67500 – ASSESSMENT INFORMATIONAssessment TitleArgumentative essayPurpose

67500 – ASSESSMENT INFORMATIONAssessment TitleArgumentative essayPurpose

ASSESSMENT INFORMATION
Assessment Title
Argumentative essay
Purpose The purpose of this assessment is for students to demonstrate the capacity to develop an ethical argument/s based around the four bio-ethical principles: autonomy, justice, beneficence, and non-maleficence. Students will use their chosen topic to develop a sound ethical argument.
Due Date
Tuesday 7th September, 2021
Time Due
0900hrs (09:00am)
Weighting
50%
Length
1500 words +/- 10% (includes intext citations, excludes reference list)
Assessment Rubric
Refer to Extended Unit Outline Appendix A
LOs Assessed
LO1, LO2
Task Three topics will be available for you on LEO. You will select one of these topics and construct an argumentative essay. You are encouraged to choose a topic that you feel is important to you and that you feel passionate about.
Target Audience Healthcare professionals
Submission
Via the Turnitin link in the HLSC220 LEO site
FORMATTING
File format
Please submit as a .doc or .docx (not .pdf files)
Margins
2.54cm, all sides
Font and size
Use 11-point Calibri, Arial or Times New Roman
Spacing
Double spacing
Paragraph
Aligned to left margin, indent first line of each paragraph 1.27cm
Title Page
Not to be used
Level 1 Heading
Centered, bold, capitalize each word (14-point Calibri or Arial)
Level 2 Headings
Not to be used
Structure Introduction: Provides an introduction and brief background to the topic and ethical discussion, identifies the ethical stance to be argued.
Body: Provides the content of the ethical arguments incorporating the bioethical principles and relevant ethical theories and concepts.
Conclusion: identifies the key ethical points argued and re-iterates the ethical stance taken. Does not introduce new ideas.
Reference List: Includes all the sources identified within the essay.
Direct quotes
Always require page number. No more than 10% of the word count should be direct quotes.
HLSC220 _ Assessment 1: Argumentative Essay _ © Australian Catholic University 2021 _ Page 1 of 2
Header Page number top right corner (9-point Calibri or Arial)
Footer
Name _ Student Number_ Assessment _ Unit _ Year (9-point Calibri or Arial)
REFERENCING
Referencing Style
APA 7th Edition.
It is recommended that you download ENDNOTE referencing software free from ACU https://libguides.acu.edu.au/endnote
Minimum References There is no set number of references that must be used as a minimum for this task, but as a rough guide only, if you have utilized less than 10-12 unique quality peer-reviewed sources then you have not read widely enough. All arguments must be supported using a variety of high-quality primary evidence. Avoid using any one source repetitively.
Age of References Most references for this task should be published within the last 5 years, however the appropriate use of older evidence sources (e.g. seminal theoretical ethical work) is acceptable.
List Heading
“References” is centered, bold, on a new page (14 point Calibri or Arial).
Alphabetical Order
References are arranged alphabetically by author family name
Hanging Indent
Second and subsequent lines of a reference have a hanging indent
DOI or URL
Presented as functional hyperlink
Spacing
Double spacing the entire reference list, both within and between entries
ADMINISTRATION
Late Penalties
Late penalties will be applied from 09:01am on the 7th September, 2021, incurring 5% penalty of the maximum marks available up to a maximum of 15% in total. Assessment tasks that are submitted more than three calendar days after the due or extended date will not be allocated a mark.
Example:
An assignment is submitted 12 hours late and is initially marked at 60 out of 100. A 5% penalty is applied (5% of 100 is 5 marks). Therefore, the student receives 55 out of 100 as a final mark.
Penalty Timeframe Penalty Marks Deducted
9:01 am Tuesday to 9 am Wednesday 5% penalty 5 marks
9:01am Wednesday to 9am Thursday 10% penalty 10 marks
9:01am Thursday to 9am Thursday 15% penalty 15 marks Received after 9:01 Friday No mark allocated n/a
Return of Marks
Marks will generally be returned in three weeks of the submission due date; if this is not obtainable, you will be notified via your campus LEO forum.
Final Assignment
Marks for the final assessment (assessment two) of this unit will be withheld until after grade ratification and grade release on 3rd of December, 2021.
Assessment template project informed by ACU student forums, ACU Librarians and the Academic Skills Unit.
HLSC220 _ Assessment 1: Argumentative Essay _ © Australian Catholic University 2021 _ Page 2 of 2

