Case Study Essay Example | Topics and Well Written Essays - 1000 words - 27

Contextual investigation - Essay Example There are a few reasons with regards to why I might want to be a Hong Kong cop. My reasons depend on the inspiration rehearses that the Hong Kong cops are given, and they include: The Hong Kong cops are treated with deference and nobility and a similar time their difficult work increased in value. The Hong Kong police power offers persuasive practices like honors and praises along these lines making the occupation intriguing. I appreciate rivalry, in this way they feel that the opposition set in the Hong Kong police power is engaging. The Hong Kong police officers’ gifts are created, and their presentation oversaw. It is, along these lines, progressively proficient contrasted with different locales of the world. The Hong Kong police are taken through a serious preparing making it of value as the cops endeavor to exceed expectations. I am pulled in to the Hong Kong police since it puts together its course with respect to the â€Å"excellent performance† (Traver 55). The framework in Hong Kong is in opposition to different spots whereby the emphasis is made on the amount rather than the nature of cops. The Hong Kong police granting framework advance sound rivalry among the enlisted people and a similar time help in deciding the best. The framework shows that there is some request in the Hong Kong police framework. The Hong Kong police power additionally doesn't concentrate on discipline, but instead the utilization of grants to persuade. The Hong Kong police power is, in this manner, more amicable through the presentation of inspiration devices rather than disciplines. It likewise offers one a chance to promote their examinations in this way more toll to academicians like me. There are a few models from the contextual analysis that a hypothesis of inspiration can be applied. Right off the bat, the police power grants the alumni with the most elevated scores with the â€Å"Commissioner of Police’s Certificate of Academic Merit† (Traver 55). Besides, police power grants the â€Å"best all-round trial inspector† with the ‘Batton of Honor’, a ‘Silver

Exothermic reaction Essay

The object of this examination is to decide the enthalpy change for the response CaCO3 (s) I CaO (s) + CO2 (g) by a backhanded strategy dependent on Hess’ Law. Hess’s law expresses that the enthalpy change for any substance response is free of the course taken given that the underlying and last conditions are indistinguishable. So the temperature change during these responses beneath can be estimated and the enthalpy changes ? H1 and ? H2 determined. For Example: Using Hess’ law with the determined qualities for ? H1 and ? H2 it is conceivable to compute an incentive for ? H3. Results Table. Temperature change during reactionâ The outcomes for the temperatures are to the closest entire number as it is unreasonable to gauge to a state of a ? C with this sort of thermometer and the majority gathered together to 2 decimal spots for more noteworthy precision. Figurings It’s conceivable to utilize the recipe E = mc ? T, where E = vitality moved, m = mass of HCl, c= explicit warmth limit of HCl and ? T = temperature change. This recipe can be utilized for computing the vitality moved in the accompanying responses ? ?H1, CaCO3 (s) + HCl and ? H2, CaO (s) + HCl. Seeing as the molar mass of CaCO3 = 100. 00 ?H1 = 420 x (1 x 0. 0250) = †16. 80 kJmol-1 I wo exclude the last outcome in my normal for ? H1, which is †16. 80 kJmol-1. This is on the grounds that it’s way off different outcomes and would essentially influence my normal outcomes, it’s an oddity. Normal for the ? H1 for the response between CaCO3 + HCl: (- 25. 09 kJmol-1) + (- 24. 90 kJmol-1) 2 ?H1 = †25. 00 kJmol-1 This incentive for ? H1 is negative since heat is lost to the environmental factors. It’s an exothermic response. Counts for ? H2 for the responses between CaO (s) + HCl: 1. I wo exclude the †102. 86 kJmol-1 outcome in my normal for ? H2. This is on the grounds that it’s way off different outcomes and would fundamentally influence my normal outcomes, it’s an irregularity. Normal for the ? H2 for the response between CaO + HCl: (- 128. 05 kJmol-1) + (- 111. 43 kJmol-1) 2 ?H2 = †119. 74 kJmol-1 This incentive for ? H1 is negative since heat is lost to the environmental factors. It’s an exothermic response. Utilizing Hess’ cycle I will utilize the qualities that I have determined for ? H1 and ? H2 to work out the incentive for ? H3. ?H3= ? H1 ? ?H2 = (- 25. 00 kJmol-1) †(- 111. 43 kJmol-1)= 86. 43 kJmol-1 This worth is certain on the grounds that warmth is ingested from the environmental factors. It’s an endothermic response. I have been told the genuine incentive for ? H3, which is 178. 00. So I will compute the rate by which my worth is out by the real worth. 178. 00 ? 86. 43 = 91. 57 (91. 57 ? 178. 00) x 100 = 51% Evaluation Errors in method: When the CaO and CaCO3 were placed into the cup there was a deferral before the top was put on. This could have made warmth escape out of the cup and the temperature change would not have been as extraordinary contrasted with if there was no deferral.

