Module 5 Project  Course Project Assignment: Professional Development Plan, Par

Module 5 Project  Course Project Assignment: Professional Development Plan, Part ISupporting  the professional development of staff is a crucial part of a child development  center…

Module 5 Project  Course Project Assignment: Professional Development Plan, Part ISupporting  the professional development of staff is a crucial part of a child development  center director’s human relations efforts. Professional development not only  ensures that employees continue to hone their skills and knowledge (which  translates into high-quality care in the center), but also gives staff members  the chance to advance their careers and explore new opportunities in the field.  During this module, you will begin to develop a professional development plan  for the staff at the child development center that you manage.To begin,  select three specific staff types at your center (e.g., assistant teacher, lead  teacher, teacher aide, curriculum coordinator). For each of the three staff types, outline a professional development  plan that includes the following:The  stage of professional development for the staff type (based on Katz; see Figure  8.2 in your course text)At  least two goals of professional development for the staff type For  each goal, identify at least two specific resources or activities that might  help staff members achieve these goals (see Figure. 8.3 and pp. 168–169 of your  course text)For  each goal, briefly describe ways that you, as a director, might facilitate the  achievement of these goals for the staff members.For  each goal, identify any incentives or rewards you might offer for the  completion of the goal.The final  professional development plan, in the form of a 2- 3-page Word document  containing the information above for each of the three staff types, (in Module 6). ReadingsHearron, P. F.,  & Hildebrand, V. (2015). Management  of child development centers (8th  ed.). Upper Saddle River, NJ: Pearson.    Review Chapter 8, “Human  Relations” (focusing on pp. 163–175)        In this section of Chapter 8, the authors describe how directors can  effectively manage their relationships with individual staff members. Focus on the goals and execution  of a performance appraisal system.       Chapter 15, “Assessment and Evaluation”In this chapter, the authors discuss how directors monitor and control for quality through assessment and evaluation. Focus on from whom and how data should be collected during  assessment and evaluation for quality.
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Net Present Value (NPV) analysis of a project reveals + $3 600 based on a discou

Net Present Value (NPV) analysis of a project reveals + $3 600 based on a discount rate of 12%. What does this tell us about…

Net Present Value (NPV) analysis of a project reveals + $3 600 based on a discount rate of 12%. What does this tell us about the financial viability of the project? What does it not tell us? Why is the NPV method considered to be theoretically superior to other methods such payback or ARR?
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I have project for CIS 4203 – IT Strategy and governance i choose higher college

I have project for CIS 4203 – IT Strategy and governance i choose higher colleges of technology in UAE (HCT) The post I have project…

I have project for CIS 4203 – IT Strategy and governance i choose higher colleges of technology in UAE (HCT)
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Hi, Attached find project management questions. please help with the detail answ

Hi, Attached find project management questions. please help with the detail answers. answers must be easy to follow. Document Preview: .’i#iifi ,#i”$f#*r-.{‘ff ff ih Semester…

Hi, Attached find project management questions. please help with the detail answers. answers must be easy to follow.
Document Preview:
.’i#iifi
,#i”$f#*r-.{‘ff ff ih
Semester Test
2
24 Octotrer
2018
COURSE:
ENGINEERING
TIME:2 HOURS
PAPER:
PROJECT
MANAGEMENT 38 MARKS:100
PJB382I
Surname:
First Name
Student Number:
Number:
Cell
IVOTES:
7. Closed
book test. No notes
of any kind may be used.
provided
2. Use the space for questions
answering the on this exam paper.
3. Use of calculators is
allowed.
phones
4. No cell are allowed on
or near a candidate writing this test.
1 (20)
QUESTTON
project
As the project you perform project performance
manager of a renovations a cost
analysis. project
The has an estimated duration of 16 weeks and a total budget of R2B0
(shaight)
000 which is assumed to follow a linear line cumulative budget curve from the
project. your previous
start to the finish of the During cost end
analysis at the of week 10,
you
calculated R59 plus
the CEV as 000 while the cumulative actual committed cost at
point
that in time stood at R62 000.
At the end of week 12, you your
now calculate that since last cost analyses at the end of
your
week 10, team has expended a further R18 000 on the project whilst the earned
value past
over the two weeks was Rl 6 000.
Use this data to calculate the Cost Performance lndex, the forecasted cost to completion
percentage
using two methods, the Cost Variance and the approximate completion of
your project your performance
at the end of week 12. Give views as to the status of this
project.Surnamo:
…,.-,. Registration Number:
(20)
QUESTTON 2
project
The with details
as tabled are scheduled to be completed in 12 weeks. Client
resource
restrictions apply, and you
are required to use exacfly four (4)
workers
throughout
the duration project.
of the Because
of this constraint, you perform
need
to
resource-limited
scheduling.
Assume
that task number B is fixed and
may not be moved
but that the performed
oiher tasks can be independently of the other tasks. Tasks
numbers D, F period
and G may be interrupted once for a not…
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GUIDE TO NETWORK DEFENSE AND COUNTERMEASURES CHAPTER 9 CASE PROJECT 9.2 . Now th

