The course project is a scenario-based case study, which will be due in Unit VIII. A scenario-based case study is similar to other case studies you may have experienced. The scenario-based case study used in this course provides descriptive information and data to help you make decisions as if you were actively participating in a real-life investigation of a warehouse fire. There are eight assignments for the scenario-based case study (one per unit). You will complete and submit Part 1, Sections I and II of the course project in this unit. Use APA level one headings for each section. The heading should be indicative of the major section to follow. Here is a tutorial on level headings.For the course project, you will utilize what you learn throughout the course to solve a real-world problem of what fire protection is needed to create plausible actions, concepts, or inventions to solve fire protection deficiencies that resulted in a large-scale fire in a warehouse distribution center.From Unit I through Unit VII, you will complete one part of your recommendation in each unit, and in Unit VIII, you will write an executive summary and conclusion. You will then compile all parts into one document as your final project. You can arrange each part in any order you would like before submitting the final project. For instance, this assignment about fire pumps is covered in Chapter 6 of the textbook; however, you may choose to cover fire protection, detection, and suppression systems (completed in Unit II) as the first part of your final project and to place fire pumps after another topic of your choice. You are able to organize the final report sections in any order that makes logical sense to you.During each part, you will prepare a well-organized narrative consisting of two sections. Only submit the assignment for that unit until the final case study is compiled from all units and submitted as a single document in Unit VIII. However, you should evaluate and revise the recommendations as needed during the process for each previous unit as you learn more during the progression of this course.This scenario-based case study is designed to draw upon your imagination to think creatively on potential concerns with fire and explosive hazards, fire controls, and fire and emergency management. You should look at fire protection technology in a holistic way. This way of design thinking is significantly different from what was previously designed by thinking in isolation. You will evaluate and develop recommendations to resolve potential fires in the future.Please click here to view the background information of the scenario.Through the scenario-based case study process, you will begin developing a tool that will synchronize suggestions to improve life safety. You will accomplish this by utilizing recommendations to improve fire protection after a warehouse distribution center fire.Section ISection I will address the foreign-made fire pump and your recommendations after reviewing the background information.Your narrative will consist of your evaluation of the foreign-made fire pump and your choice of fire pump that you would recommend for the rebuild of the warehouse. The background information will provide you the needed material to identify the basic components common to fire protection for the City of Washington Distribution Warehouse. As you review the material, make sure you do the following actions:
examine what contributed to the fire,
analyze building components and existing fire suppression systems, and
prepare and disseminate recommendations.
Fire protection design involves an integrated approach where designers need to analyze the building’s use, occupancy, footprint, and existing fire protection systems or components. This assignment is not looking for compliance with building codes nor expecting you to be a fire protection system designer. However, the purpose of this assignment is for you to apply the concepts and knowledge you learned in this unit as you begin writing your final project covering protection systems that will detect, contain, control, and extinguish a fire. In addition, this assignment provides you with the opportunity to use your skills, expertise, and experience to enrich your response.Section IISection II will address the ethical dilemma of using the foreign-made fire pump, as described in the Points to Ponder Scenario within this unit, as a right versus right action or a right versus wrong action.As we saw in the unit lesson, Kidder (1995) described four basic paradigms that deal with most ethical dilemmas of right versus right choices. He believed ethical decisions often involve choices of the individual versus community, truth versus loyalty, short-term versus long-term, and justice versus mercy. Pick one of the paradigms below, and answer the question.
Is it right to use the foreign-made fire pump because others were not available in order to provide fire protection so the warehouse could re-open and the workers could go back to work? -OR-
Do you believe using the fire pump dilemma was a right versus wrong action based on your own values, professional ethics, and institutional values?
