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Tag: Model Answer

  • [Solved] lawson

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    "Chariots of Fire Link" https://youtu.be/tYRtTqx-IK8 (cool runnings) There will be 2 parts to this assignment. (10 pts each) This assignment focuses on taking the content and making sure you can make an application to your current situation (coaching, teaching or administration) or soon to be future…

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    Assignment Prompt & Instructions

    "Chariots of Fire Link"
    https://youtu.be/tYRtTqx-IK8 (cool runnings)
    There will be 2 parts to this assignment. (10 pts  each) This assignment focuses on taking the content and making sure you  can make an application to your current situation (coaching, teaching  or administration) or soon to be future coaching position.
    1. **Motivation**:  I will often say to my athletes if I promised to give you a million  dollars if you will be on time or give great effort or register for  classes, etc, would you be more motivated to complete the task.  This is not meant to motivate extrinsicly,  but rather to get them to understand motivation is about "CHOICE".   What concepts in the chapter validates the concept of "Choice" for  Motivation to occur?
    2. **Self-Determination Theory**:   After watching the  videos above (Honor God and Cool Runnings), please describe each  character in the videos and determine where they are on the continuum .  Please be specific on why you see them at that place and  what characteristics make it clear on their placement.  Please discuss  what can be done to change their place on the continuum.

  • [Solved] Creating an Ethics- Centric Organization

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    Healthcare leaders face countless ethical issues. In this activity, you will describe ways that public health leaders can effectively promote an "ethics-focused" organizational culture. ## Instructions – Provide a 1-page description of 3 ways that public health managers can effectively promote an "e…

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    Assignment Prompt & Instructions

    Healthcare leaders face countless ethical issues. In this activity, you will describe ways that public health leaders can effectively promote an "ethics-focused" organizational culture.
    ## Instructions
    – Provide a 1-page description of 3 ways that public health managers can effectively promote an "ethics-focused" organizational culture. Make sure to reference an appropriate academic or professional resource to support your assertions.

  • [Solved] Nursing HOMEWORK

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    – ## CertificationandLiionandLicensurePlanDiscussionResponse.docx **## CertificationandLiionandLicensurePlanDiscussionResponse.docx** eCCCCCCCrCertification and Liion and Licensure Plan LOUISE G Main Question Post Discussion: Certification and Licensure Plan Psych ARNPs, upon gaining full practice a…

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    – ## CertificationandLiionandLicensurePlanDiscussionResponse.docx

    **## CertificationandLiionandLicensurePlanDiscussionResponse.docx**

    eCCCCCCCrCertification and Liion and Licensure Plan

    LOUISE G

    Main Question Post Discussion: Certification and Licensure Plan

    Psych ARNPs, upon gaining full practice authority, do not require physician supervision or collaboration. Full practice authority is achieved by completing 3,000 hours of practice under physician supervision, holding an active license. However, before this is achieved, the establishment of collaborative practice with physicians must be in place (Toney-Butler & Martin, 2023).

    To be a certified and licensed psych APRN in Florida, a person must hold an active Florida RN license and hold a minimum of a master’s degree in mental health from a program approved by the Florida Board of Nursing. Next, one needs to pass the national certification in their specialty and be certified by an accredited certifying body such as the ANCC. Finally, one applies for licensure as an APRN to the Florida Board of Nursing. The board reviews one’s educational credentials and national certification so as to determine the applicant’s eligibility for an APRN license (Toney-Butler & Martin, 2023). The Florida Board of Nursing website is
    [https://floridasnursinghomeadmin.gov/\
    Links to an external site.](https://floridasnursinghomeadmin.gov/).

    The scope of practice of psych ARNPs in Florida is defined by the general standard of practice for APRNs. Their scope of practice includes diagnosis and treatment of mental illnesses with specified criteria for achieving autonomous practice to be able to offer services listed in their scope of practice without the need for a physician’s oversight (Toney-Butler & Martin, 2023). Getting a DEA license in Florida begins by securing a Florida license and CSP registration. This is followed by completing the mandatory 8-hour training, followed by submitting a DEA application. After this, one tracks the application process, and if successful, one receives and maintains their DEA license (DEA, 2025).