[In Process] 67497 – ITECH2000 Mobile Development Fundamentals

[In Process] 67497 – ITECH2000 Mobile Development Fundamentals

ITECH2000 Mobile Development Fundamentals Assessment Task 2: Hangman App
Summary
You will implement an app in AppInventor based on a given project specification. This app will use a range of components. You will also submit a brief report containing pseudocode and describing how your solution utilises various concepts we have learned in class.
Timelines and Expectations
Percentage weighting of task:
Final Due Date:
Cut-off Date: Minimum time expectation:
20% (of final semester mark for this course)
11:59 PM, Sunday 29th August, 2021
11:59 PM, Sunday 5th September, 2021 10 hours
Learning Outcomes Assessed
This assignment has been designed to enable you to demonstrate your learning regarding the following outcomes of the course:
K1. Understand constructs typical of many programming languages such as: variables, expressions, assignment, sequence, selection, iteration, procedures, parameters, return values.
A1. Design, develop, test and debug mobile apps from a given textual program specification.
S1. Analyse the input, processing and output needs of small programming problems.
S2. Design code sequences to realise algorithms in a programming language.
S3. Design basic user interfaces and develop storyboards to convey designed interaction sequences.
In particular, the assignment has been designed to help give you further experience in using
AppInventor, and to assess your attainment of a range of the learning objectives from weeks 1 through to 6 of this course.
Getting Assistance and Clarification
If any part of the task is unclear to you, or you are not quite sure how to do some aspect of the task, you should post a question to the Discussion Forum on Moodle. However, any questions posted to the forum on Moodle should not include anything that you plan to submit (such as screenshots of code you might want to submit) to avoid potential plagiarism.
Plagiarism
Plagiarism is the presentation of the expressed thought or work of another person as though it is one's own without properly acknowledging that person. You must not allow other students to copy your work and must take care to safeguard against this happening. Lecturers are obligated to report any suspicions to the plagiarism officer. More information about the plagiarism policy and procedure for the university can be found online at: http://federation.edu.au/students/learning-and-study/online-help-with/plagiarism.
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1. Application Description
Your assignment is to develop a “Hangman” game application, using MIT AppInventor. In this game, the app will select a random word and the player must try to guess the word within a certain number of guesses by suggesting letters. For more information about the game, please see: https://en.wikipedia.org/wiki/Hangman_(game).
The application may contain one or more screens to fulfill the requirements described below. You are free to design the interface(s) of your app as you like, but your solution should also fulfil the requirements in a logical way.
Specifically, the logic requirements that must be supported in the app are as follows:
• When the application is first opened, a menu should be displayed that provides the user with two options: “Play” and “Time Trial”. These two options, when clicked, will start the game as follows:
o Play: The player has unlimited time and guesses with which to solve the puzzle.
o Time Trial: The player must guess the hidden word correctly within 30 seconds, else it is game over.
• There should be a separate screen in which the game is played, opened from the menu.
• When the game is started, a random word should be selected (from a candidate list of words), and it should be displayed on the screen in some way (e.g., a set of dashes, one for each letter of the word). For example, if the word to guess is “CAT”, it could be initially displayed as “_ _ _”. You can find a list of words to use in your app here: https://www.hangmanwords.com/words
• Also on the game screen, the image of the “hangman” should be visible. You have been provided with a series of images that you can use. When the game starts, the first image should be displayed (e.g., 1.png from the provided images).
• The user should have some way of inputting a guess in the form of a single letter.
o If the word to guess contains that letter, then all instances of that letter in the word should be revealed to the user. For example, if the word to guess is “BOOT”, and the user guesses the letter “O”, then the word should be displayed as “_ O O _”. o If the word to guess does not contain that letter, then the user “hangman” image should be updated to display the next image in the sequence, e.g., after the first incorrect guess is inputted, 2.png will display from the provided images.
• It should be clear to the user somehow which letters they have already guessed (both correctly and incorrectly), such that the user cannot guess the same letter twice in a single game.
• The user wins the game if they correctly select all the letters to form the complete word within the total allowed number of guesses. A message should be displayed to alert the user that they have won the game.
• If the user makes too many incorrect guesses (i.e., 6 guesses in this game before the final “hangman” image is displayed), then they will lose the game and are allowed no further guesses. A message should be displayed to alert the user that they have lost the game, and the correct answer should be revealed.
• When the game is over (whether the user won or lost), the user should have the option to start a new game (in which case a new word is randomly selected and the game starts again) or return to the main menu.
• In time trial mode, the game mechanics are the same except that there is a 20 second timer that starts counting down when the game begins. If the user gets the correct answer before the time is up, they win the game. Once the timer reaches zero or the user makes too many incorrect guesses before the time is up, the game stops and a “Game Over” notification is displayed before the app prompts the user if they would like to play again or return to the main menu.
General Requirements for Coding
While your app should meet the functionality described above, you also need to ensure that you satisfactorily demonstrate all the concepts that have been covered in ITECH2000 so far. To achieve full marks, you will need to ensure that you have correctly made use of each of the following components or constructs somewhere in your app:
• a Notifier
• Various user interface components, including Labels, Textboxes, Buttons, and/or Checkboxes, as well as HorizontalArrangement, VerticalArrangement or TableArrangement (or all of them). • a Clock and instants
• the list construct
• a repetition construct
• a decision construct
• a boolean (AND or OR) expression.
• Procedures that you have defined using the ‘to do’ or ‘to do … result’ blocks.
Please read through all of the requirements before you commence work on the app, so you get a full sense of what is required to be done. It is recommended that you first model any events or complex algorithms using pseudocode before commencing programming.
2. Brief Report Requirements
As well as completing the program described above in AppInventor, you are also required to submit a brief report that includes the following:
• A title page that includes your name and student ID number.
• Pseudocode describing the behaviour of three (3) events that your app will respond to. Ensure that you clearly label these events so that it is clear what aspect you are modelling.
• For each of the 8 design elements/blocks listed in the previous section (General Requirements for Coding), you should describe in 2-3 sentences how you used this component in your solution and justify why. If you have used a component multiple times, please describe one example.
Submission and Feedback
Submission
You must export your AppInventor project for submission. To do this, go to the “Projects” menu, and select “Export selected project (.aia) to my computer”. Name your .aia file “A1_YourName_YourStudentID.aia”.
You should also save your brief report as a PDF, named “A1_YourName_YourStudentID.pdf”.
Add both your .aia and .pdf files to a single .zip file, and then upload this file to Moodle through the assignment link labelled “Submit Assignment 2”. This link will only become available after you have completed the ‘Declaration of Originality’ form for the assignment, which requires you to accept the Student’s Statement. It is a legal declaration that the work was done by you, without any part of it being done by someone else.
Feedback
You can expect to receive your final mark and feedback comments within 3 weeks of the due date, or the date which you submitted your work, whichever is later.
You may be required to attend an interview with the marker to answer questions about your work before they will mark your submission.

Marking Criteria
Student Name: _________________________ Student ID: ________________________
Requirement Marks Awarded
App Logic
A menu screen is present and displayed using appropriate input/output elements
Menu options behave correctly when clicked 0.5
0.5
A game screen is present and includes appropriate input/output elements
A random word is selected, and its hidden letters correctly displayed to the user
Appropriate event(s) handled when user guesses a letter in the game screen
Appropriate method(s) used to track guessed letters and update “hangman” image
Timer functionality works correctly (for time trial mode)
Game logic works correctly if the user “wins” a game round
Game logic works correctly when the user “loses” a game round 1
2
2
2
2
2
2
Programming
Has used TextBoxes, CheckBoxes, Labels, and/or Buttons (including using their action blocks and event blocks) appropriately
Has used the screen-changing mechanisms correctly and appropriately 1
1
Has used repetition construct to repeat code sequences appropriately and in appropriate places
Has used decision constructs appropriately / in appropriate places
Has formed appropriate boolean and relational expressions
Has used the list construct for appropriate purposes and used its action blocks in an appropriate manner to manipulate/use lists.
Has formed procedures appropriately and in appropriate circumstances Has used the Clock component and “time instant” values appropriately 1
1
1
1
1
1
The names used for variables, components, procedures and their argument slots, are the appropriate, and are chosen to clearly communicate their purpose in the code. 1
The app is robust, validates user input (where necessary) and does not crash unexpectedly. 2
Brief Report
Three (3) events are adequately modelled using pseudocode [1 mark each]
Examples and explanations provided for each of the 8 elements/components listed in the General Requirements for Coding section [0.25 marks each for reasonable description of all 8 elements]
3
2
TOTAL: 30
PERCENT: 20
Feedback:
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MastermindMastermind is a code-breaking game (https://en.wikipedia.org/wiki/Mastermind_(board_game)).

MastermindMastermind is a code-breaking game (https://en.wikipedia.org/wiki/Mastermind_(board_game)).

Mastermind
Mastermind is a code-breaking game (https://en.wikipedia.org/wiki/Mastermind_(board_game)). The goal of the game is to discover a hidden code that consists of 4 colours.
The board game is played using:
• a decoding board, with a shield at one end covering a row of four large holes, and a set of rows containing four large holes next to a set of four small holes.
• code marbles of six different colours (Red, Green, Blue, Yellow, White, Black) are used to represent a code and placed in the large holes on the board; and
• key pegs, some coloured black, some white, are for providing feedback on the guessed code placed in the small holes on the board.