For this assignment, you will write a two-page narrative (one page per section) supporting your positions. You must have a title page and references page. An abstract is not required. You may use information from reputable, reliable journal articles, case studies, scholarly papers, and other sources that you feel are pertinent. You should use at least three sources, one of which must be your textbook. All sources used, including the textbook, must be referenced; paraphrased and quoted material must have accompanying citations following proper APA style
CLICK HERE TO MAKE YOUR ORDER The scenario-based case study used in this course provides descriptive information and data to help you make decisions as if you were actively participating in a real-life investigation of a warehouse fire
Not only do children and adults have different presentations for ADHD, but males and females may also have vastly different clinical presentations. Different people may also respond to medication therapies differently. For example, some ADHD medications may cause children to experience stomach pain, while others can be highly addictive for adults. In your role, as a psychiatric nurse practitioner, you must perform careful assessments and weigh the risks and benefits of medication therapies for patients across the life span. For this Assignment, you consider how you might assess and treat patients presenting with ADHD.
To prepare for this Assignment:
Review this week’s Learning Resources, including the Medication Resources indicated for this week.
Reflect on the psychopharmacologic treatments you might recommend for the assessment and treatment of patients with ADHD.
The Assignment: 5 pages
Examine Case Study: A Young Caucasian Girl with ADHD. You will be asked to make three decisions concerning the medication to prescribe to this patient. Be sure to consider factors that might impact the patient’s pharmacokinetic and pharmacodynamic processes.
At each decision point, you should evaluate all options before selecting your decision and moving throughout the exercise. Before you make your decision, make sure that you have researched each option and that you evaluate the decision that you will select. Be sure to research each option using the primary literature.
Introduction to the case (1 page)
Briefly explain and summarize the case for this Assignment. Be sure to include the specific patient factors that may impact your decision making when prescribing medication for this patient.
Decision #1 (1 page)
Which decision did you select?
Why did you select this decision? Be specific and support your response with clinically relevant and patient-specific resources, including the primary literature.
Why did you not select the other two options provided in the exercise? Be specific and support your response with clinically relevant and patient-specific resources, including the primary literature.
What were you hoping to achieve by making this decision? Support your response with evidence and references to the Learning Resources (including the primary literature).
Explain how ethical considerations may impact your treatment plan and communication with patients. Be specific and provide examples.
Decision #2 (1 page)
Why did you select this decision? Be specific and support your response with clinically relevant and patient-specific resources, including the primary literature.
Why did you not select the other two options provided in the exercise? Be specific and support your response with clinically relevant and patient-specific resources, including the primary literature.
What were you hoping to achieve by making this decision? Support your response with evidence and references to the Learning Resources (including the primary literature).
Explain how ethical considerations may impact your treatment plan and communication with patients. Be specific and provide examples.
Decision #3 (1 page)
Why did you select this decision? Be specific and support your response with clinically relevant and patient-specific resources, including the primary literature.
Why did you not select the other two options provided in the exercise? Be specific and support your response with clinically relevant and patient-specific resources, including the primary literature.
What were you hoping to achieve by making this decision? Support your response with evidence and references to the Learning Resources (including the primary literature).
Explain how ethical considerations may impact your treatment plan and communication with patients. Be specific and provide examples.
Conclusion (1 page)
Summarize your recommendations on the treatment options you selected for this patient. Be sure to justify your recommendations and support your response with clinically relevant and patient-specific resources, including the primary literature.
Note: Support your rationale with a minimum of five academic resources. While you may use the course text to support your rationale, it will not count toward the resource requirement. You should be utilizing the primary and secondary literature
Maxus Cloud SDK, the Multi-X Security Software Development Kit Hello, and welcome to the Maxus cloud software development kit briefing. This briefing will cover the basics of the Maxus Cloud SDK. If you’d like to hear more information about what you’ve seen in this brief, please contact Major Kyle Stewart at kyle dot stewart dot 5 @ US dot AF dot mil. MXS, pronounced “maxus”, stands for Multi-X security. The maxus project objectives are to provide secure multi-level, multi-category, and multi-nation environments. Categories are the maxus term for what some might call a compartment, caveat, or program.