    Florida has a PMP program known as E-FORCSE in place, requiring all dispensers of controlled substances, including Psych ARNPs, to report dispensed schedule II-V medications to the Florida state database with an aim of reducing drug diversion and abuse (E-FORCSE Home Page | Florida Department of Health, n.d.). Psych ARNPs are allowed to prescribe controlled substances, including schedule II-V, as long as they are under a supervisory protocol with a registered physician.

    **GERMINE P**

    **Main Question Post**

    1. Certification & Licensure Process for APRNs in Minnesota

    To become an APRN in Minnesota (e.g., CNP, CNS, CNM, CRNA), you must:

    · Hold an active, unencumbered RN license in Minnesota.

    · Graduate from a nationally accredited graduate-level APRN program.

    · Obtain national certification in one of the six designated population foci (e.g., adult-gerontology, family across the lifespan, neonatal, pediatric, psychiatric/mental health, or women’s and gender-related health) from a body approved by the Board of Nursing

    · Submit an APRN Licensure Application, including proof of program completion, certification verification, and a criminal background check if not completed within the past year

    · For CNPs and CNSs beginning after July 1, 2014, submit verification of 2,080 supervised practice hours in a collaborative management setting (hospital or integrated clinical environment)

    2. Application Process

    Applicants must:

    · Complete the online or paper APRN application for each APRN role sought, pay the fee ($105, plus $32 additional if a background check is required)

    · Arrange for certification documentation to be sent directly from the certifying body to the Minnesota Board of Nursing

    · Submit a Confirmation of Program Completion form via the educational institution directly to the Board.

    · Complete Criminal Background Check and fingerprinting, unless done within the past year

    · Once all requirements are met—including 2,080 hours if applicable—the Board issues licensure

    3. Minnesota Board of Nursing Website

    The official Board of Nursing website is the central hub for APRN licensure, applications, forms, certification instructions, DEA registration guidance, and PMP enrollment- https://mn.gov/boards/nursing/?utm_source=chatgpt.com

    4. Scope of Practice & Practice Authority

    · Minnesota grants Full Practice Authority (FPA) to APRNs: after completing the required 2,080 hours in a collaborative management setting, APRNs can practice independently without requiring supervision or co-signature

    · The scope of practice includes advanced assessment, diagnosis, prescribing (including controlled substances), ordering tests and therapeutic devices, and referral services

    5. Practice Agreement Requirements

    · A collaborative management agreement with a Minnesota-licensed physician or APRN (experienced in the same population focus) must document the scope of collaboration and supervisory oversight during the initial 2,080 hours

    · After completion, APRNs (except CRNAs treating pain) may practice and prescribe independently.

    6. DEA License & Prescription Monitoring Program (PMP)

    · APRNs must apply separately for a DEA registration number to obtain controlled-substance prescribing authority; the Board’s website offers guidance for this process and PMP enrollment.

    · Minnesota operates a Prescription Monitoring Program, requiring all prescribers of controlled substances to register and report dispensing data

    7. Controlled-Substance Prescriptive Authority

    · Once registered with the Board and the DEA, APRNs may prescribe Schedule II–V controlled substances, legend drugs, OTC medications, and therapeutic devices independently.

    8. Continuing Education & Renewal

    · APRNs must maintain national certification; renewal requirements are managed through their certifying organizations

    · APRNs with prescriptive authority must complete at least 2 hours of continuing education on controlled substances prescribing, and all DEA registrants must complete an 8-hour training on substance use disorders when registering or renewing

    9. Current Legislation & Future Direction

    · A bill introduced in early 2025 (HF 1794 / SF 1794) proposes to eliminate the mandatory 2,080-hour transition-to-practice requirement for new APRNs, signaling potential future changes toward even greater independence

    Summary: Regulations, Barriers, and Surprises

    · Regulatory Model: Minnesota combines full practice authority with a structured transition-to-practice requirement, balancing autonomy with initial collaborative oversight.

    · Barriers: The required 2,080 hours may delay full independence. Additionally, institutional policies or federal limits (e.g., Medicare restrictions on orthotic ordering and rehab certifications) may restrict APRNs despite their legal autonomy

    · Surprises:

    1. Minnesota’s forward-leaning model: granting independent authority relatively quickly after collaboration.

    2. The pending legislative effort to remove the transition hours requirement, which could further streamline APRN independence.