Played between two players in a board game, one player becomes the codemaker, the other the codebreaker.
The codemaker chooses a code, a pattern of four code marbles. Duplicates are allowed depending on player choice, so the player could even choose four code marbles of the same colour. The chosen code is placed in the four large holes covered by the shield, visible to the codemaker but not to the codebreaker.
The codebreaker tries to guess the code, in both order and colour, within a certain number of attempts (e.g., 10 in the picture above). Each guess is made by placing a row of code marbles on the decoding board. Once placed, the codemaker provides feedback by placing from zero to four key pegs in the small holes of the row next to the guess. A black key peg is placed for each code marble from the guess which is correct in both colour and position. A white key peg indicates the existence of a correct colour code marble placed in the wrong position.
If there are duplicate colours in the guess, they cannot all be awarded a key peg unless they correspond to the same number of duplicate colours in the hidden code. For example, if the hidden code is white-white-black-black and the player guesses white-white-white-black, the codemaker will award two black key pegs for the two correct whites, nothing for the third white as there is not a third white in the code, and a black key peg for the black. No indication is given of the fact that the code also includes a second black.
Once feedback is provided, another guess is made by the codebreaker; guesses and feedback continue to alternate until either the codebreaker guesses correctly, or the number of incorrect guesses reach the number of attempts allowed. If the code is not guessed correctly within the number of attempts allowed, then the shield is uncovered to reveal the code.
The following video clip may be also helpful to understand the concept: https://www.youtube.com/watch?v=wsYPsrzCKiA
The Assignment Task Specification
As a text-based application software, WoM will use a command line interface where users type in a command or input and the relevant output is printed onto the screen in text. When the software is executed, it will show a greeting message and a list of commands, followed by a command prompt ‘ ’ indicating the system is ready to take user’s input. At the prompt, users can give one of the following commands:
• r: register a new user, which will create a new user
• s: show the score board, which will print the list of the users and their scores
• p: play a game, which will start a new game
• q: quit, which will quit the application
For registering a new user, the system will ask for the name of the new user. The username is not allowed to be changed after being registered, and also the name must be unique (i.e. not allowed to have the same name as an existing user). A new user will always start with a score of 0 point.
Below is an example of the output on the screen (user’s input in bold italic).
Welcome to the World of Mastermind!
Developed by Alan Turing
COMP 1048 UO Object-Oriented Programming
What would you like to do?
(r) register a new user
(s) show the score board
(p) play a game
(q) quit
r
What is the name of the new user?
Alan
Welcome, Alan!
What would you like to do?
(r) register a new user
(s) show the score board
(p) play a game
(q) quit
r
What is the name of the new user?
Alan
Sorry, the name is already taken.
What would you like to do?
(r) register a new user
(s) show the score board
(p) play a game
(q) quit
r
What is the name of the new user?
Steve
Welcome, Steve!
Once the users are registered, they can play the game of Mastermind. Only one game will be played at a time, i.e., the game must be finished before playing another game. Before starting the game, users will be asked questions for setting it up. First, users will be asked how many players (between 2 to 4, inclusive) will play the game, followed by asking for the name of each player. If the name does not match to a valid registered user or if the user with the name is already in the game, an error message will be shown and asked again. There will be a special built-in name “HAL9000” and “VIKI” that are for players controlled by the computer. Users are not allowed to register with these names assigned to computer players. After the players are selected, the users will be asked to choose how many attempts (between 5 to 10, inclusive) of guessing the code will be allowed.
What would you like to do?
(r) register a new user
(s) show the score board
(p) play a game
(q) quit
p
Let’s play the game of Mastermind!
How many players (2-4)?
2
What is the name of player #1?
Bill
Invalid user name.
What is the name of player #1?
Alan
What is the name of player #2?
Alan
Alan is already in the game.
What is the name of player #2?
HAL9000
How many attempts will be allowed for each player (5-10)?
5
After it’s all set, the game will start. The game is played in a round-robin manner where each player takes a turn. First, each player will take a turn to make a code for the next player who has to break it. Think of it as if each player has a decoding board, and each player sets the code hidden behind the shield for the next player if it were in an actual board game. For example, if there are three players, first player sets the code for the second player to break, the second player sets the code for the third player, and the third player sets the code for the first player.
To set the code, users will enter a string of four characters, each character representing a colour that consists the code. The characters representing colours are, ‘R’ for red, ‘G’ for green, ‘B’ for blue, ‘Y’ for yellow, ‘W’ for White, and ‘K’ for black. For example, ‘RGBK’ will be a code of red, green, blue, and black. If the code entered is invalid (i.e. either not having four colours or including any invalid colour) an error message is printed and asked for entering the code again. If the player in turn is a computer, it will generate a random code.
* Alan's turn to set the code for HAL9000 to break.
Please enter the code:
BTWRA
Invalid code.
It must be exactly four characters, each can be R, G, B, Y, W, or K.
Please enter the code:
BYWR
The code is now set for HAL9000 to break.
* HAL9000's turn to set the code for Alan to break.
The code is now set for Alan to break.
Once all of the players took turn to set the code for the next player, players take turns to guess the code set for him/her/itself. In each turn, a summary of previous attempts of the player taking the turn is shown on the screen. Users are then asked to enter their guess, while the computer players will randomly generate its guess and print it on the screen. The feedback on a guess is automatically provided by the system. If a player breaks the code (i.e., gives the correct code) the game continues with the rest of the players until everyone either succeeds to break the code or fails by using up all the number of attempts allowed.
* Alan's turn to guess the code.
Previous attempts: 0
Attempts left: 5
Please enter the code:
BGY
Invalid code.
It must be exactly four characters, each can be R, G, B, Y, W, or K.
Please enter the code:
BGYY
Feedback: K
* HAL9000's turn to guess the code.
Previous attempts: 0
Attempts left: 5
HAL9000’s guess: BRWG
Feedback: K K W
* Alan's turn to guess the code.
Previous attempts: 1
==============
Code Feedback
==============
BGYY K
==============
Attempts left: 4
Please enter the code:
BKRW
Alan broke the code in 2 attempts!
* HAL9000's turn to guess the code.
Previous attempts: 1
==============
Code Feedback
==============
BRWG K K W
==============
Attempts left: 4
HAL9000’s guess: GWKG
Feedback: W
* HAL9000's turn to guess the code.
Previous attempts: 2
==============
Code Feedback
==============
BRWG K K W
GWKG W
==============
Attempts left: 3
HAL9000’s guess: WGWK
Feedback: K
* HAL9000's turn to guess the code.
Previous attempts: 3
==============
Code Feedback
==============
BRWG K K W
GWKG W
WGWK K
==============
Attempts left: 2
HAL9000’s guess: BYWG
Feedback: K K K
* HAL9000's turn to guess the code.
Previous attempts: 4
==============
Code Feedback
==============
BRWG K K W
GWKG W
WGWK K
BYWG K K K
==============
Attempts left: 1
HAL9000’s guess: RYWG
Feedback: K K W
HAL9000 failed to break the code.
The game is now finished.
Alan receives 4 + 5 = 8 points.
What would you like to do?
(r) register a new user
(s) show the score board
(p) play a game
(q) quit
_
Once everyone either breaks the code or uses up the number of attempts allowed, the game finishes with showing the results with the points each user receives. Note that the computer players don’t receive any points. Each user receives points according to the number of attempts left + 1 after breaking the code. In addition, users also get points for one less than the number of attempts made by the next player for whom they set the code for. For example, in a game with 10 attempts allowed, if player #1 broke the code after 3 attempts and player #2 broke the code after 9 attempts, player #1 will receive 10 – 3 + 1 = 8 points for breaking the code, and also 9 – 1 = 8 points for making the code for player #2. If both player #1 and #2 fail to break the code after 10 attempts, player #1 will get 0 (breaking) + 10 (making) = 10 points. After the game results are printed, it goes back to the main menu.
Users can check the score board to keep track of the scores after playing games. The score board will include the list of all registered users with their details, including their name, the current score (i.e. points), the number of games played, and the average points gained per game (i.e. the current score divided by the number of games played, rounded up to one digit under decimal point). Note that a computer player is not a user, hence it will not show up on the score board.
What would you like to do?
(r) register a new user
(s) show the score board
(p) play a game
(q) quit
s
=====================================
Name Score Games Average
=====================================
Alan 25 3 8.3
Steve 15 2 7.5
Elon 0 0 0.0
=====================================
What would you like to do?
(r) register a new user
(s) show the score board
(p) play a game
(q) quit
q
Thank you for playing the World of Mastermind!
Additional Requirements
Requirement 1.
Your implementation must be in Python 3.9
One exception is to show the computer-generated hidden code on the screen so it will be useful for the testing purpose (shown in bold character):
* HAL9000's turn to set the code for Alan to break.
DEBUG: RGBY
The code is now set for Alan to break.
Requirement 2. Apply proper Object-Oriented design principles to implementation.
Your implementation must practice Object-Oriented design principles as following:
1) Abstraction
Your implementation must include definition of at least 5 classes including the WorldOfMastermind class. All of your code must belong to one of the classes you define, except the import statements and the following code which will run the software:
wom = WorldOfMastermind()
wom.run()
This run() method in the WorldOfMastermind class must be the starting point of your software and call methods of other objects in the system.
2) Data Hiding and Encapsulation
All the data attributes defined in your classes must be private. In addition, following conditions must be met on attributes:
– Player’s (or user’s) name must not be changeable once initialised (i.e., must be read only).
– User’s score must be only allowed for being increased by an asked amount but never to be set with a value. (i.e., no setter method, but with a method to increase the score)
– The hidden code on a decoding board must be only settable (i.e., once set, its value never can be accessed from outside the class that it belongs to but can ask for feedback providing a guessed code.)
3) Inheritance and Polymorphism
There should be at least one inheritance relationship used and at least one instance of practicing polymorphism (i.e., overriding a method in the superclass). Overriding an initialiser or string conversion method is not counted in this requirement (i.e., you must override a method you defined in the superclass). A subclass must not repeat the code already in its superclass.
Requirement 3. Documentation with docstrings.
Your code must be documented appropriately using docstrings.
Each class and each method should have at least one docstring which can be brief. The responsibilities that you have specified in the UML diagram can be used as a starting point for the class docstring.
Document as you go, not all at the end. One strategy is to write a brief comment about what the
-1 thing- the method is supposed to do when you declare it, then refer to that comment while implementing it: this helps maintain focus when implementing the method and helps stop yourself from making it do more than the '1' thing it is supposed to do.
Requirement 4. Use consistent coding style.
Your Python code must adhere to consistent coding style. Your class names must be in CapitalCamelCase style, while the methods and attributes could be in either smallCamelCase or under_score style. While you may use one or the other it should be consistent throughout your code. If you are note sure, follow the Python style guide available here:
https://www.python.org/dev/peps/pep-0008/
Requirement 5. Use exception handling.
Your implementation must use exception handling for dealing with incorrect user inputs or any other type of exceptions. For example, your program should not halt (a.k.a. crash) if the user gives non-numerical input where a number is expected, but rather handle such exceptions using try-except statements.
Requirement 6. Conduct testing.
Your submission must include Python module(s) for testing. It is recommended that you test individual methods as you go, rather than trying to test the whole application through the menu-driven interface. Writing code to test specific elements will speed up development as you will not need to constantly enter data through the menu interface.
Your submission should have code for testing the methods of each class you define.