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Historical Context
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The major problems of the USAF stem from the fact that there is a growing requirement to provide shared use of computer systems containing information of different classification levels and need-to-know requirements in a user population not uniformly cleared or access-approved. …
Users are permitted and encouraged to directly program the system for their applications. It is in this latter kind of use of computers that the weakness of the technical foundation of current systems is most acutely felt.
Computer Security Technology Planning Study (Volume II)
Current commercial cloud infrastructure does not provide a multi-level / multi-category environment out-of-the-box; it must be provided by workload owner
It is difficult for vendors and mission owners to create multi-level / multi-category aware software
Unclear approach to data labeling impedes interoperability and complicates development of software solutions that function across the enterprise
Solution
Execute project that develops a standard security model, data model, reference architecture, and Software Development Kit (SDK)
Conduct prototyping in an unclassified cloud environment to demonstrate feasibility of using the MXS SDK to develop multi-level / multi-category software solutions
When successful, utilize the MXS SDK to address IT requirements related to enterprise software development
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Enterprise View
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System View
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What is MXS Cloud SDK?
Increasing Technical Opinion
Documentation
Security Model
Data Model
Reference Architecture
Reference Implementation
Cost Model
Human-centric terms and definitions with concepts modeled in a well-defined visual language
Machine readable data formats for access control information and metadata aligned to security model
Organization of COTS/GOTS components into solution which supports security and data models
Executable form of reference architecture that runs inside government owned cloud environment
Provide cost predictions for reference implementation including licenses, compute, store, and network
Acquisition and developer centric documentation that covers requirements, use cases, testing, etc.
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Business Processes
Multiple organizations participate and contribute via DI2E DevTools based on Atlassian tools (Confluence, JIRA, BitBucket) + Jenkins Milestones are 4-week planning periods (i.e., sprints) All work is drafted, approved, and tracked via JIRA tickets Clear “definition of done” with deliverable required for ticket approval Documentation (including this briefing) is all tracked and built from version control
Multi-Level Markings (MLM) occur when there is a mixture of classification levels and categories portion marked within a document
Standards like ISM potentially can misrepresent the aggregate precisely, resulting in over classification at the root level
MXS is working with OSD SAP CIO and Common Metadata Standards Tiger Team (CMSTT) on possible implementation strategies and policies
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All labels and markings are notional and for illustrative purposes only.
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Label 0.1
Derived from ISM semantics including JSON-LD distributed controlled value enumeration files
Added additional structure in key areas of concern to address challenges with mixed classification level, categories, coalition data, and developer ergonomics
Works together with MXS Claims JWT
Designed to accept, produce compliant ISM labeled data
Stepping-stone to next-generation labeled infrastructure based on OPA/REGO
Moving the label to application-level protocols (like HTTP) that leverage JSON makes the shared data model more easily exchanged and validated
Better aligned with modern development techniques and knowledge base in industry
All labels and markings are notional and for illustrative purposes only.