    RESPOND TO PEERS

    **Respond** to at least
    **two** of your colleagues on
    **2 different days** in one or more of the ways listed below.

    · Share an insight from having viewed your colleagues’ posts.

    · Suggest additional actions or perspectives.

    · Share insights after comparing state processes, roles, and limitations.

    · Suggest a way to advocate for the profession.

    · Share resources with those who are in your state.

    **## CertificationandLiionandLicensurePlanDiscussionResponse.docx**

    eCCCCCCCrCertification and Liion and Licensure Plan

    LOUISE G

    Main Question Post Discussion: Certification and Licensure Plan

    Psych ARNPs, upon gaining full practice authority, do not require physician supervision or collaboration. Full practice authority is achieved by completing 3,000 hours of practice under physician supervision, holding an active license. However, before this is achieved, the establishment of collaborative practice with physicians must be in place (Toney-Butler & Martin, 2023).

    To be a certified and licensed psych APRN in Florida, a person must hold an active Florida RN license and hold a minimum of a master’s degree in mental health from a program approved by the Florida Board of Nursing. Next, one needs to pass the national certification in their specialty and be certified by an accredited certifying body such as the ANCC. Finally, one applies for licensure as an APRN to the Florida Board of Nursing. The board reviews one’s educational credentials and national certification so as to determine the applicant’s eligibility for an APRN license (Toney-Butler & Martin, 2023). The Florida Board of Nursing website is
    [https://floridasnursinghomeadmin.gov/\
    Links to an external site.](https://floridasnursinghomeadmin.gov/).

    The scope of practice of psych ARNPs in Florida is defined by the general standard of practice for APRNs. Their scope of practice includes diagnosis and treatment of mental illnesses with specified criteria for achieving autonomous practice to be able to offer services listed in their scope of practice without the need for a physician’s oversight (Toney-Butler & Martin, 2023). Getting a DEA license in Florida begins by securing a Florida license and CSP registration. This is followed by completing the mandatory 8-hour training, followed by submitting a DEA application. After this, one tracks the application process, and if successful, one receives and maintains their DEA license (DEA, 2025).

    Florida has a PMP program known as E-FORCSE in place, requiring all dispensers of controlled substances, including Psych ARNPs, to report dispensed schedule II-V medications to the Florida state database with an aim of reducing drug diversion and abuse (E-FORCSE Home Page | Florida Department of Health, n.d.). Psych ARNPs are allowed to prescribe controlled substances, including schedule II-V, as long as they are under a supervisory protocol with a registered physician.

    **GERMINE P**

    **Main Question Post**

    1. Certification & Licensure Process for APRNs in Minnesota

    To become an APRN in Minnesota (e.g., CNP, CNS, CNM, CRNA), you must:

    · Hold an active, unencumbered RN license in Minnesota.

    · Graduate from a nationally accredited graduate-level APRN program.

    · Obtain national certification in one of the six designated population foci (e.g., adult-gerontology, family across the lifespan, neonatal, pediatric, psychiatric/mental health, or women’s and gender-related health) from a body approved by the Board of Nursing

    · Submit an APRN Licensure Application, including proof of program completion, certification verification, and a criminal background check if not completed within the past year

    · For CNPs and CNSs beginning after July 1, 2014, submit verification of 2,080 supervised practice hours in a collaborative management setting (hospital or integrated clinical environment)

    2. Application Process

    Applicants must:

    · Complete the online or paper APRN application for each APRN role sought, pay the fee ($105, plus $32 additional if a background check is required)

    · Arrange for certification documentation to be sent directly from the certifying body to the Minnesota Board of Nursing

    · Submit a Confirmation of Program Completion form via the educational institution directly to the Board.