Silence Essay Example For Students

Quiet Essay Conceived in Colchester,Fairfax County, Virginia, Henderson was authorized in the Marine Corps on 4 June 1806. He served on the USS Constitution during her popular triumphs in the War of 1812. He took an interest in a few shipboard commitment and was enlivened for courage. From September 16, 1818 to March 2, 1819, Henderson was the acting Commandant. On 17 October 1820, at 37 years old, LtCol Henderson was delegated as the Commandant of the Marine Corps. He served in this situation for barely 38 years the longest of any official to hold that position. Henderson is credited with upsetting endeavors by President Andrew Jackson to join the Marine Corps with the Army in 1829. Rather, Congress passed the Act for the Better Organization of the Marine Corps in 1834,1 guaranteeing the Marines would remain some portion of the United States Department of the Navy. He went into the field as commandant during the Indian crusades in Florida and Georgia during 1836 and 1837, and was advanced brevet brigadier general for his activities in these battles. Convention holds that he stuck a note to his entryway that read, Gone to Florida to battle the Indians. Will be back when the war is finished. 2Marines additionally battled during the Mexican-American War during his residency as Commandant. The blade introduced to endless supply of the activity was engraved with the words, From the Halls of Montezuma, to the Shores of Tripoli giving the initial words to the Marines psalm. General Henderson kicked the bucket abruptly on January 6, 1859. He is covered in the Congressional Cemetery.3 According to Marine legend, the Colonel Commandant had endeavored to will his home really government-gave quarters in which he had lived for a long time to his beneficiaries, having overlooked that they were government owned.4USS Henderson (AP-1), and Henderson Hall Barracks was named for him.

A teachers perspective, part 1 the 21st century classroom

The following guest post was written by a friend and colleague who teaches at a large, selective New York City public high school. Over the last several years, her descriptions of the changes wrought by various new technologies, the imposition of Common Core, and an increasingly byzantine evaluation system that effectively punishes teachers for teaching, have provided me with an illuminating glimpse into some of the more alarming changes the public school system has recently undergone (and continues to undergo), and piqued my interest in understanding how standardized testing fits into the secondary landscape as a whole. I have found her insights invaluable, and I invited her to write this two-part series because I thought that it was important that  those insights be shared with a wider audience. Twice a year, during parent/teacher conferences, I get to meet you. I get a fascinating snapshot of your families, and what my students convey to you about my particular classroom. During these brief moments, I often wonder how much you really understand about how differently your children’s educational experience is from your own. Today, I would like to clarify how profoundly different it is. Perhaps you read the educational pages of national newspapers. There you will find desperate appeals to revamp education. Some of the themes you see are as follows: Bored children who need more creativity and less rote learning. Dull teachers who need to teach less and allow children to take control of their learning. A technology gap that needs to be addressed with more tablets in the hands of more children at ever younger ages. Higher standards that must be maintained by giving large corporations such as Pearson lucrative contracts with our schools to test them and then use these scores to evaluate teachers. A competitive college process that must be combatted with more AP classes at younger and younger ages. A challenging job market that requires working in teams, thus making group dynamics a paramount skill for students to master. It is a constant harping that the 21st century school must have a completely different dynamic from the one that you knew in the last century. My own class is particularly different from the way I was educated. When I was in high school, I sat in rows with my classmates. Being shy, I rarely spoke, but I listened and learned a lot. When I became a teacher, I wanted to be my childhood â€Å"dream† teacher: someone smart and