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Access Control
MXS implements an attribute-based access control (ABAC) model that in turn needs to support mandatory access control (MAC), discretionary access control (DAC), and role-based access control (RBAC) Data model focuses on modern production environments like the service meshes in a Kubernetes environment, deploying “sidecars” via COTS tools like Grey Matter Leverages open tools like Open Policy Agent, and the REGO policy language to express and enforce access control policies Combines the claims and labeling standardization in JSON to create a zero-trust architecture with rigid enforcement throughout the mesh
package mxs default allow = false allow { # has_necessary_attributes sufficient_clearance all_categories } # Ensure that the user has sufficient clearance to view the marking on # the document. sufficient_clearance { # UIAS data has an array of clearances, not the highest clearance doc_classification_num := input.label._classification._classId clearance_number[user_clearances[_]] >= doc_classification_num } …
https://docs.greymatter.io/use-cases/zero-trust
https://www.openpolicyagent.org/docs/latest/
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Towards 1.0 – MXS ABAC Data Model
Top-down design after gathering taxonomy of existing data semantics from IC and SAP communities
Core specification that deals with the attributes required for access control to support MAC, DAC, and RBAC
Priorities / Trade-offs
Keep data going over the WAN small
Keep data structures as normalized and regular as possible
Follow principle of least surprise
Interoperability with legacy formats
Leverages JSON based JavaScript Object Signing and Encryption (JOSE), JSON Web Tokens (JWT), and SPIFFE for security and certificate management
Future expansion to binary formats like Concise Binary Object Representation (CBOR), or other formats like XML
Government owned architecture with focus on use of commercial products and standards
Example open / commercial products:
Example open / commercial standards:
Initial focus is on single-level, multi-category; aligns with cloud architecture
Hooks to facilitate cloud hosted or on-premise cross domain solution
Compatible with MLS data stores and services
Managed, labeled data management and application hosting environment designed to integrate well with K8s DevSecOps pipelines like Platform One
JSON
Schema
System for Cross-domain
Identity Management
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Reference Implementation
Automation Stack
(*) Will support full DevSecOps lifecycle of hosted applications (via GitOps) and service mesh
Used to automate deployment of packages on K8s
Used for orchestration of executable capability
Used to configure the baseline and deploy K8s
Used to create, manage, and destroy baseline infrastructure
Prototype / Experimentation
Hosted in Cloud One Development (C1D) on top of Amazon Web Services (AWS) Used for COTS evaluation, prototype, experimentation, and scalability testing Leverages full C1D guard-railed environment to support potential future expansion to C1 production
Development
U-FEN is primary development environment Minimizes delta to other *-FEN targets Allows connectivity to unclassified identity store to enable ICAM solution Already aligned with Platform One as DevSecOps environment
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Next Steps
Integration with Platform One Integration with Grey Matter Automated Security Analysis
MITRE Caldera for automated pen testing framework
MITRE SAF (Heimdall) for automated compliance monitoring
Deployment to U-FEN Government Functional Testing Groundwork for Operational Pilots
Prototype • GTRI as Prime ⁃ 2371B OTA via AFRL ⁃ 9-month POP • Cloud One Dev / U-Fences + Platform One • Early involvement from AO and test communities • Demo Days June / Oct 2021
Transition & Mature • MXS Data Labeling Standard 1.0 (NIEM / CMSTT) • Upstream to Platform One (Iron Bank / Big Bang) • Enterprise ICAM Pilot • Operational Pilots
Enterprise Software Factory • Sustained Capability Development ⁃ Leverage DevSecOps ⁃ Built on Platform One ⁃ MXS SDK (Cloud / Edge) • Production Cloud Environments ⁃ Cloud One (IL5, IL6) ⁃ *-FEN ⁃ C2S
Impact • Empowers customers with DevSecOps as-a-Service • Lowers bar for third party developers to create multi-level, multi-category, multi-nation aware applications in the cloud or on premise • Government owned architectures supported with COTS products
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MXS SDK Future Architecture
Baked-in resiliency to denied, disrupted, intermittent, and limited environments Takes advantage of strengths of both cloud and on-premise data centers Builds upon the use of commercial and government standards
Assessment BriefProgram Bachelor of Applied Social Science Subject Community development Name of assessment Assessment 3: Written academic case study Length 2500 words Learning outcomes addressed by this assessment: A, B, C, D, E Submission Date: End of week 10, Sunday 11.55 pm Assessment brief summary: Research and choose an example of Community Development today. Use this example to identify, theoretically articulate & analyse as an Academic Case Study- Community Development principles and practices in action. Identify- the community of focus, the principles, power roles & alliances, networking, leadership/team skills, educational initiatives, “positioning”, development of communication / research / development skills:- as well as using public awareness groups and initiatives etc. Identify evidence of the underpinning social justice ethos in their work, and the range of values, skills, and insights drawn from social theory, and academic disciplines/ and models of practice. Demonstrate the efficacy of their sustainability principles and practices. Total marks 50 Weighting 50% Students are advised that any submissions past the due date incur a 10% penalty per day, calculated from the total mark e.g. a task marked out of 40 will incur a 4 mark penalty per day. Please note: you must attempt all tasks in a subject to be eligible to pass the subject. More information, please refer to the Academic Progression Policy on http://www.think.edu.au/about‐think/think‐ quality/our‐policies. WEL301A – AB3, Case Study Page 2 Assessment Description: Community development workers draw on values underpinning an ethos of social justice. In their work, workers employ a range of values, skills, insights drawn from social theories and academic disciplines, and models of practice. Summarise these core Community Development Characteristics – and then use examples in your case study ‐ to critically justify and discuss‐ how it is an example of Community Development core principles and practices. Include a critical evaluation of the community development project or initiative as theoretical content from sections 7‐9/10. Provide a clear academic analysis of the case study, study. Some of the topical points to consider include: Principles of social justice, equitability, inclusiveness Power and empowerment Social, ecological and economic sustainability Broader social, political, historical and economic contexts Stages of community development used in the project Skills employed by community developers Project’s effects, outcomes. Project evaluation Theories of community development which might help to explain the community development approach employed by the project/ initiative described in the case study.