GUIDE TO NETWORK DEFENSE AND COUNTERMEASURES CHAPTER 9 CASE PROJECT 9.2 . Now that you have completed the new rule base for the Law Firm,…

GUIDE TO NETWORK DEFENSE AND COUNTERMEASURES CHAPTER 9 CASE PROJECT 9.2 . Now that you have completed the new rule base for the Law Firm, as described in CHAPTER Case Project 9.1, your next task is to recommend a software firewall to install on the firms workstations. Your supervisor wants you to consider both commercial and free products. Research both kinds of software firewalls, choose one product from each category, and then prepare a report that presents your choices and the pros and cons of each product
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10 page paper company analysis project on Facebook include IFE and EFE bcg matri

10 page paper company analysis project on Facebook include IFE and EFE bcg matrix excellently written using the Murray state library only for sources Apa…

10 page paper company analysis project on Facebook include IFE and EFE bcg matrix excellently written using the Murray state library only for sources Apa format.CompanyAnalysisProjectWritten Analysis: Overview and OutlineFall2018Thecompanyanalysisproject is intended to simulate the strategic decision making process relative tothecompany that you have chosen to examine. In addition to applying thestrategic decision making techniques thathave been discussed in class, this project will also give you experience collaborating with colleagues(classmates)to produce a professional product that will be assessed by your boss (me) and your fellowcolleagues.Multiple parts of the project will be presented to your colleagues and feedback will be provided thatwill inform and influence your final recommendations.Written ProjectOutline:I.Executive Summary-Overall summary of the project–should notematching toolsused, strategiesconsidered on QSPM, andfinalrecommendation.II.CompanyBackgroundand Key IssuesIII.External Assessment(EFE)(Minimum # of factors: 8 opportunities & 8 threats)Tools to consider when identifying external factors:a.PESTLEb.Industry Analysisi.KSF’sii.Five Forcesc.Competitor AnalysisIV.Internal Assessment (IFE)(Minimum # of factors: 8 strengths & 8 weaknesses)Tools to consider when identifying internal factors:a.Strategic Resources and Capabilities (VRINE)b.Core and Distinctive Competenciesc.Financiald.Human Resources,Operations,Culture, Structure, TMT, etc.V.Strategic Feasibilitya.Matching Tools (Must use4tools, each tool must include at least3potential strategies)i.SWOTii.SPACEiii.BCGiv.IEv.GrandVI.Strategic Choice(QSPM)a.Compare at least4potential strategies generated from matching tools.b.Final strategic recommendationVII.Implementation and Evaluationof your final recommendationa.Proposed implementation plan from the perspective of your major.b.Proposed evaluation planincluding 2 contingencies.
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Describe the findings of Project Oxygen using the functions approach, Mintzberg’

Describe the findings of Project Oxygen using the functions approach, Mintzberg’s roles approach, and the skills approach The post Describe the findings of Project Oxygen…

Describe the findings of Project Oxygen using the functions approach, Mintzberg’s roles approach, and the skills approach
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Scenario reminderYour role in this project is to identify a specific change driv

Scenario reminderYour role in this project is to identify a specific change driver that you consider especially relevant to an organisation of your choice. You…