funny and challenging who stood in front of a class and explained things. I never thought a teacher would do anything else. But here is a snapshot of my class: I begin class with a short exercise called a â€Å"Do-Now† – a 1-3 minute activity that reviews previous information, is short enough to accomplish quickly, and gets students’ attention focused on the new class. For the rest of the 45-minute period, I switch activities every 10 minutes so that students don’t get bored, and so that they practice different kinds of skills. Sometimes they work in pairs or groups, and sometimes they listen and take notes. When I go to AP Workshops, I often get stunned looks from private school teachers who are shocked at my AP results – especially because I teach at a public school with 34 students in a class. I have been told by my administration that I am charismatic, that kids love me, and that they never get parent complaints. I am not a disgruntled teacher who conducts class in a stuffy, old-fashioned style; but I do worry about how the implementation of educational fads, when taken to extremes, can affect our children’s learning. Traditionally, K-12 educators have never reacted strongly to educational fads. When I first came to education as a career changer 10 years ago, one of my first department meetings was about a concept called SMART goals. Fresh from my master’s program, I set about to master what lurked behind this impressive acronym. The older teachers just laughed at me, and told me to pay no mind. They said educational fads come and go, and there would be a new one next year to replace this year’s educational jargon. However, in the years to come, the tone changed. New teacher evaluation systems were put into place that would assure that these fads were systematically implemented. Teachers who resisted these fads found themselves under immense pressure from administration, and more often than not retired from teaching in exasperation. I call them fads because there is little empirical research to vouch for their efficacy. Even if there is research to back up a particular strategy, administrators are not particularly adept at rolling them out at a macro level. Do you remember the metaphor of the butterfly effect? – even the smallest changes in education can have profound effects when instituted widely, and often these effects are unforeseen. I watch these unexpected effects play themselves out, and frankly it terrifies me, as well as the teachers I work with. As you are not in the classroom to view them, I would like to give you a bird’s eye view of how these changes are playing out from my perspective. The implementation of these fads in New York City can best be understood if you care to read 115 pages of the Danielson Framework. It is the work of Charlotte Danielson, who designed a system for administrators to use in the evaluation of classroom teachers. It has four domains with numerous sub-domains making for a grand total of 22 measures of teacher effectiveness, actually 23 if you ask teachers to submit â€Å"artifacts† (https://usny.nysed.gov/rttt/teachers-leaders/practicerubrics/Docs/danielson-teacher-rubric.pdf). Danielson’s Framework was so complicated to implement that the DOE had to organize extra days of professional development to explain it to us, as well as spend large amounts of money training supervisors to use it. Ultimately, Danielson’s work proved so unwieldy that the New York City DOE now uses an abbreviated version of it when evaluating teachers. In my last formal observation my supervisor used 7 of the original 22 measures. When teachers first heard about this new evaluation system, some rejoiced. Before Danielson we could not be recognized for excellence – we only received satisfactory or unsatisfactory ratings. Now excellence could be acknowledged! However, reaching for the brass ring in the Danielson Framework, as it was first presented, meant giving up your sanity. It is not humanly possible to be excellent in every category during a brief classroom visit by an administrator. It became abundantly clear to me that a system which micro-manages teachers’ behavior would change the classroom profoundly. Teachers tried so hard to ring every bell on the 22 measures that their teaching style took on an ADD quality. Where I used to do three activities in 45 minutes, I now did five. In some ways it made me a better teacher – a student is less likely to be bored if I move them