Marking Criteria: Max. in category Your points Answering the question and responding to the topic 30 Links to theories and concepts 10 Number and choice of appropriate references 4 Word count, readability, and structure 3 In-text references and reference list, accuracy and use of correct referencing style 3 Total: 50 Comments:
WEL301A – AB3, Case Study Page 3 What we want to see: The work must be fully referenced with in-text citations and a reference list at the end. We recommend you work with your Academic Writing Guide to ensure that you reference correctly. You will find a link to this document on the main page of every unit, under the ‘Assessments’ section. Correct academic writing and referencing are essential tasks that you need to learn. We recommend a minimum of six references. Referencing: References are assessed for their quality. You should draw on quality academic sources, such as books, chapters from edited books, journals etc. Your textbook can be used as a reference, but not the Study Guide and lecture notes. We want to see evidence that you are capable of conducting your own research. Also, in order to help markers determine students’ understanding of the work they cite, all in-text references (not just direct quotes) must include the specific page number/s if shown in the original. Researching: You can search for peer-reviewed journal articles, which you can find in the online journal databases and which can be accessed from the library homepage. Reputable news sites such as The Conversation (https://theconversation.com/au/health), online dictionaries and online encyclopedias are acceptable as a starting point to gain knowledge about a topic. Government departments, research institutes such as the National Health and Medical Research Council (NHMRC), international organisations such as the World Health Organisation (WHO) and local not for profit organisations such as the Cancer Council are also good resources. Formatting: The assessment MUST be submitted electronically in Microsoft Word format. Other formats may not be readable by markers. Please be aware that any assessments submitted in other formats will be considered LATE and will lose marks until it is presented in Word.
What we don’t want to see: Plagiarism: All sources of information need to properly be acknowledged. Please refer to the plagiarism website on blackboardi. By clicking the ‘Upload this file’ button you acknowledge that you have read, understood and can confirm that the work you are about to submit complies with the Flexible and Online plagiarism policy as shown in the JNI Student Handbook. Like other forms of cheating plagiarism is treated seriously. Plagiarising students will be referred to the Program Manager. Word Count: Marks will be deducted for failure to adhere to the word count – as a general rule you may go over or under by 10% than the stated length. Late Submissions: Students are advised that any submissions past the due date incur a 10% penalty per day, calculated from the total mark e.g. a task marked out of 30 will incur 3 marks penalty per day. No submission: Students must attempt all tasks to be eligible to pass the unit.
More information can be found in Think Education Assessment Policy document on the Think Education website. WEL301A – AB3, Case Study Page 4 Resources Available to YOU: 1. Academic writing guide link https://laureate- au.blackboard.com/webapps/blackboard/content/listContent.jsp?course_id=_20163_ 1&content_id=_2498847_1&mode=reset
2. Writing & referencing: The link to the Learning and Academic Skills Unit (LASU) is on the left pulldown menu on the blackboard home page: https://laureate- au.blackboard.com/webapps/blackboard/content/listContent.jsp?course_id=_20163_ 1&content_id=_2498847_1&mode=reset LASU also provides a series of academic skills tutorials. Please contact Caroline Spaans (cspaans@laureate.net.au, 02 949 232 14).
