexander Ruvuza, Student Success Facilitator for TRSM, Student Services Office, TRS2-168 E-MAIL COMMUNICATION: Ryerson requires that any official or formal electronic communications from students be sent from their official Ryerson e-mail account accessed via https://mail.ryerson.ca/ Students are required to activate and maintain a Ryerson Matrix e-mail account. Faculty will not respond to student inquiries from any other e-mail address. See Policy #157: Establishment of Student Email Accounts for Official University Communication www.ryerson.ca/senate/policies/ for more detail. EMAIL SUBJECT LINE FORMAT FOR BUS100: Always end your email with your name and student number. Without using any commas, colons or dashes, please fill in the email subject line as follows: BUS100 Section Number Your Full Name a 2 or 3 word descriptor e.g. Subject: BUS100 Section 011 Joe Smith Math tutorial question Subject: BUS100 Section 301 Jane Smith Get Connected question Your section number is on RAMSS or on your timetable. If you do not address your email subject line in this way, the response to your email might be delayed due to tracking difficulties. KEY CONTACTS: Your facilitator is your first point of...
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...Lab 11 Assignment Part 1: Exploring the Moon I- How many Apollo missions were there and what years did they take place? 1. Apollo 1 on January 27, 1967 2. Apollo 7 on October 11, 1968 3. Apollo 8 on December 21, 1968 4. Apollo 9 on March 3, 1969 5. Apollo 10 on May 18, 1969 6. Apollo 11 on July 16, 1969 7. Apollo 12 on November 14, 1969 8. Apollo 13 on April 11, 1970 9. Apollo 14 on January 31, 1971 10. Apollo 15 on July 26, 1971 11. Apollo 16 on April 16, 1972 12. Apollo 17 on December 7, 1972 Apollo 2 and 3 (these were no craft named) Apollo 4 (Also called AS-501) on November 9, 1967. Apollo 5 (also called AS-204) on January 22, 1968. Apollo 6 (Also called AS-502) on April 4, 1968. There were 17 in total. II- How many of the missions orbited the Moon and how many landed? Which ones? * Apollo 8 and Apollo 10 orbited the Moon and returned. * Apollo 11, 12, 14, 15, 16 and Apollo 17 landed on the Moon. A total of 6. III- Unfortunately, there was an accident early on. Which mission was it? The mission that suffered a tragic accident was Apollo 1. Part 2: Venus I- How many Venera Missions (Russian) were there? Over what time period did these missions occur? Did any of the crafts actually land on the surface? What happened? * Venera 1 in 1961 - Venera 8 in 1972 * Venera 2 and 3 in 1965 - Venera 9 and 10 in 1975 * Venera 4 in 1967 - Venera 11 and 12 in 1978 ...
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...Development Centre/ Anhui Economic Management Cadre’s Institute BTEC Center Program: HND in Business Unit Title: Marketing Planning Unit No: 19 Assignment Title: Case Study for Marketing Planning Assignment No.: 1901 Issue Date: March 16, 2015 Submission Deadline: April 30, 2015 Assessor/Tutor: Dai Chun Internal Verifier: Qiao Hui Student: Student’s Reg. No: NOTES TO STUDENTS • Check carefully the submission date and the instructions given with the assignment. Late assignments will not be accepted. • Ensure that you give yourself enough time to complete the assignment by the due date. • Do not leave things such as printing to the last minute – excuses of this nature will not be accepted for failure to hand-in the work on time. • You must take responsibility for managing your own time effectively. • If you are unable to hand in your assignment on time and have valid reasons such as illness, you may apply (in writing) for an extension. • Failure to achieve a PASS grade will results in a REFERRAL grade being given. • Take great care that if you use other people’s work or ideas in your assignment, you properly reference them in your text and any bibliography. • When you refer to the work of other authors in your assignment, you must practice citation by following Harvard System for Referencing. • If you are caught plagiarizing, you could have your grade reduced to zero, or at worst, you could be excluded...
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...Academy of Management Journal 2009, Vol. 52, No. 3, 527–544. CHANGE IN NEWCOMERS’ SUPERVISOR SUPPORT AND SOCIALIZATION OUTCOMES AFTER ORGANIZATIONAL ENTRY MARKKU JOKISAARI Finnish Institute of Occupational Health JARI-ERIK NURMI University of Jyväskylä Using a four-wave longitudinal research design and a latent growth modeling approach, we modeled change in newcomers’ perceived supervisor support and socialization outcomes (role clarity, work mastery, job satisfaction, and salary). Further, the role of perceived supervisor support in socialization outcomes was examined. The results showed that, on average, newcomers’ perceived supervisor support declined during the period 6–21 months after organizational entry. The results showed further that the steeper the decline in perceived supervisor support, the greater the rate of decrease in role clarity and job satisfaction, and the slower the increase in salary over time. Organizational socialization is an important process for both newcomers and organizations. How newcomers “learn the ropes” and assimilate to an organization during this socialization process presumably has long-lasting effects on their job attitudes and behavior (e.g., Schein, 1978; Wanous, 1992). A pivotal assumption in the organizational socialization literature is that interaction between newcomers and organizational insiders, such as supervisors, plays an important role in newcomers’ socialization and related adjustment to work (e.g., Graen, 1976; Louis...