quickly through different styles of teaching. But the deep, slow, methodical learning that many students desperate ly need had to be put aside. In fact, I often ask myself the question: are my students’ obvious lack of attention skills due to my teaching style, or is my teaching style adapting to their lack of attention? Probably a little of both. At the same time the more methodical way of teaching went to the wayside, administrators came to denigrate any kind of teacher mediation that did not consist of â€Å"high-level critical thinking† accomplished in a group setting. The general idea is that children of the 21st century can do a Google search when they need information. Thus, anything other than deep critical thinking, as indicated by constant, group-based chatter, is a waste of their time. In fact, Danielson describes a â€Å"true† classroom discussion as the following: Rather, in a true discussion a teacher poses a question and invites all students’ views to be heard, enabling students to engage in discussion directly with one another, not always mediated by the teacher (p. 64). As administrators came in and out of our classrooms, students were no longer given simple comprehension questions or, heaven forbid, a worksheet where they could cover essential basic information in a methodical manner. The fact that students needed to assimilate some of that basic information before they could engage in higher-level activities was not addressed or even acknowledged. One of my colleagues likened the situation to being in college and having recitations without lectures. But due to fears of being assessed poorly, teachers increasingly abandoned any hint of the lecture format. The fear is so intense that I have witnessed many teachers actually apologize to students for â€Å"talking at them† when they feel the need to clarify information for too long, aka â€Å"lecture. As for how this change plays out for students, I have noticed that the overuse of group work interferes with their independent thinking. Often, the moment a question looks difficult, they immedia tely turn to the person next to them, as it does not even occur to them to solve it on their own. It would be logical to assume that students enjoy a system where they have so much control over their learning. However, when you actually ask students their preference, you get a very different viewpoint. Typical responses are as follows: Teachers who put us in groups are lazy. Teachers put us in groups because they do not want to teach us. I hate group work. Why won’t the teacher just explain it to us? It is so unfair – the smart students do all the work and the lazy students coast. Group work is a world of all-consuming frustration. Yet Teacher’s Ed courses systematically convince every novice teacher that we do our students a disservice by being â€Å"the sage on stage† – what is clearly needed is a â€Å"guide on the side† – yet there is little empirical research showing that group work is superior to guided learning. Additionally, for all their talk of giving students a larger role in how they learn, they ignore students’ obvious antipathy towards group work, and when pressed, cite their conviction that everybody in the 21st century workforce now works in groups. Another unproven fad of the 21st century schoolroom is the idea that more technology will increase learning outcomes. Standing by my Smartboard one day, I was aghast to hear from an administrator that it was not enough that I use technology. If I wanted a good review, my students had to use technology as well. But laptop use by students invariably has two paradigms: students hide behind their laptops, distracted and off-task, or they type prodigiously like automatons, which makes me wonder if typing has the same processing â€Å"feel† as writing notes. Even more frightening than the apparent lack of concentration, I have noticed that some teachers turn out the lights in the room so that the Smartboard is easy to see. In fact, on one of my evaluations I was told that I should turn out the lights and shut the blinds so as to see the screen better. A dark classroom creates lethargic students, and I find myself averse to creating this depressing atmosphere. When I come into a classroom and turn on the lights, students often complain. Apparently, they like learning in darkness. It is a frightening metaphor for education. In  part 2: how  reforms have altered  the arc of teaching and assessment.