    · Complete Criminal Background Check and fingerprinting, unless done within the past year

    · Once all requirements are met—including 2,080 hours if applicable—the Board issues licensure

    3. Minnesota Board of Nursing Website

    The official Board of Nursing website is the central hub for APRN licensure, applications, forms, certification instructions, DEA registration guidance, and PMP enrollment- https://mn.gov/boards/nursing/?utm_source=chatgpt.com

    4. Scope of Practice & Practice Authority

    · Minnesota grants Full Practice Authority (FPA) to APRNs: after completing the required 2,080 hours in a collaborative management setting, APRNs can practice independently without requiring supervision or co-signature

    · The scope of practice includes advanced assessment, diagnosis, prescribing (including controlled substances), ordering tests and therapeutic devices, and referral services

    5. Practice Agreement Requirements

    · A collaborative management agreement with a Minnesota-licensed physician or APRN (experienced in the same population focus) must document the scope of collaboration and supervisory oversight during the initial 2,080 hours

    · After completion, APRNs (except CRNAs treating pain) may practice and prescribe independently.

    6. DEA License & Prescription Monitoring Program (PMP)

    · APRNs must apply separately for a DEA registration number to obtain controlled-substance prescribing authority; the Board’s website offers guidance for this process and PMP enrollment.

    · Minnesota operates a Prescription Monitoring Program, requiring all prescribers of controlled substances to register and report dispensing data

    7. Controlled-Substance Prescriptive Authority

    · Once registered with the Board and the DEA, APRNs may prescribe Schedule II–V controlled substances, legend drugs, OTC medications, and therapeutic devices independently.

    8. Continuing Education & Renewal

    · APRNs must maintain national certification; renewal requirements are managed through their certifying organizations

    · APRNs with prescriptive authority must complete at least 2 hours of continuing education on controlled substances prescribing, and all DEA registrants must complete an 8-hour training on substance use disorders when registering or renewing

    9. Current Legislation & Future Direction

    · A bill introduced in early 2025 (HF 1794 / SF 1794) proposes to eliminate the mandatory 2,080-hour transition-to-practice requirement for new APRNs, signaling potential future changes toward even greater independence

    Summary: Regulations, Barriers, and Surprises

    · Regulatory Model: Minnesota combines full practice authority with a structured transition-to-practice requirement, balancing autonomy with initial collaborative oversight.

    · Barriers: The required 2,080 hours may delay full independence. Additionally, institutional policies or federal limits (e.g., Medicare restrictions on orthotic ordering and rehab certifications) may restrict APRNs despite their legal autonomy

    · Surprises:

    1. Minnesota’s forward-leaning model: granting independent authority relatively quickly after collaboration.

    2. The pending legislative effort to remove the transition hours requirement, which could further streamline APRN independence.

    RESPOND TO PEERS

    **Respond** to at least
    **two** of your colleagues on
    **2 different days** in one or more of the ways listed below.

    · Share an insight from having viewed your colleagues’ posts.

    · Suggest additional actions or perspectives.

    · Share insights after comparing state processes, roles, and limitations.

    · Suggest a way to advocate for the profession.

    · Share resources with those who are in your state.

  • [Solved] Final Report

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    – ## 598w8.docx – ## Lessons_Learned_Template_with_Instructions.docx – Procurement_Strategy_Tool1.docx – SourceSelectionCriteria_Tool_with_Instructions21.docx – Procurement_Management_Plan_Tool3.docx – RequestforProposal1.docx **## 598w8.docx** This week, you are required to produce your…

    Instant Solution Download

    $6.99

    Immediate access to the full model answer, formatted citations, and rubric breakdown.

    Need a Fresh Custom Paper?

    Have this question answered from scratch according to your specific instructions and deadline.

    Order on TutorsGallery →

    Assignment Prompt & Instructions

    – ## 598w8.docx

    – ## Lessons_Learned_Template_with_Instructions.docx

    – Procurement_Strategy_Tool1.docx
    – SourceSelectionCriteria_Tool_with_Instructions21.docx
    – Procurement_Management_Plan_Tool3.docx
    – RequestforProposal1.docx

    **## 598w8.docx**

    This week, you are required to produce your Final Course Project Report. You will consolidate all project deliverables produced in prior weeks into your Final Course Project Report.

    You will add one additional section for Lessons Learned. In this section, you will describe the strengths and areas of improvement within your project. The intent of the lessons learned is to serve as a repository for future projects as a function of continuous improvements. Upload a single ZIP/compressed file that includes all of your files together.

    I have attached files from previous weeks just in case.

    Please use the lesson learn tool.

    The Lessons Learned must contain the following sections.