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...A Guide to the Project Management Body of Knowledge (PMBOK® Guide) m START m CHAPTER 7 m CONTENTS m CHAPTER 8 m LIST OF FIGURES m CHAPTER 9 m PREFACE m CHAPTER 10 m CHAPTER 1 m CHAPTER 11 m CHAPTER 2 m CHAPTER 12 m CHAPTER 3 m APPENDICES m CHAPTER 4 m GLOSSARY m CHAPTER 5 m INDEX m CHAPTER 6 EXIT A Guide to the Project A Guide to the Management A Guide to the Project Body of Project Management Knowledge Management Body of (PMBOK Guide) Body of KnowledgeE KnowledgeE L L ® P MP AM SA S 2000 Edition Project Management Institute Newtown Square, Pennsylvania USA ❍ NAVIGATION LINKS ❍ ACROYMNS ❍ ACRONYMS LIST LIST ❍ ACROYMNS LIST Library of Congress Cataloging-in-Publication Data A guide to the project management body of knowledge (PMBOK® guide).--2000 ed. p. cm. Includes biobliographical references and index. ISBN 1-880410-22-2 (alk. paper)--ISBN 1-880410-23-0 (pbk. : alk. paper) 1. Industrial project management. I. Title: PMBOK® guide. II. Project Management Institute. HD69.P75 G845 2001 658.4’04—dc21 00-051727 CIP A Guide to the A Guide to the Project Project Management Management Body of Body of KnowledgeE L KnowledgeE PL ISBN: 1-880410-23-0 (paperback) ISBN: 1-880410-22-2 (hardcover) ISBN: 1-880410-25-7 (CD-ROM) MP AM SA S Published by: Project Management Institute, Inc...
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...with our flexible, year-round full-time schedule of classes. If you really want to attend a school where your needs (your real needs) come first, consider Sullivan University. I believe we can help you exceed your expectations. Since words cannot fully describe the atmosphere at Sullivan University, please accept my personal invitation to visit and experience our campus for yourself. Sincerely, Glenn D. Sullivan President MESSAGE FROM THE PRESIDENT 1 Table of Contents Mission Statement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 Sullivan University Success Story . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4...
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...Network Security Audit Final Practical Project Steffen L. Norgren A00683006 COMP 8006 - Network Administration & Security II • BCIT • April 18, 2010 TABLE OF CONTENTS Summary 3 Introduction 3 Network #1 4 Detection Overview 4 IP Address Locations 6 Malicious Traffic – TCP 7 Malicious Traffic – UDP 10 Reconnaissance Traffic 11 High Risk Addresses 12 Network #2 16 Detection Overview 16 IP Address Locations 17 Network #3 18 Detection Overview 18 Detection Overview 18 Traffic Overview 19 Conclusions 20 Page 2 of 20 SUMMARY An overview of the data for all three networks shows that each network was compromised in one manner or another. For instance, network #1 had intrusive access via a Microsoft ISS web server to cmd.exe, which allowed complete access to the system. This was achieved through a buffer overflow attack against IIS. As such, the administrator of this network should ensure that all systems are fully patched in order to avoid known exploits. For network #2, an exploit via phpBB enabled access to the system. Network #3, “EXPLOI~1.RTF”, which a user must have downloaded, was executed, opening up a backdoor into the system. Unfortunately, as outlined in my conclusion, an in-depth analysis of this data was aborted partly due to time mismanagement and a very large course load for the term. INTRODUCTION This assignment consisted of the analysis of three...
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...First of June 2015 Table of Contents Introduction 3 Requirements and Preparation 3 Supplemental Materials 4 Submission and Distribution of Self-Study Report 4 Confidentiality 5 Template 5 BACKGROUND INFORMATION 7 GENERAL CRITERIA 9 CRITERION 1. STUDENTS 9 CRITERION 2. PROGRAM EDUCATIONAL OBJECTIVES 11 CRITERION 3. STUDENT OUTCOMES 12 CRITERION 4. CONTINUOUS IMPROVEMENT 13 CRITERION 5. CURRICULUM 15 CRITERION 6. FACULTY 17 CRITERION 7. FACILITIES 20 CRITERION 8. INSTITUTIONAL SUPPORT 22 PROGRAM CRITERIA 23 Appendix A – Course Syllabi 24 Appendix B – Faculty Vitae 25 Appendix C – Equipment 26 Appendix D – Institutional Summary 27 Signature...
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...Running head: MENTORING IN NURSING: A CONCEPT ANALYSIS Mentoring In Nursing: A Concept Analysis Leslie R. Dick The University of North Carolina at Charlotte Introduction Mentoring can be dated as far back as the Ancient Greeks. Young athletes were trained by their more experienced superiors. Homer is most famous for our initial understanding a mentor when he tells of Odysseus leaving his infant son with a companion, Mentor, when he left on his Odyssey (Gentry, Weber, & Sadri, 2008). Mentoring is a relationship between two people which lasts over an extended period of time. One of the people, the mentor, is more experienced and considered senior to the mentee and is trusted by the mentee. The mentee is less experienced, although not necessarily younger, than the mentor. Mentors can play an important role in our lives. They share knowledge, experience, and wisdom, and they critique us and give honest feedback. Positive, competent mentors develop relationships with their mentees and are focused on their growth. They are also generous and professional in their collaborations. The benefits of mentoring relationships include increased self-confidence and retention, strengthened professional relationships and increased skill levels. These consequences of mentoring improve the health environment for all. Through this concept analysis, I hope to show the attributes associated with mentoring as well as provide related terms that will provide a further understanding...
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