I need a response to the below statement: 1. What is the underlying communication mistake in this case? Howard Tannenbaum, the CEO, should have taken careful consideration of how he approached the m I need a response to the below statement: 1. What is the underlying communication mistake in this case? Howard Tannenbaum, the CEO, should have taken careful consideration of how he approached the manner and the form of the email sent. His email appeared threatening, upset, and that he wanted to blame who was responsible and fire that person. In my opinion, the message can still be sent, however, a strong-friendly-appropriate pitch can be received much better than the email originally sent. Why do you think Howard Tannenbaum sent those e-mails? Howard Tennanebaum was upset due to the matter that security calls were breached in regards to the new toy development, and he was upset. He should of taken a few moments to gather his thoughts, calm down and then send the email out. Stay calm, listen hard. Good crisis communicators don’t allow themselves to be overwhelmed by the situation. Calmness and listening become more important than ever, Daft (2013). 2. How do you think Tannenbaum should have communicated his concerns about the information link? Why Howard Tannenbaum should have used a tactical approach. Instead of threatening staff in his email, he should have taken a few minutes to calm down, gather his thoughts and place himself as the receiver of the email. Reading his email, it appeared he was upset and highlighted certain subjects with capital letters indicating he was upset. His approach in my opinion was wrong and instead should have started his email with something like….To All Managers, Unfortunately, our design information has been breached. We need to conduct an investigation and determine how the information was breached, so we can prevent this from re-occurring in the future. This is a priority, therefore, please have some information by the end of the business day. Sincerely, Howard Tannenbaum Show more

I need a response to the below statement:   1. What is the underlying communication mistake in this case? Howard Tannenbaum, the CEO, should have taken careful consideration of how he approached the m                                                         I need a response to the below statement:  1. What is the underlying communication mistake in this case?  Howard Tannenbaum, the CEO, should have taken careful consideration of how he approached the manner and the form of the email sent. His email appeared threatening, upset, and that he wanted to blame who was responsible and fire that person. In my opinion, the message can still be sent, however, a strong-friendly-appropriate pitch can be received much better than the email originally sent.  Why do you think Howard Tannenbaum sent those e-mails?  Howard Tennanebaum was upset due to the matter that security calls were breached in regards to the new toy development, and he was upset. He should of taken a few moments to gather his thoughts, calm down and then send the email out. Stay calm, listen hard. Good crisis communicators don’t allow themselves to be overwhelmed by the situation. Calmness and listening become more important than ever, Daft (2013).  2. How do you think Tannenbaum should have communicated his concerns about the information link? Why  Howard Tannenbaum should have used a tactical approach. Instead of threatening staff in his email, he should have taken a few minutes to calm down, gather his thoughts and place himself as the receiver of the email. Reading his email, it appeared he was upset and highlighted certain subjects with capital letters indicating he was upset. His approach in my opinion was wrong and instead should have started his email with something like….To All Managers, Unfortunately, our design information has been breached. We need to conduct an investigation and determine how the information was breached, so we can prevent this from re-occurring in the future. This is a priority, therefore, please have some information by the end of the business day.  Sincerely,  Howard Tannenbaum                                                    Show more

I need a response to the below statement:

1. What is the underlying communication mistake in this case?

Howard Tannenbaum, the CEO, should have taken careful consideration of how he approached the manner and the form of the email sent. His email appeared threatening, upset, and that he wanted to blame who was responsible and fire that person. In my opinion, the message can still be sent, however, a strong-friendly-appropriate pitch can be received much better than the email originally sent.

Why do you think Howard Tannenbaum sent those e-mails?

Howard Tennanebaum was upset due to the matter that security calls were breached in regards to the new toy development, and he was upset. He should of taken a few moments to gather his thoughts, calm down and then send the email out. Stay calm, listen hard. Good crisis communicators don’t allow themselves to be overwhelmed by the situation. Calmness and listening become more important than ever, Daft (2013).

2. How do you think Tannenbaum should have communicated his concerns about the information link? Why

Howard Tannenbaum should have used a tactical approach. Instead of threatening staff in his email, he should have taken a few minutes to calm down, gather his thoughts and place himself as the receiver of the email. Reading his email, it appeared he was upset and highlighted certain subjects with capital letters indicating he was upset. His approach in my opinion was wrong and instead should have started his email with something like….To All Managers, Unfortunately, our design information has been breached. We need to conduct an investigation and determine how the information was breached, so we can prevent this from re-occurring in the future. This is a priority, therefore, please have some information by the end of the business day.