3. Researching: A guide to researching is available on the library page http://library.think.edu.au/research_skills/. Please contact the online and Pyrmont librarian for Health, Dawn Vaux (dvaux@laureate.net.au) if you would like further help or a tutorial on how to do research this way
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The case studies below provide you with an opportunity to critically analyze events that are taking place in real-life businesses. This helps to develop your critical thinking and research skills as you research each of these scenarios.For this assignment, you will review four case studies, one from Chapter 9, one from Chapter 10, one from Chapter 11, and one from Chapter 12. Then, you will evaluate the studies and respond to each of the questions below, using both critical thinking and theory as well as supporting documentation.In Chapter 9, read the case study ”Soma Bay Prospers with ERP in the Cloud” on pages 345–346 of the textbook. Then, address the prompts below.
Describe the problem that Soma Bay encountered in this case study.
Why was an enterprise resource planning (ERP) system needed to solve the problem?
What are some challenges that this ERP system poses?
Will this ERP system help the company achieve operational excellence? Why, or why not?
In Chapter 10, read the case study “A Nasty Ending for Nasty Gal” on pages 414–416 of the textbook. Then, answer the questions below.
Was it a good idea to use social media as a marketing and social tool for Nasty Gal? Why, or why not?
What were the management, organization, and technological issues that contributed to the failure of Nasty Gal?
If you were hired as the new chief executive officer (CEO) of Nasty Gal, what would you have done differently to keep the company from filing for bankruptcy?
In Chapter 11, read the case study “Can Cars Drive Themselves–And Should They?” on pages 453–455 of the textbook. Then, address the prompts below.
Discuss some benefits and disadvantages of automated automobiles. Be sure to include a discussion of ethical and social issues presented by automated automobiles.
If you were the CEO of a major auto manufacturer, would you invest resources in the development and marketing of automated automobiles? Why, or why not?
In Chapter 12, read the case study “Anthem Benefits from More Business Intelligence” on pages 480-481 of the textbook. Then, address the prompts below.
Discuss the problem with the old human resources (HR) system at Anthem.
Describe the new People Data Central (PDC) portal adopted by Anthem. What does it do, and how does it improve data analytics capabilities at Anthem?
How will the new PDC portal help the HR department make better decisions?
When formatting your case analysis, do not use the question-and-answer format; instead, use an essay format with subheadings. Your APA-formatted case study must be at least four pages in length (not counting the title and reference pages). You are required to use a minimum of three peer-reviewed, academic sources that are no more than 5 years old (one may be your textbook). All sources used, including the textbook, must be referenced; all paraphrased material must have accompanying in-text citations
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Describe the problem that Soma Bay encountered in this case study.
What considerations must be given to the selection of a quantitative methodology for a research study? Based on what you know now, which of these considerations do you believe are the most important? Why?
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Suppose that you have been hired by university student health services to design a case-control study to assess the following hypothesis among undergraduate students:
Irregular sleep patterns increase the risk of headaches.Be sure that your design addresses the following elements:
Refine the study hypothesis so that it is as specific as possible and contains all elements of a “good” hypothesis.
How will you identify and define the cases?
Are there any exclusion criteria that you would apply?
How will you sample from the underlying population for your “controls”?
Who will you select as controls?
How will you select them?
How will you define the exposure of interest?
How will you collect the information on exposure?
What other information do you want to know about participants that may be related to the exposure of interest and/or the outcome (potential confounders)? Of these, what will you be able to collect and what will you be unable to collect?
Which measures of disease frequency and association will you calculate?
What are the strengths and limitations of your study?
Which limitations could be removed by using a different study design?