Scenario reminderYour role in this project is to identify a specific change driver that you consider especially relevant to an organisation of your choice. You are challenged to apply the theoretical principles discussed in this module to the specification of an appropriate process that will successfully respond to the demands of that change driver.You are encouraged to use your own current employer, and its current operating environment, as a base for the preparation of this project. It is, however, permissible to use an alternative organisation with which you are sufficiently familiaPrepare and submit a preliminary outline version (approximately 1,000 words) of what will eventually be your final Module Project report due in Week 7.Your outline version this week should contain the following sections:Organisational Profile: what is the name of the organisation you propose to use, where is it located, what is its primary business and approximately how many staff does it employ? (If there are any concerns about any aspect of commercial sensitivity, it is permissible to use an assumed name for the organisation you select).Organisational Structure: how are human and other resources arranged within this organisation, what levels of seniority exist and how are those levels of seniority connected through formal reporting lines? (A structure diagram would be useful here.) To what extent is the decision process centralised in the senior management team, and to what extent is it devolved to lower levels in the organisation?Change Drivers: to what extent does this organisation currently align with the principle of punctuated equilibrium? What are the factors in either or both of the external or internal operating environments that suggest a significant element of change is needed to the way in which this organisation works? Each change driver you identify should be categorised according to the criteria presented in relation to the Week 2 Deseret News case.Key Stakeholders: who are the individuals, groups and organisations who will be most directly affected by the type of change that is indicated by change driver analysis? To what extent do you expect each stakeholder’s reaction to be positive or negative? What are the primary ‘unanswered questions’ that you expect to receive?Change Initiative Overview: what is the primary aim of the change initiative that you recommend be introduced, and how could this initiative be classified in terms of the parameters suggested by Nasim & Sushil? How will success or failure in this initiative be measured? What ethical considerations need to be taken into account as the initiative is designed?
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Midterm Project Installment Fall 2018 General Instructions: • Create a PowerPoin

Midterm Project Installment Fall 2018 General Instructions: • Create a PowerPoint that addresses all parts of these instructions in a clear and neat presentation (Blackboard…