Sincerely,

Howard Tannenbaum

I need a response to the below statement: My organization has good communication methods. We have the latest data software innovation and for the most part, stay on top of communicating with the publi I need a response to the below statement: My organization has good communication methods. We have the latest data software innovation and for the most part, stay on top of communicating with the public as a civil servant. However, there are times when communication is bypassed and sometimes teams or departments fail to notify others, that concern or situation is either taken care of or being addressed. Communication gets crossed, misunderstood, or bypassed. I believe this is staff’s fault and sometimes when a unique situation arises, they fail or forget to check the data software where the most recent information can be found, or they jump to conclusions and act on moment’s notice instead of checking references. I have to admit, I have been guilty of this myself. Code enforcement, business license, animal control, parking enforcement, and community development share similar software and all of these departments can dive in to find out if fess, fines, and check if licenses have been registered. However, this is not always the case, sometimes the software information has not been uploaded or someone forgets to update the information. Higher management is currently looking at how to improve these issues. One suggestion is to have the interns of each department create a log and manually check to verify that the daily transaction has been entered and updated on the system. The other suggestion is to hold staff accountable and ensure that they are updating information as fast as it is coming in. At least, make the best of it and attempt to update all incoming information. In addition, management has stated that “daily closeouts” have to be made and all documents received/payments received must be entered on the same date and no, later than the next following morning. Management is working on changing staff’s behavior to reflect the needs of stakeholders and the community. Change is based on human behavior and those social connections, Yanahan on Successfully Communicating Change. (2020). Lastly, we have the technology and innovation, we just have to remind staff to use it to the city’s advantage and everyone can benefit from it using it accordingly.   Reference Michelle Yanahan on Successfully Communicating Change. (2020, October 8). Amanet.Org. https://www.amanet.org/articles/michelle-yanahan-on-successfully-communicating-change/ Show more

I need a response to the below statement: My organization has good communication methods. We have the latest data software innovation and for the most part, stay on top of communicating with the publi                                                         I need a response to the below statement:  My organization has good communication methods. We have the latest data software innovation and for the most part, stay on top of communicating with the public as a civil servant. However, there are times when communication is bypassed and sometimes teams or departments fail to notify others, that concern or situation is either taken care of or being addressed. Communication gets crossed, misunderstood, or bypassed. I believe this is staff’s fault and sometimes when a unique situation arises, they fail or forget to check the data software where the most recent information can be found, or they jump to conclusions and act on moment’s notice instead of checking references. I have to admit, I have been guilty of this myself. Code enforcement, business license, animal control, parking enforcement, and community development share similar software and all of these departments can dive in to find out if fess, fines, and check if licenses have been registered. However, this is not always the case, sometimes the software information has not been uploaded or someone forgets to update the information. Higher management is currently looking at how to improve these issues. One suggestion is to have the interns of each department create a log and manually check to verify that the daily transaction has been entered and updated on the system. The other suggestion is to hold staff accountable and ensure that they are updating information as fast as it is coming in. At least, make the best of it and attempt to update all incoming information. In addition, management has stated that “daily closeouts” have to be made and all documents received/payments received must be entered on the same date and no, later than the next following morning. Management is working on changing staff’s behavior to reflect the needs of stakeholders and the community. Change is based on human behavior and those social connections, Yanahan on Successfully Communicating Change. (2020). Lastly, we have the technology and innovation, we just have to remind staff to use it to the city’s advantage and everyone can benefit from it using it accordingly.    Reference  Michelle Yanahan on Successfully Communicating Change. (2020, October 8). Amanet.Org. https://www.amanet.org/articles/michelle-yanahan-on-successfully-communicating-change/                                                    Show more

I need a response to the below statement:

My organization has good communication methods. We have the latest data software innovation and for the most part, stay on top of communicating with the public as a civil servant. However, there are times when communication is bypassed and sometimes teams or departments fail to notify others, that concern or situation is either taken care of or being addressed. Communication gets crossed, misunderstood, or bypassed. I believe this is staff’s fault and sometimes when a unique situation arises, they fail or forget to check the data software where the most recent information can be found, or they jump to conclusions and act on moment’s notice instead of checking references. I have to admit, I have been guilty of this myself. Code enforcement, business license, animal control, parking enforcement, and community development share similar software and all of these departments can dive in to find out if fess, fines, and check if licenses have been registered. However, this is not always the case, sometimes the software information has not been uploaded or someone forgets to update the information. Higher management is currently looking at how to improve these issues. One suggestion is to have the interns of each department create a log and manually check to verify that the daily transaction has been entered and updated on the system. The other suggestion is to hold staff accountable and ensure that they are updating information as fast as it is coming in. At least, make the best of it and attempt to update all incoming information. In addition, management has stated that “daily closeouts” have to be made and all documents received/payments received must be entered on the same date and no, later than the next following morning. Management is working on changing staff’s behavior to reflect the needs of stakeholders and the community. Change is based on human behavior and those social connections, Yanahan on Successfully Communicating Change. (2020). Lastly, we have the technology and innovation, we just have to remind staff to use it to the city’s advantage and everyone can benefit from it using it accordingly.  

Reference

Michelle Yanahan on Successfully Communicating Change. (2020, October 8). Amanet.Org. https://www.amanet.org/articles/michelle-yanahan-on-successfully-communicating-change/

I need a response to the below statement: The organization the author works in, Riyadh Schools (RS), is struggling to communicate effectively and utilize information technology. Until the start of the  I need a response to the below statement: The organization the author works in, Riyadh Schools (RS), is struggling to communicate effectively and utilize information technology. Until the start of the pandemic, it was making a gradual shift and running a series of communications technologies side by side for managing communication. These included Classera, as a Saudi wide standard education LMS used by the government, Eduzone, as a database for academic settings, Google Suite for staff collaboration, MS Teams, as a Microsoft Showcase School, as well as a number of software such as OneNote, Google Classrooms, and a panoply of educational software for resource and practice. Communicating effectively and efficiently across these platforms has been close to a nightmare. Most reliable is school-wide MS Outlook, but with a GSuite foundation. Interestingly enough, for real-time collaboration, WhatsApp groups and individually is a primary tool for communication school-wide. We could not live without it. There is not a good system between these. Classera is required to be used, but MS Forms and Teams function better since the pandemic. But Classera has been chosen by the Ministry of Education for public schools, so even though RS is private, they choose it for ease in records sharing (Alahmari & Kyei-Blankson, 2016). Classera may have more capacity and function but due to a practice of archiving records, including from the email function, it is little more than a system for RS for formative and summative assessment with exam features. As for a communications plan, this is definitely needed. An example is simple audience analysis. Although RS recommends teachers communicate with their students via Classera, most students do not check their messages there. For a counselor working with students year over year, having a record of messages and tracked history is crucial. Messages being wiped every four months is a disaster. For messaging I proposed students use their official RS email accounts that are accessible through their MS outlook subscriptions. This includes grade warnings, appeals, requests for resources, references, scholarship applications, etc. However, another channel of WhatsApp is best for communicating with students. A proposal would include what I have done already and what has worked effectively. Dynamic communications regarding class announcements and questions for the teacher are done through Whatsapp groups. Sharing of resources and submission of assignments is done through MS OneNote seconded to Teams groups. Narrowing down communications to three channels helps students to stay connected as opposed to having five or six different channels that they do not check. However, unfortunately, there is not an organization-wide plan. So, individual staff develops a plan at the beginning of each course with their class and with their work teams as well. Considering audience, resources, channels, objectives, and timing, I would recommend that organization-wide we stop using Classera for messaging, but rather email for official, WhatsApp for unofficial messages (Mindtools, 2021). Sharing of resources should take place on a unified platform like Teams for collaborative work using their many apps available like OneNote and file sharing. Classera can continue to be used for examinations because its security has been accepted by the Ministry of Education, despite its glaring holes. This would create a better path towards cohesive communication. Reference Alahmari, A., & Kyei-Blankson, L. (2016). Adopting and Implementing an E-Learning System for Teaching and Learning in Saudi Public K-12 Schools: The Benefits, Challenges, and Concerns. World Journal of Educational Research, 3(1), 11. 10.22158/wjer.v3n1p11 Mindtools Content Team. (2021). Communications Planning – Communication Skills from MindTools.com. MindTools. https://www.mindtools.com/CommSkll/CommunicationsPlanning.htm Show more