What other information would you like to know to design this study?
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Refine the study hypothesis so that it is as specific as possible and contains all elements of a “good” hypothesis
Big Box General Stores is a new retailer that we’re about to start supplying with our Vitamins and Supplements. We’re going to be on the shelves in all 500 stores with our 3 best-selling vitamins and our two, brand new, not yet released, anxiety and heart supplements. The launch date is December 1st and they must have the products delivered in their DC Network by November 2nd. For their initial order they need to seed all stores with product and would like to hold 2 weeks of supply in their DCs as backup inventory. We have a single facing per item in each store that holds 3 units per facing. The estimated sales by item by store are provided below (Units Per Store Per Week). Product UPSPW Biotin Vitamins 0.8 Immunity Vitamins 0.9 Sleep Vitamins 1.1 Anxiety Supplement 0.9 Heart Supplement 0.6 Big Box has three distribution centers that serve all 500 stores – they are located in CA, TX and PA. The pallet height limit for their DCs is 65 inches (including the height of the pallet). DC Loc Store Per DC CA 140 TX 180 PA 180 Total 500 Today is October 18th and, due to supply chain issues, we’ve just learned of a delay in receiving the new supplements. The current delivery schedule to our Fulfillment Center in Columbus, OH is below, but things are changing regularly. There are no supply issues with the 3 vitamins. Delivering to our warehouse by: Supplement 10/18 10/25 10/29 11/2 Anxiety Supplement 400 400 800 1400 Heart Supplement 500 900 800 800 Questions:
Share your fulfillment plan for the initial shipment to Big Box (please share your working for this solution)?
How many cartons and pallets do you expect to ship to each DC (please share your working)?
What factors did you consider in coming up with this shipment plan?
What other options did you consider in coming up with your fulfillment plan? Appendix Product dimensions Product Qty per Carton Carton Width (in) Carton Depth (in) Carton Height (in) Cartons Per Pallet Layer Biotin Vitamins 8 5.63 17.5 6 16 Immunity Vitamins 8 5.63 17.5 6 16 Sleep Vitamins 8 5.63 17.5 6 16 Anxiety Supplement 24 16.5 11.5 11.5 9 Heart Supplement 24 16.5 11.5 11.5 9
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The journal indicated below describes a national project. Based on the journal, and on your team’s understanding of the project, answer the questions below:
Journal title: “1976 Montreal Olympics: Case Study of Project Management Failure”
#QuestionPoints
1. Was it an internal or external project? Provide rationale.
2. Identify at least 10 major stakeholders for the project.
3. What were the needs or expectation of each stakeholder?
4. Identify and describe at least 5 most important resources used in the project.
5.What was the alternative approach for the project (i.e. if the stadium had not been built, what else could have been done to ensure the olympics still occurred)?