Midterm Project Installment Fall 2018 General Instructions: • Create a PowerPoint that addresses all parts of these instructions in a clear and neat presentation (Blackboard accepts .ppt, .pptx, and .pdf files so if you’re not a Microsoft Office user, you can save your file as a .pdf) and upload it to Blackboard by the due date listed in the course calendar. *KEEP A COPY OF YOUR WORK UNTIL THE SEMESTER IS OVER in case of a Blackboard or other serious technological malfunction. • Use quotation marks when copying words from anywhere (e.g., textbook, websites, etc.). If you find a phrase or sentence that you cannot adequately put into your own words, you should use quotation marks, carefully copy the words that you’re quoting, and indicate the name and date of the source. Quotes should be used sparingly, if at all, to demonstrate that you understand the concepts and lessons. From the course syllabus: Cheating and Plagiarism. Students are required to adhere to guidelines of academic integrity (see details and examples of academic dishonesty at http://www.lehman.cuny.edu/student-affairs/documents/student-handbook-02.pdf ). Please note that cheating includes BOTH submitting work that is not your own and allowing another student an opportunity to copy your work. While readings, concepts, and previously graded work may be discussed, ALL work submitted for a grade must be your own. When using the words (i.e., direct quoting) or ideas (i.e., paraphrasing) of others, always be sure to give credit to the original source(s). Cheating and plagiarism will be reported to the Academic Integrity Officer of Lehman College and will earn you a failing grade. Step-by-Step Instructions Step #1: Identify and describe variables that you’ll analyze for your course project. •When describing a variable, you should include the associated survey question, variable values, and level of measurement. Weak Satisfactory Strong Description of variables QUALITY: 15% 5% QUANTITY: Inaccurate, incomplete, or incorrect information; unclear wording. 1 variable Complete with standard wording or definitions of concepts. 2 variables Precise, thorough, clear wording understandable to general audience. 3 or more variables. Step #2: Present research question(s) and hypotheses that you will address using the GSS variables (identified in step #1 above) that we are working with for this class. • When writing research questions, be sure to use the GSS website for variable details to ensure that you are phrasing your question so that it can be answered with the variables that you have chosen from this dataset. • Carefully consider the connection between theory and research questions and research questions and hypotheses. You’re not required to study the existing literature, but you should be thinking about things you have learned in other sociology courses. That is, you should have some theoretical reason(s) for asking your question and formulating your hypothesis. • Be sure that your research question is about your variables chosen from our GSS dataset (subset of 68 variables). Weak Satisfactory Strong Research Questions QUALITY: 10% 5% QUANTITY: Unclear wording, does not refer to appropriate population, or misrepresents variable measurement/values. 1 question Standard wording that accurately reflects the variable measurement/values. 2 descriptive questions OR 1 descriptive+1 relational question Clear wording that precisely reflects the variable measurement/values. 2 or more relational questions Hypotheses 15% Inappropriate reference to the population, not aligned with the research question or variable measurement/values. Not testable with GSS dataset used in class. Standard wording that aligns well with research questions and variable measurement/values. Testable with GSS dataset used in class. Clear wording that precisely aligns with research questions and variable measurement/values. Testable with GSS dataset used in class. Step #3: Generate and interpret descriptive statistics for the variables that you’ll analyze to address your research question and hypothesis. *Descriptive statistics include percentages and measures of central tendency. • Consider the level of measurement of the variable to determine what the appropriate descriptive statistics would be, and work with code examples from labs to generate the descriptive statistics in R Studio. • You should carefully consider which statistics to include based upon the following criteria: 1) they tell us something interesting/important about the people we are studying and 2) they are related to your hypothesis. • When interpreting statistics, you should focus the audience’s attention on what you want them know about the people we are studying. • You should also explain things in a way that does not assume that the audience has any specific knowledge of statistics. For example, rather than stating “The mode is white” you should say “There is a higher percentage of whites (75.4%) than black (14.4%) or “other” race (10.2%) people in the GSS sample.” Weak Satisfactory Strong Descriptive Statistics 15% Not included for each variable Appropriate statistics included for each variable as measured. Carefully chosen based on criteria (listed above) and mastery of course lessons. Interpretation of descriptive statistics 20% Inaccurate, incomplete, or incorrect information, unclear wording, irrelevant or weak focus, redundant with other parts of the presentation. Incorrect reference to the population. Standard wording or definitions of concepts, avoids redundancies, relevant to hypotheses. Precise, focused, clear wording understandable to general audience Step #4 (optional, BONUS): Generate and interpret an appropriate graph for the variables that you’ll analyze to address your research question and hypothesis. • Consider the level of measurement of the variable to determine what the appropriate graph would be, and work with code examples from labs to generate the graph in R Studio. (1 graph for each of your variables by itself). • Be sure that you have clear and descriptive title and axis labels on your histogram. You should avoid using variable names and label the graph so that average people (not statistics students or experts) can look at the graph and understand it. • To interpret the graph, write what interesting/important information the graph tells us about the people that we are studying. • Your interpretation should focus the audience’s attention on what you want them to know about the people we are studying (not about the structure of the graph – i.e., don’t describe the axes or justify the title). Weak Satisfactory Strong Graphs QUALITY: QUANTITY: Unclear or inaccurate title or axis labels, difficult to see/read. +0 points Not included for each variable +0 points Appropriate title and axis labels, clear presentation. +0.5-1 point(s)/graph Included for each variable as measured. +1 point/graph Precise, thorough, clear title and axes understandable to general audience. Attractive design. +1-1.5 points/graph Two variables graphed together as relevant to research questions (Note: this was only covered in Swirl lesson, not in lab). +2 points/graph Interpretation of graphs Inaccurate, incomplete, or incorrect information, unclear wording, irrelevant or weak focus, redundant with other parts of the presentation. +0 points Complete with standard wording or definitions of concepts. Avoids redundancies and directs audience attention. +1 point/graph Precise, focused, clear wording understandable to general audience +2 points/graph Step #5: Put it all together in a clear and neat set of presentation slides. Weak Satisfactory Strong Appearance 5% Cluttered or sparse slides, overlapping content, content outside margins/view. R Studio results pasted in. Excessive text. Neat without excessive content on slides or slides that are too sparse. Tables and graphs well placed and formatted. Appropriate amount/format of text. Appropriately creative for a professional research presentation. Thoughtful placement and formatting. Neat and easy to see everything. Carefully chosen text. Clarity 5% Grammar, syntax, spelling, or typing errors. Plagiarism. Proofread and edited text. Well-written text for a general audience. Flow 5% Unclear organization, failure to demonstrate understanding of research process. Choppy or sloppy. Standard organization following steps or research process. Well-organized to reduce redundancies, moves fluidly through the research project in a clear and concise way. IMPORTANT: Your work will be graded on the quality of your ideas, your ability to correctly apply course concepts and interpret the information that you present, and your writing (grammar, spelling, punctuation, syntax, and style). In PowerPoint presentations, we do not always use complete sentences and often do not use paragraphs. However, all text must be clear, understandable, and without writing
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Term Project Part 0 – Topic for project due on Nov. 1 Parts I – IV on Nov. 14

Term Project Part 0 – Topic for project due on Nov. 1 Parts I – IV on Nov. 14 This project is designed to give…