I need a response to the below statement: The organization the author works in, Riyadh Schools (RS), is struggling to communicate effectively and utilize information technology. Until the start of the                                                          I need a response to the below statement:  The organization the author works in, Riyadh Schools (RS), is struggling to communicate effectively and utilize information technology. Until the start of the pandemic, it was making a gradual shift and running a series of communications technologies side by side for managing communication. These included Classera, as a Saudi wide standard education LMS used by the government, Eduzone, as a database for academic settings, Google Suite for staff collaboration, MS Teams, as a Microsoft Showcase School, as well as a number of software such as OneNote, Google Classrooms, and a panoply of educational software for resource and practice. Communicating effectively and efficiently across these platforms has been close to a nightmare. Most reliable is school-wide MS Outlook, but with a GSuite foundation. Interestingly enough, for real-time collaboration, WhatsApp groups and individually is a primary tool for communication school-wide. We could not live without it. There is not a good system between these. Classera is required to be used, but MS Forms and Teams function better since the pandemic. But Classera has been chosen by the Ministry of Education for public schools, so even though RS is private, they choose it for ease in records sharing (Alahmari & Kyei-Blankson, 2016). Classera may have more capacity and function but due to a practice of archiving records, including from the email function, it is little more than a system for RS for formative and summative assessment with exam features.  As for a communications plan, this is definitely needed. An example is simple audience analysis. Although RS recommends teachers communicate with their students via Classera, most students do not check their messages there. For a counselor working with students year over year, having a record of messages and tracked history is crucial. Messages being wiped every four months is a disaster. For messaging I proposed students use their official RS email accounts that are accessible through their MS outlook subscriptions. This includes grade warnings, appeals, requests for resources, references, scholarship applications, etc. However, another channel of WhatsApp is best for communicating with students. A proposal would include what I have done already and what has worked effectively. Dynamic communications regarding class announcements and questions for the teacher are done through Whatsapp groups. Sharing of resources and submission of assignments is done through MS OneNote seconded to Teams groups. Narrowing down communications to three channels helps students to stay connected as opposed to having five or six different channels that they do not check. However, unfortunately, there is not an organization-wide plan. So, individual staff develops a plan at the beginning of each course with their class and with their work teams as well.  Considering audience, resources, channels, objectives, and timing, I would recommend that organization-wide we stop using Classera for messaging, but rather email for official, WhatsApp for unofficial messages (Mindtools, 2021). Sharing of resources should take place on a unified platform like Teams for collaborative work using their many apps available like OneNote and file sharing. Classera can continue to be used for examinations because its security has been accepted by the Ministry of Education, despite its glaring holes. This would create a better path towards cohesive communication.  Reference  Alahmari, A., & Kyei-Blankson, L. (2016). Adopting and Implementing an E-Learning System for Teaching and Learning in Saudi Public K-12 Schools: The Benefits, Challenges, and Concerns. World Journal of Educational Research, 3(1), 11. 10.22158/wjer.v3n1p11  Mindtools Content Team. (2021). Communications Planning – Communication Skills from MindTools.com. MindTools. https://www.mindtools.com/CommSkll/CommunicationsPlanning.htm                                                    Show more

 I need a response to the below statement:

The organization the author works in, Riyadh Schools (RS), is struggling to communicate effectively and utilize information technology. Until the start of the pandemic, it was making a gradual shift and running a series of communications technologies side by side for managing communication. These included Classera, as a Saudi wide standard education LMS used by the government, Eduzone, as a database for academic settings, Google Suite for staff collaboration, MS Teams, as a Microsoft Showcase School, as well as a number of software such as OneNote, Google Classrooms, and a panoply of educational software for resource and practice. Communicating effectively and efficiently across these platforms has been close to a nightmare. Most reliable is school-wide MS Outlook, but with a GSuite foundation. Interestingly enough, for real-time collaboration, WhatsApp groups and individually is a primary tool for communication school-wide. We could not live without it. There is not a good system between these. Classera is required to be used, but MS Forms and Teams function better since the pandemic. But Classera has been chosen by the Ministry of Education for public schools, so even though RS is private, they choose it for ease in records sharing (Alahmari & Kyei-Blankson, 2016). Classera may have more capacity and function but due to a practice of archiving records, including from the email function, it is little more than a system for RS for formative and summative assessment with exam features.

As for a communications plan, this is definitely needed. An example is simple audience analysis. Although RS recommends teachers communicate with their students via Classera, most students do not check their messages there. For a counselor working with students year over year, having a record of messages and tracked history is crucial. Messages being wiped every four months is a disaster. For messaging I proposed students use their official RS email accounts that are accessible through their MS outlook subscriptions. This includes grade warnings, appeals, requests for resources, references, scholarship applications, etc. However, another channel of WhatsApp is best for communicating with students. A proposal would include what I have done already and what has worked effectively. Dynamic communications regarding class announcements and questions for the teacher are done through Whatsapp groups. Sharing of resources and submission of assignments is done through MS OneNote seconded to Teams groups. Narrowing down communications to three channels helps students to stay connected as opposed to having five or six different channels that they do not check. However, unfortunately, there is not an organization-wide plan. So, individual staff develops a plan at the beginning of each course with their class and with their work teams as well.

Considering audience, resources, channels, objectives, and timing, I would recommend that organization-wide we stop using Classera for messaging, but rather email for official, WhatsApp for unofficial messages (Mindtools, 2021). Sharing of resources should take place on a unified platform like Teams for collaborative work using their many apps available like OneNote and file sharing. Classera can continue to be used for examinations because its security has been accepted by the Ministry of Education, despite its glaring holes. This would create a better path towards cohesive communication.