Movie Analysis of Secohand Lions - 981 Words

The movie, Secondhand Lions, is the story of a young boy (Walter) who is dropped off at the home of his two elderly uncles (Uncle Hub and Uncle Garth) by his single mother. There are rumors surrounding Uncle Hub and Uncle Garth’s past lives and speculation that they have millions of dollars hidden on their land. Relatives and strangers hope to find or inherit some of the cash. Both uncles are reluctant to have Walter at their home and view him as a nuisance. Uncle Garth beings to tell Walter tails of him and Hub’s adventures as young men serving in the French Foreign Lesion during World War I. Uncle Hub is a wild character, who seems to be desperately trying to hold onto his youth and prove that he is still as strong and capable as ever.†¦show more content†¦The public images of the elderly uncles are both positive and negative. There are negative terms used toward them like â€Å"geezer† and â€Å"grandpa†. Our society, at times, looks down on th e elderly and this attitude is being feed through the negative attitudes being portrayed in the movie. However, the positives outweigh the negatives. The spirit, strength and adventure of the uncles certainly shines through. The uncles are very adventures and they show that no matter what your age you can still have fun and enjoy life. More importantly, the knowledge and life experiences of the elderly should be learned from and passed onto the next generation. The central theme of the movie is that despite your age, you still have a something to offer and a job to do. The â€Å"secondhand lion† that uncle Garth bought for sport ended up protecting Walter from an attacker trying to find the uncles’ money. The uncles are like â€Å"secondhand lions† in that they are being called to care for young Walter and to be the male examples in his life. Once both uncles discover their new purpose in life, they become happier with their current stage of life. Uncle Hub and Uncle Garth are both in Erickson’s stage of Ego Integrity vs Despair (McLeod, 2013). They both are reflecting on their youth. They attempt to relive it through their antics of fighting, attempting to hunt a lion, retelling old war stories, and buying an airplane. They both

Do We Really Use 10% of the Brain - 601 Words

The fact that humans only use ten percent of the brain isn’t a fact at all, but a myth. A myth created through misinformation and misinterpretation. There are pros to the myth however, and theories have been created because of its influence. Either way, humans use 100 percent of their brain throughout their daily life. What is the ten percent myth exactly? The myth has no discernable source but has been referenced throughout history to explain gaps in scientific research or as a way to make a quick buck. The myth may have originated from the writings of William James, a psychologist and philosopher who wrote, â€Å"We are making use of only a small part of our possible mental and physical resources.† in his psychology book, The Energies of Man. That quote was possibly converted into the ten percent myth of today. It is also said that Albert Einstein referenced the myth in relation to his own intelligence though there are no records to support this claim. It doesn’t help that the media is keeping the myth alive through articles and TV. There’s even a movie about how a girl unlocked the supposed hidden 90 percent of her brain and gained superpowers! Uri Gellar, a so-called psychic, used the myth to explain his hypothetical abilities. The myth also lives on through its many variations. One version is that a scientist years in the past claimed that we do only use ten percent of our brain. Another version is that back in the day only ten percent of the brain had been mappedShow MoreRelatedIs Text Mining Different Than Data Mining?1541 Words   |  7 Pages 2. (10 pts) How is text mining different than data mining? Text mining is a process which collects information and knowledge from large amounts of unstructured data sources. When I say unstructured data sources, I am talking about Pdf files, Word documents, XML files, text excerpts etc†¦ Text mining collects information from text. Text mining is different than data mining because data mining is a process which collects information and knowledge from large amounts of structured data sources. StructuredRead MoreSpeech1062 Words   |  5 Pagesthis dream about half of its content is forgotten and in 10 minutes 90% of it is gone. According to the New York time study done on October 20, 2013 by Gary Matter you spend about 6 years of your life dreaming. That’s more then 2100 days spent in a different realm. So today, lets look at how dreams really do occur, the part of your sleep cycle that dreams occur in and lastly different types of dreams. Transition: So where do dreams really start? Body I. REM Sleep A. Rapid eye movementRead