6. Based on (5) above, was building the stadium at this location and at this time the best approach to have been chosen? Provide rationale using PV, NPV, IRR, B/C. [1 page]
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HS2021 Database Design and Use Assignment 2 Individual Assessment Assessment Weight: 15% Due: Weeks 8 Objective(s) This assessment item relates to the unit learning outcomes as in the unit descriptor. This assessment is designed to reinforce the lecture material and give students practice at applying Database design techniques, as well as providing a relational schema using DDL statements and relational DML statements to demonstrate access of the Database to be built. Instructions Consider the following Case Study Scenario for ‘Holmes Software Engineering’ A relational database is to be designed for a medium sized Company dealing with industrial applications of computers. The Company delivers various products to its customers ranging from a single application program through to complete installation of hardware with customized software. The Company employs various experts, consultants and supporting staff. All personnel are employed on longterm basis, i.e. there is no short- term or temporary staff. Although the Company is somehow structured for administrative purposes (that is, it is divided into departments headed by department managers) all projects are carried out in an inter- disciplinary way. For each project a project team is selected, grouping employees from different departments, and a Project Manager (also an employee of the Company) is appointed who is entirely and exclusively responsible for the control of the project, quite independently of the Company’s hierarchy. The following is a brief statement of some facts and policies adopted by the Company. • Each employee works in some department. • An employee may possess a number of skills • Every manager (including the MD) is an employee • A department may participate in none/one/many projects. • At least one department participates in a project. • An employee may be engaged in none/one/many projects • Project teams consist of at least one member. Deliverable Descriptions For the above mini-case study, you are to analyze the data requirements and develop a set of relational tables to suit the above case study. • Draw and ER diagram depicting the relational database. • Make sure the tables are normalized. • Build the Database in PostgreSQL (storing your DDL statements in a script) • Add test data to the PostgreSQL database (again store these DML statements in a script), one of the employees you add must have an employee ID the same as your own Student ID. This employee must also be part of a team working on some project • Develop a set SQL queries to query this database (there should be at least 4 queries) ? at least 2 queries should joint multiple tables (1 should join at least 3 tables) ? at least one query should show the employee with the ID the same as your student ID For each query, you should show the output from executing the Query in PostgreSQL by cutting and pasting the PostgreSQL output into your assignment just under the Query. This should be demonstrated to your tutor in class during a tutorial after the due date to be advised by your tutor. Submission Guidelines The day and time of the due week that the assessment must be submitted will be announced by your subject coordinator. Your documents should be a single MS Word or OpenOffice document containing your report. Do not use PDF as a submission format, All submissions will be submitted through the safeAssign facility in Blackboard. Submission boxes linked to SafeAssign will be set up in the Units Blackboard Shell. Assignments not submitted through these submission links will not be considered. Submissions must be made by the due date and time (which will be in the session detailed above) and determined by your Unit coordinator. Submissions made after the due date and time will be penalized per day late (including weekend days) according to Holmes Institute policies. The SafeAssign similarity score will be used in determining the level, if any, of plagiarism. SafeAssign will check conference web-sites, Journal articles, the Web and your own class members submissions for plagiarism. You can see your SafeAssign similarity score (or match) when you submit your assignment to the appropriate drop-box. If this is a concern you will have a chance to change your assignment and resubmit. However, re-submission is only allowed prior to the submission due date and time. After the due date and time have elapsed your assignment will be graded as late. Submitted assignments that indicate a high level of plagiarism will be penalized according to the Holmes Academic Misconduct policy, there will be no exceptions. Thus, plan early and submit early to take advantage of the re-submission feature. You can make multiple submissions, but please remember we grade only the last submission, and the date and time you submitted will be taken from that submission. Academic Integrity Holmes Institute is committed to ensuring and upholding Academic Integrity, as Academic Integrity is integral to maintaining academic quality and the reputation of Holmes’ graduates. Accordingly, all assessment tasks need to comply with academic integrity guidelines. Table 1 identifies the six categories of Academic Integrity breaches. If you have any questions about Academic Integrity issues related to your assessment tasks, please consult your lecturer or tutor for relevant referencing guidelines and support resources. Many of these resources can also be found through the Study Sills link on Blackboard. Academic Integrity breaches are a serious offence punishable by penalties that may range from deduction of marks, failure of the assessment task or unit involved, suspension of course enrolment, or cancellation of course enrolment. Table 1: Six categories of Academic Integrity breaches Plagiarism Reproducing the work of someone else without attribution. When a student submits their own work on multiple occasions this is known as self-plagiarism. Collusion Working with one or more other individuals to complete an assignment, in a way that is not authorised. Copying Reproducing and submitting the work of another student, with or without their knowledge. If a student fails to take reasonable precautions to prevent their own original work from being copied, this may also be considered an offence. Impersonation Falsely presenting oneself, or engaging someone else to present as oneself, in an in-person examination. Contract cheating Contracting a third party to complete an assessment task, generally in exchange for money or other manner of payment. Data fabrication and falsification Manipulating or inventing data with the intent of supporting false conclusions, including manipulating images. Source: INQAAHE, 2020
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