Reference

Alahmari, A., & Kyei-Blankson, L. (2016). Adopting and Implementing an E-Learning System for Teaching and Learning in Saudi Public K-12 Schools: The Benefits, Challenges, and Concerns. World Journal of Educational Research, 3(1), 11. 10.22158/wjer.v3n1p11

Mindtools Content Team. (2021). Communications Planning – Communication Skills from MindTools.com. MindTools. https://www.mindtools.com/CommSkll/CommunicationsPlanning.htm

I need a response to the below statement: In my school district, we rely heavily on technology to communicate and provide information to many departments throughout the district. We have been able to I need a response to the below statement: In my school district, we rely heavily on technology to communicate and provide information to many departments throughout the district. We have been able to incorporate learning initiatives and improve basic communication tools that we utilize daily for function and growth. In the cafeteria, we implemented a Point of Sales system (POS) that allows us to keep accurate records of meals recorded and consumed by our children. This system also allows us to place orders and keep excellent financial records for finance. Communication processes can be classified into two categories namely (i) Mass media and (ii) Group media; mass media focuses on reaching a wide audience while the group media reaches a specific group with clearly defined characteristics (Munodawafa, 2008). In our school district, we utilize group media more frequently. This allows us to concentrate on specific projects that need to handle. When all departments working together, it identifies any issues that may have been overlooked or even forgotten. Group media holds staff accountable for projects that were not completed and ensure that we stay focused on the task. We also utilize the media mass when we are communicating to the public and communities about specific school activities and issues that directly affect the children’s welfare. Our district records and holds public board meetings that allow for feedback via chat rooms and etc. The only thing I think we could improve on was giving more access to the parent or students whom issues have not been addressed in the forum. Of course, I know that with positive comments negative ones, so I understand not wanting to have a lot of negative comments on the social media post but in order for us to improve we must hear and respond to all comments. When we address them all, we represent a company that is genuine and transparent throughout the process. Reference: Munodawafa, D. (01 June 2008). Communication: Concepts, Practice, and Challenges. https://doi.org/10.1093/her/cyn024 Show more

I need a response to the below statement: In my school district, we rely heavily on technology to communicate and provide information to many departments throughout the district. We have been able to                                                         I need a response to the below statement:  In my school district, we rely heavily on technology to communicate and provide information to many departments throughout the district. We have been able to incorporate learning initiatives and improve basic communication tools that we utilize daily for function and growth. In the cafeteria, we implemented a Point of Sales system (POS) that allows us to keep accurate records of meals recorded and consumed by our children. This system also allows us to place orders and keep excellent financial records for finance. Communication processes can be classified into two categories namely (i) Mass media and (ii) Group media; mass media focuses on reaching a wide audience while the group media reaches a specific group with clearly defined characteristics (Munodawafa, 2008). In our school district, we utilize group media more frequently. This allows us to concentrate on specific projects that need to handle. When all departments working together, it identifies any issues that may have been overlooked or even forgotten. Group media holds staff accountable for projects that were not completed and ensure that we stay focused on the task.  We also utilize the media mass when we are communicating to the public and communities about specific school activities and issues that directly affect the children’s welfare. Our district records and holds public board meetings that allow for feedback via chat rooms and etc. The only thing I think we could improve on was giving more access to the parent or students whom issues have not been addressed in the forum. Of course, I know that with positive comments negative ones, so I understand not wanting to have a lot of negative comments on the social media post but in order for us to improve we must hear and respond to all comments. When we address them all, we represent a company that is genuine and transparent throughout the process.  Reference:  Munodawafa, D. (01 June 2008). Communication: Concepts, Practice, and Challenges. https://doi.org/10.1093/her/cyn024                                                    Show more

I need a response to the below statement:

In my school district, we rely heavily on technology to communicate and provide information to many departments throughout the district. We have been able to incorporate learning initiatives and improve basic communication tools that we utilize daily for function and growth. In the cafeteria, we implemented a Point of Sales system (POS) that allows us to keep accurate records of meals recorded and consumed by our children. This system also allows us to place orders and keep excellent financial records for finance. Communication processes can be classified into two categories namely (i) Mass media and (ii) Group media; mass media focuses on reaching a wide audience while the group media reaches a specific group with clearly defined characteristics (Munodawafa, 2008). In our school district, we utilize group media more frequently. This allows us to concentrate on specific projects that need to handle. When all departments working together, it identifies any issues that may have been overlooked or even forgotten. Group media holds staff accountable for projects that were not completed and ensure that we stay focused on the task.

We also utilize the media mass when we are communicating to the public and communities about specific school activities and issues that directly affect the children’s welfare. Our district records and holds public board meetings that allow for feedback via chat rooms and etc. The only thing I think we could improve on was giving more access to the parent or students whom issues have not been addressed in the forum. Of course, I know that with positive comments negative ones, so I understand not wanting to have a lot of negative comments on the social media post but in order for us to improve we must hear and respond to all comments. When we address them all, we represent a company that is genuine and transparent throughout the process.

Reference:

Munodawafa, D. (01 June 2008). Communication: Concepts, Practice, and Challenges. https://doi.org/10.1093/her/cyn024

Post a total of 3 substantive responses over 2 separate days for full participation. This includes your initial post and 2 replies to other students. Discussion Question. Discuss the components of t Post a total of 3 substantive responses over 2 separate days for full participation. This includes your initial post and 2 replies to other students.  Discussion Question.  Discuss the components of the project plan according to the Chapter 3 Videos in Project Management Foundations by Bonnie Biafore (Lynda.com/Linked In Learning). When it comes to the risk management plan, what are some steps that must be taken in putting this part of the plan together? Below is  my classmate’s response to the discussion question for this week and I need a minimum of 175 words for his post. I NEED A RESPONSE TO THE FOLLOWING PARAGRAPHS IN YOUR WORDS There are many components to the project plan. Work Breakdown Structure help to determine the high-level summary tasks required to complete the project and all the individual work packages that will be necessary to complete those summary tasks. Estimates help understand the requirements to fulfill the project scope in labor and materials. Resource Management Plans decipher Roles, Responsibilities, Reporting Structure, Skills, and Staffing requirements. The Project Schedule lays out the sequence of events necessary to complete the project, who will complete those tasks, and how long they are expected to take. Project Budgets provide a realistic understanding of what it will take to perform the work. Knowing risks and formulating a Risk Management Plan help to prepare for the known and unknown risks that could occur. Communication plans help determine what will be communicated to who, in what media, and at what frequency. Quality Management Plans work to ensure that Standards are met with Assurance that processes are in place and Quality Control is operational. Change Management Plans ensure that the inevitable changes are dealt with appropriately. Propper procurement plans lead to the correct procurement of resources needed to complete the project and ensure that the process follows the standard solicitation, evaluation, selection, contracting, and management steps to award contracts. Finally Obtaining Approval in person and with commitment from the stakeholders ensures that in the long term those stakeholders will have a vested interest in the project.   The Risk Management Plan requires that each identified risk be awarded a probability and impact score of one to five. Calculated risk scores are multiplied and ranked based on a need to act on them. A risk score of 9 or less is something to be aware of while 9 or more requires planning. The higher the score the more it needs to be planned for to mitigate this risk. The possible methods of dealing with these risks include Acceptance, Avoidance, Mitigation, and Transfer of the risk. The most likely method of avoiding risk with a score of 9 or greater would be to avoid the risk where possible by changing the scope, where this is not possible risk mitigation should be put in play to help reduce the impact of the risk becomes an actuality and in cases of extreme risk, a transfer of risk should be considered. Show more