MoreHow You Can Learn The Secrets Of Mind Power923 Words   |  4 Pagespowerful mind, but most us just do not believe it. It has been proven through research that humans use only 10% of the mind power of their brain. That is crazy. That means that we only focus on the simple things. That is why we all feel that we are having so much trouble in life. We think negatively because we do not believe that what we want can happen. So we basically continue to attract nothing more than negativity. The truth of it is that the things that we think are really happening right before ourRead MoreEssay about Cognitive Learning and Right Brain vs. Left Brain 950 Words   |  4 Pageslearn within their environment. In my opinion, children are the prime example of the unbound potential that humans to learn. I will be discussing what cognitive learning is and how it contributes to learning and if right versus left-brain dominance impacts how we use our cognitive skills. What is cognitive learning and why is it vital to humans? 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The Global Retail Solutions Group

Question: Describe about the global retail solutions group? Answer: Project Summary The Global Retail Solutions Group (GRS) requires the software which will help for point of the sale and also for control system of stock for DSE for the outlets which are in form of retail across the areas of Australia (as we are analyzing GRS impact in the area of Australia). This system of transaction processing will be used for applying the modern code of RFID which is scanning at some point of sale and it will give control over automatic inventory. The system which we are using should also be competent enough in relieving the store personnel from their task which are monotonous for generating the performance and sales reports as it needed by the head office of the Australia. We did the investigation based on the requirements and we can state that based on this analysis we are giving this plan of the project which contains all milestones, sheet of the resource and project cost and schedule of the project which is required to execute it. 1.1 Objective of the project Below are the objectives which are used for creating the transaction processing system: System which we are using should be competent enough so that it can handle the scanning code of RFID at some point of sale. With the help of this software we can give the control of Automatic Inventory as it is that much capable to do the task. With the help of this we can create invoices which are required. With the help of this we can create reports of Performance and Sales without any human intervention. 1.2 Milestone List of the Project Below we have listed all the major milestones which are needed for the system project of transaction processing. In the below list may we have not included the milestones which are smaller and didnt have much impact but we have considered them in Work Breakdown Structure and Schedule of the project so that those can be tracked and be noticed. The dates which we have used is total based on assumption on the time which we think the project milestone should get to perform better. Milestone Date Transaction Processor of project 03/25/15 File for Inventory and Price and inventory 09/10/15 Inventory management of the project 10/10/15 Communications done in the project 11/26/15 Documentation done for the project 12/26/15 Alpha test which was done on the project 01/30/16 Beta Test which was done on project 04/01/16 1.3 Work Breakdown Structure of the project The system project of transaction processing will contain work sets under work breakdown structure which will not exceed 4 hours of work in the project. The work sets which are used will be developed by the close collaboration among the project team members and the stakeholders. Without their support and input we cant do it, it also need input from the functional managers and all researches happened in the past projects. With all these data we can get better idea and help in executing and planning the current project. In the Dictionary of the Work Breakdown Structure it will describe all the work sets which are required in the system projects of transaction processing. These all definitions which are there in WBs will include all resources details, task details and its timeline and all the project deliverables. All of the work set which is used in the project and in Work Breakdown Structure is defined in the dictionary of WBS. This will help in planning of the resource in project, completion of task and also making sure that all the deliverables which are handing to the customer should meet project requirements and standards. WBS Task of the project 1.1DSE Transaction processor of the project 1.1.1DSE User Interface of the project 1.1.2DSE Peripheral Interface of project 1.1.3DSE Price Look-up 1.1.4DSE Order