Term Project Part 0 – Topic for project due on Nov. 1 Parts I – IV on Nov. 14 This project is designed to give you an opportunity to apply database theory as well as design methodology and techniques to a real world situation. You are required to create a database for an organization (e.g. a library, a movie rental company, a law firm, a driving school, or a company that specializes in IT training). In a group of 2 or 3 students, you will choose an organization, research how such an organization typically operates, and identify the part of the organization for which you are going to create a database application. You will then design and create this database application. While keeping the size of the database application manageable for this assignment, try not to simplify it too much. For example, it is obviously not practical to create an integrated library system for this assignment; but it would be too simple if you just create a circulation system that simply keeps track of books, customers and checkout records. About 6 entities and 10 transactions should be a good size for this assignment. If the size of your project is too small (4 or fewer entities), a deduction will be applied to your final grade for this project in order to be fair to other students who carry out more complex projects. Part 0 – Topic for term project and group assignments You are required to send your instructor a short, one paragraph description of your term project. Describe the organization for which you will be creating a database and include the names of all the members of your group. Part I – Requirements analysis Working in groups of two or three students, research how your chosen part of the organization typically operates, i.e. what it does, how it functions, what information is involved, and how the information flows through it. Create a requirement specification, which includes the following: 1. A 1-page (single-space) description of your chosen part of the organization in terms of what it does and how it runs. Attach any forms necessary for illustration. You can use the overview of the DreamHome case study in the text as a model. 2. A requirements specification. This includes : a. data requirements broken down by major objects / things (e.g. book, user, etc. in the case of an information system for a mini-­- library), and, b. requirements for typical transactions (e.g. “list all users who have overdue books”). This will serve as the basis for the next step – database design. So, be as clear as possible. You can use Appendix B.1 in the text as a model. In addition, have a 1-­page discussion (single-­space) on what fact-­finding techniques you would use in order to discover users’ information needs, how and why you would use them. For example, who would you interview and what questions would you ask if you use an Interviewing technique, or what documents would you examine if you use an Documentation Examination technique? What would each of these techniques be good for, what would you expect to find out using each of them? Make sure that your discussion is specific to your case. Part II – ER modeling Create and submit an Entity-Relationship (ER) model of the data requirements for your application using the UML notation (see Chapter 12 in your textbook and this article onDatabaseModelinginUML). Include the entities (with attributes) and relationships identified, and the participation and cardinality constraints. Note: if necessary, use the additional concepts of the Enhanced Entity–Relationship (EER) model (See Chapter 13 in your textbook). Make sure that the ER model matches the requirements specification you have created. Part III: Development of relational model Derive a relational schema from your ER model that represents the entities, attributes, and relationships. Describe the process of developing your specific relational schema, including what is needed to be done at each step of the process and the relations created or modified at each step. At the end of the process, provide the complete database schema using the following notation, with the primary and foreign keys identified: Staff (staffNo, fName, lName, address, SIN, sex, DOB, deptNo, supervisor) Primary Key staffNo Foreign Key deptNo references Department (deptNo) Foreign Key supervisor references Staff (staffNo) Include the following in your submission: ? A concise description of the process of deriving your relations from the ER model ? A complete list of relations derived from the ERD Part IV – Implementation Create a database for your organization. Make sure that the database matches the relational model and that the constraints are correctly set in the database. ? Create four of the tables for your database. Where appropriate, set field and table properties, including any required indexes. ? Establish relationships between the four tables. Ensure that referential integrity is established between related tables. ? Enter some test data (approximately 5 rows) into each table. ? Implement the transaction requirements. At least four of the 10 transactions must be triggers designed to ensure the integrity and quality of your data and your tables. Try to use each query to demonstrate the breadth of your knowledge of SQL. Include the following in your submission: ? Your phpmyadmin database file. Please name your file as lis533_termProject_groupNumber.sql ? A list of queries and triggers you have implemented, each including query name, a short description of what it does, and the SQL statement. Each group is to submit a single zip file that contains a database file and a PDF file with all your documents for Parts I-IV. Evaluation Criteria Criteria Marks General 20 Demonstrated understanding of concepts Attention to the assignment requirements (e.g., approval of topic) Match between different parts (requirements, ER model, relational model, and database) Requirements analysis 20 Clear description of user’s requirements (including how the organization operates, data requirements, and transaction requirements) Thoughtful discussion on possible use of fact-­finding techniques ER model 20 Correct identification of entities and relationships Correct assignment of attributes to entities Correct setting of constraints Necessary assumptions & correct notation and naming conventions (UML) Relational model 20 Correct derivation of relations from ERD Clear description and logical reasoning in the discussion of the derivation process Implementation 20 Correct creation of tables and proper establishment of database constraints Correct establishment of relationships in the database Correctness, variety, and elegance of queries implemented Total 100
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