Post a total of 3 substantive responses over 2 separate days for full participation. This includes your initial post and 2 replies to other students.  Discussion Question.  Discuss the components of t                                                         Post a total of 3 substantive responses over 2 separate days for full participation. This includes your initial post and 2 replies to other students.   Discussion Question.   Discuss the components of the project plan according to the Chapter 3 Videos in Project Management Foundations by Bonnie Biafore (Lynda.com/Linked In Learning). When it comes to the risk management plan, what are some steps that must be taken in putting this part of the plan together?  Below is  my classmate’s response to the discussion question for this week and I need a minimum of 175 words for his post.  I NEED A RESPONSE TO THE FOLLOWING PARAGRAPHS IN YOUR WORDS  There are many components to the project plan. Work Breakdown Structure help to determine the high-level summary tasks required to complete the project and all the individual work packages that will be necessary to complete those summary tasks. Estimates help understand the requirements to fulfill the project scope in labor and materials. Resource Management Plans decipher Roles, Responsibilities, Reporting Structure, Skills, and Staffing requirements. The Project Schedule lays out the sequence of events necessary to complete the project, who will complete those tasks, and how long they are expected to take. Project Budgets provide a realistic understanding of what it will take to perform the work. Knowing risks and formulating a Risk Management Plan help to prepare for the known and unknown risks that could occur. Communication plans help determine what will be communicated to who, in what media, and at what frequency. Quality Management Plans work to ensure that Standards are met with Assurance that processes are in place and Quality Control is operational. Change Management Plans ensure that the inevitable changes are dealt with appropriately. Propper procurement plans lead to the correct procurement of resources needed to complete the project and ensure that the process follows the standard solicitation, evaluation, selection, contracting, and management steps to award contracts. Finally Obtaining Approval in person and with commitment from the stakeholders ensures that in the long term those stakeholders will have a vested interest in the project.    The Risk Management Plan requires that each identified risk be awarded a probability and impact score of one to five. Calculated risk scores are multiplied and ranked based on a need to act on them. A risk score of 9 or less is something to be aware of while 9 or more requires planning. The higher the score the more it needs to be planned for to mitigate this risk. The possible methods of dealing with these risks include Acceptance, Avoidance, Mitigation, and Transfer of the risk. The most likely method of avoiding risk with a score of 9 or greater would be to avoid the risk where possible by changing the scope, where this is not possible risk mitigation should be put in play to help reduce the impact of the risk becomes an actuality and in cases of extreme risk, a transfer of risk should be considered.                                                    Show more

Post a total of 3 substantive responses over 2 separate days for full participation. This includes your initial post and 2 replies to other students. 

Discussion Question. 

Discuss the components of the project plan according to the Chapter 3 Videos in Project Management Foundations by Bonnie Biafore (Lynda.com/Linked In Learning). When it comes to the risk management plan, what are some steps that must be taken in putting this part of the plan together?

Below is  my classmate’s response to the discussion question for this week and I need a minimum of 175 words for his post.

I NEED A RESPONSE TO THE FOLLOWING PARAGRAPHS IN YOUR WORDS

There are many components to the project plan. Work Breakdown Structure help to determine the high-level summary tasks required to complete the project and all the individual work packages that will be necessary to complete those summary tasks. Estimates help understand the requirements to fulfill the project scope in labor and materials. Resource Management Plans decipher Roles, Responsibilities, Reporting Structure, Skills, and Staffing requirements. The Project Schedule lays out the sequence of events necessary to complete the project, who will complete those tasks, and how long they are expected to take. Project Budgets provide a realistic understanding of what it will take to perform the work. Knowing risks and formulating a Risk Management Plan help to prepare for the known and unknown risks that could occur. Communication plans help determine what will be communicated to who, in what media, and at what frequency. Quality Management Plans work to ensure that Standards are met with Assurance that processes are in place and Quality Control is operational. Change Management Plans ensure that the inevitable changes are dealt with appropriately. Propper procurement plans lead to the correct procurement of resources needed to complete the project and ensure that the process follows the standard solicitation, evaluation, selection, contracting, and management steps to award contracts. Finally Obtaining Approval in person and with commitment from the stakeholders ensures that in the long term those stakeholders will have a vested interest in the project.  

The Risk Management Plan requires that each identified risk be awarded a probability and impact score of one to five. Calculated risk scores are multiplied and ranked based on a need to act on them. A risk score of 9 or less is something to be aware of while 9 or more requires planning. The higher the score the more it needs to be planned for to mitigate this risk. The possible methods of dealing with these risks include Acceptance, Avoidance, Mitigation, and Transfer of the risk. The most likely method of avoiding risk with a score of 9 or greater would be to avoid the risk where possible by changing the scope, where this is not possible risk mitigation should be put in play to help reduce the impact of the risk becomes an actuality and in cases of extreme risk, a transfer of risk should be considered.

This assessment is designed to apply the knowledge and

This assessment is designed to apply the knowledge and

This assessment is designed to apply the knowledge and skills developed by students in evaluating the role of systems thinking in global and local sustainability challenges. You will be assigned a case study here on the LMS, and must answer the following questions in relation to the case:
1. Why is the case topic a sustainability issue, and why is it important? (400 words)
2. Why is your case topic a wicked problem? Explain using the characteristics of a wicked problem. (400 words)
3. Why have we been unable to solve this issue? (200 words)
4. Using the Iceberg model, explain if and how systems thinking might be useful in addressing the wickedness of the problem. (500 words).
Checklist before you submit:
Only MS Word and PDF Formats accepted.
The assessment is due on Sunday 29 August before 11:59 pm (Melbourne Time)
Have you submitted your work to Studiosity for feedback on your grammar and referencing?
Please check that you have submitted the correct file, resubmissions will not be allowed after the due date.
Double-check your work against the marking rubric.
Check that you have covered the basics in your assignment. This includes adherence to the word count, minimum numbers (and types) of references, correct application of the APA 6 referencing style, and answered each question separately. 10-15 references (minimum of 6 academic references, use references from the weekly reading lists)
1500 words (+/- 10%) reference list is not included in the word count
You are allowed to check your Turnitin score before as you

Assignments for Internal Assessment 251.372Assignment

Assignments for Internal Assessment 251.372Assignment

Assignments for Internal Assessment 251.372
Assignment 1: Case Study
Format:
Technical report
Value:
30%
Due date:
7 September
Word guide:
3000 word maximum
Purpose: The purpose of this assignment is to complete a practical occupational hygiene assessment of a process in a workplace.
Learning Outcomes being assessed:
• Demonstrate an understanding of the key principles and basic concepts of occupational hygiene practice
• Have an understanding of how occupational hygiene surveys are undertaken and the principles of exposure assessment
_________________________________________________________________________
This assignment is a case study covering the principles of the recognition and evaluation phases of an occupational hygiene study of a workplace. It consists of two phases:
Part A – Materials and process inventory
Conduct an occupational hygiene survey of a process or operation you are either familiar with or have access to. Construct a materials and process inventory. Identify and comment on the actual and potential exposures in that process or operation, and the potential health hazards.
Part B – Evaluation strategy
Outline an evaluation strategy for the health hazards identified to determine whether exposure is excessive.
You should refer to the guidance provided in the Study guide, particularly Unit 1 and 2. Further guidelines for the assignment are given on Stream, on the Assessment page.
Format:
The report should be structured as follows:
• Title page (including the course name and number, the assignment name and number, your name and student ID, and word count)
• Contents page
• Introduction, including the aims of the report
• Description of the organisation/process/staff etc.
• Part A – Materials and Process Inventory
– Actual or potential exposures
– Walk-through survey
– Potential health hazards
• Part B – Evaluation Strategy
• Discussion or Conclusion
• References
• Appendices
Reference any technical information you have used for identification and evaluation of hazards, or attach as appendices to your report.
Length:
A maximum of 3,000 words for the body of the report. This specifically excludes the title page, table of contents, references and appendices.