Control of project 1.1.5DSE Resolution of the Payment 1.1.6DSE Resolution of the Transaction 1.1.7DSE Printing the Receipt which are used in project 1.2DSE Files for inventory and Price and inventory 1.2.1DSE Design of the Database 1.2.2DSE Access library of the Database 1.2.3DSE Maintenance library of the Database 1.2.4DSE Report Generation of the Database 1.3DSE Inventory management of the project 1.3.1DSE Report of the Daily Status 1.3.2DSE Report of the Item History 1.3.3DSE Generation of the Order 1.3.4DSE Communication of the Order 1.3.5DSE Processor of the Receipt 1.3.6DSE Update the project Inventory 1.4DSE Communications of the project 1.4.1DSE Banking Network Interface 1.4.2DSE State Network Interface 1.4.3DSE Communications Command Interpreter 1.4.4DSE Report Generator 1.5DSE Documentation 1.5.1DSE Help for Transaction Processor of the project 1.5.2DSE Help for Inventory and Price Modules of the project 1.5.3DSE Help for Management of the Inventory of project 1.5.4DSE Help for Communications of the project 1.6DSE Alpha test of the project 1.6.1DSE Test based on the project 1.6.2DSE Support of the project Developer 1.7DSE Beta Test of the project 1.8DSE Start roll-out of the project 1.4 Management Plan of Communications for the project Management Plan of Communications will be established the project framework for the communications to the project which we have used. It will serve as the Key point for the communications of the project during the life cycle of the project and it will be reorganized as the project communication has some changes of the requirements. This plan of the project will recognizes and it will be describes the major roles of the members of the project team as it will relate to the communications of the project. The requirements of the projects will be documented in below Matrix of Communications. The Matrix of the Communications will be observed as guide for what the information to be communicate for the project, who is to do communicating of the project, when to be communicate about the project, and to whom to be communicate at the time of issues and problems. Type of Communication Description about the communication Frequency Format Participants/ Distribution Deliverable Report which contains the Weekly Status Summary on the Email about the status of the project Weekly basis Email format Stakeholders, Project team and Project Sponsor Report of the Status Project Team Meeting on Weekly basis Review Meeting which contains the status of the project Weekly basis In Person format Team of the Project Action Register will be Updated Review of the Monthly project Report (PMR) Provide current status of the project and metrics to sponsors and team of the project Monthly basis In Person format Stakeholders, team and Sponsors of the Project Presentation based on Metric and Status Review of Technical Design Document of the Project Review the technical designs of the project or work which are associated with the project As Needed In Person format Team of the Project Package of the Technical Design Document Team directory of the Project which contains for all communications of the project is: Name Title of the project Email of the project Office Phone number Cell Phone number Joni Parker Sponsor of the Project j.parker@tsi.com xxx-xxx-xxxx xxx-xxx-xxxx Mark Brown Manager of the Project m.brown@tsi.com xxx-xxx-xxxx xxx-xxx-xxxx Richard Programmer of the project richard@tsi.com xxx-xxx-xxxx xxx-xxx-xxxx Elizabeth Programmer of the project elizabeth@tsi.com xxx-xxx-xxxx xxx-xxx-xxxx Harry Programmer of the project harry@tsi.com xxx-xxx-xxxx xxx-xxx-xxxx Sam Programmer of the project sam@tsi.com xxx-xxx-xxxx xxx-xxx-xxxx Ellie Programmer of the project elite@tsi.com xxx-xxx-xxxx xxx-xxx-xxxx Jenny Programmer of the project jenny@tsi.com xxx-xxx-xxxx xxx-xxx-xxxx Barry Test Engineer of the project barry@tsi.com xxx-xxx-xxxx xxx-xxx-xxxx 1.5 Management of the Project Resource There are various resources of the project needed to develop the whole application of the project except Manager of the Project. Below we have provided list of the key resources which are needed to develop the project software with the project Cost per hour. Resource Name Initials Max. Units Std. Rate Richard R 100% $200.00/hr Elizabeth E 100% $100.00/hr Harry H 100% $100.00/hr Sam S 100% $200.00/hr Ellie E 100% $90.00/hr Jenny J 100% $100.00/hr Barry B 100% $100.00/hr Other Internal resource O 100% $120.00/hr 1.6 Plan of Cost Management of the project The Project Cost is considered as the major aspects for project. Below we are providing the development cost of the project for each of the milestone of the project; these are the approximate values which we think it should include in the project: Task Name Cost Transaction processor of the project $33,000.00 File for inventory and Price of the project $42,340.00 Management of the Inventory of the project $22,000.00 Communications of the project $26,250.00 Documentation involved in the project $19,450.00 Alpha test based on the project $39,842.00 Beta Test based on the project $0.00 Total Cost involved in the project 182,882.00 1.7 Plan of Risk Management of the project As per the current scenario of the company which we selected we have analyze thoroughly and we can find below the risk which can be proceed during the development of the software of the project: Requirements of the Incomplete: The risk which was involved in the project will occur because of the project requirements which will be defining and we will miss something or we can overlook the functionality of the project requirements. With the help of this we can mitigate certain type of risk which are involved in the project and here we will spend some of the sufficient time and provide commitment of the project which will be detailing the requirements of the project and it take an provide project approval on the final requirement of the project before development of the project. Changing requirements of the project: This requirements will hit the schedule of the project and the cost of the project will occur in between the development of the project so that it can handle this we will use the contingency with proper in our estimate time of the project and then we will perform analysis on impact on each of the change request we get from the project. Result of the analysis of the impact which will help us to find the implementation of change request which are identified in the project. Technology incompetence of the project: If we dont have all the resources of the project which are skilled will be available with us which can hit the schedule of project so that we can took few of the members from the internal teams so that it can complete the software of the project who have clear idea of the technology of the project which need to build this software which is needed in the project. 1.8 Network diagram Building the diagram of the network also termed as the logic diagram, is the great way for initializing to visualize and to understand how the project has to be preceded. These will use in the telecommunication of the computers which will used to draw the graphical chart of the network. Here we are attaching the Network Diagram and Gantt chart which is required in this project which contains all relevant data. If you need any other content in this document then feel to add and comment so that we can incorporate the changes which are need in this project. Please find attached the Diagram of Network. 1.9 Gantt Chart The Gantt chart is mainly used for the project management; this is considered as most of the useful and popular ways which will show the activities which are displayed against the time. In chart it will display on the left side where there are list of activities and on top of the chart there is a time scale which is suitable for all of the activities. Each of these activities will be represented as a bar. Please find attached Gantt chart. References: 1. GRS Team, 2012, A Plan for Restructuring and Updating the General Records Schedules, https://www.archives.gov/records-mgmt/grs/plan-2012.pdf2. J. Phillips, 2015, Work Breakdown Structure, https://www.projectsmart.co.uk/work-breakdown-structure.php3. NetMBA, 2010, Work Breakdown Structure, https://www.netmba.com/operations/project/wbs/4. Mark, 2015, WORK BREAKDOWN STRUTURE (WBS), https://www.projectmanagementdocs.com/project-planning-templates/work-breakdown-structure-wbs.html5. Robert, 2011, Research Office Implementation Communication Plan, https://www.csu.edu.au/__data/assets/pdf_file/0005/187430/Research-Office-Communications-Plan.pdf6. Friendly, 2006, Project Communication Plan, https://www.pma.doit.wisc.edu/plan/3-1/what.html7. Oracle, 2011, PROJECT RESOURCE MANAGEMENT, https://www.oracle.com/us/products/applications/057027.pdf8. NetSuite, 2015, Resource Management, https://www.netsuite.com/portal/products/netsuite/psa/resource-management.shtml9. John Reh, 2011, Project manag ement 101, https://management.about.com/cs/projectmanagement/a/PM101b.htm10. Cost management, 2004, Cost Management Plan, https://www2.parkland.edu/businesstraining/documents/CostMgmtPlan.pdf11. Walter, 2014, Cost Management, https://www.definedlogic.com/blog/archive/cost-management-determining-project-cost-performance/12. Tedero, 2011, Project Cost Management, https://www.cram.com/flashcards/pmbok-chapter-7-project-cost-management-184619313. Bart Jutte, 2015, 10 Golden Rules of Project Risk Management, https://www.projectsmart.co.uk/10-golden-rules-of-project-risk-management.php14. Clean Air, 2015, Risk Management Plan (RMP) Rule, https://www2.epa.gov/rmp15. Karol, 2011, What is gantt chart, https://www.gantt.com/16. James, 2015, Gantt Charts, https://www.mindtools.com/pages/article/newPPM_03.htm