    · Introduction

    · Lessons Learned Approach

    · Lessons Learned Table

    **## Lessons_Learned_Template_with_Instructions.docx**

    **[Insert Department/Project Logo] [Insert Department Name]**

    **[Insert Project Name]**

    **University of Prosperity**

    **Lessons Learned**

    **Tool**

    **University of Prosperity PPM Selection Project**

    **PPM Selection Project**

    **University of Prosperity**

    **Lessons Learned** | Page 9

    Table of Contents

    [1](https://www.sweetstudy.com/questions/final-report-20935999#_Toc133329874) [Introduction](https://www.sweetstudy.com/questions/final-report-20935999#_Toc133329874) [4](https://www.sweetstudy.com/questions/final-report-20935999#_Toc133329874)

    [2](https://www.sweetstudy.com/questions/final-report-20935999#_Toc133329875) [Lessons Learned Approach](https://www.sweetstudy.com/questions/final-report-20935999#_Toc133329875) [4](https://www.sweetstudy.com/questions/final-report-20935999#_Toc133329875)

    [3](https://www.sweetstudy.com/questions/final-report-20935999#_Toc133329876) [Lessons Learned Table](https://www.sweetstudy.com/questions/final-report-20935999#_Toc133329876) [5](https://www.sweetstudy.com/questions/final-report-20935999#_Toc133329876)

    [Introduction to the Lessons Learned Tool\
    \
    The Lessons Learned deliverable serves as a continuous improvement mechanism in which successes and mistakes are documented. Lessons Leaned are fundamental for organizations and their journey to improve future performance. Furthermore, formally identifies, acknowledges, analyzes, and documents the lessons learned. Finally, collecting lessons learned over time adds to the organization’s body of knowledge related to project management and provides a rich source of information for current and future work. Lessons learned are produced at the end of a project, or they may take place between project phases to make the lessons learned available for later phases. \
    \
    The lessons learned tool would assist the project team to identify and document lessons learned. The tool provides guidelines and questions to consider about what worked well, what did not work well, and what needs to be done differently. The goal of documenting lessons learned is to identify both the positive and negative lessons learned from the project, as well as to recommend corrective actions based on negative lessons learned remarks \
    \
    The lessons learned tool provides general guidelines for accurately documenting the project lessons learned. Additional examples and suggestions are provided to help you produce your lessons-learned project deliverable. \
    \
    Template style conventions are as follows:\
    \
    | | |\
    | — | — |\
    | Style | Convention |\
    | Normal text | Indicates placeholder text that can be used for any project. |\
    | [Instructional text in brackets] | Indicates text that is to be replaced/edited/deleted by the user] |
    | _Example text in italics_ | _Indicates text that might be replaced/edited/deleted by the user_ |

    As you us this tool, please remember to delete all instructional text (including this section) and update the following items, as applicable:

    · title page

    · version history

    · table of contents

    · headers

    · footers](https://www.sweetstudy.com/questions/final-report-20935999#_Toc133329876)

    ## Introduction

    [Provide a brief description of the purpose of lessons learned and details of what is included in the document. Feel free to make any assumptions as you feel necessary. Keep in mind the project for this course only addresses the planning for the PPM Selection, and does not address any execution, monitoring, and controls considerations. Hence, any lessons learned in your document need to address the scope of your project, and only address planning. Reference to below an example introduction. Feel free to conduct your own research and inform this section as you feel appropriate.


    _Lessons learned allow a project team to retrospectively contemplate and document the failures and successes experienced on a project to facilitate the knowledge transfer from one team to the next. Capturing this information in a formal fashion creates an artifact that can be utilized during future endeavors to reduce the risk of repeating a mistake. This lessons-learned document includes input from the project team as to what went well, what did not go well, why, and what could have been done differently._

    ## Lessons Learned Approach

    [Describe the process that was utilized to capture these lessons learned, including the approach (such as brainstorming, surveys, interviews, and self-reflection), and what types of information were gathered.]


    _Lessons Learned to identify and delineate considerations taking into consideration the following categories:_

    ·
    _Cost_

    ·
    _Communication_

    ·
    _Documentation_

    ·
    _Processes_

    ·
    _Procurements/Contracts_

    ·
    _Quality_

    ·
    _Resources/Staffing_

    ·
    _Schedule/Time_

    ·
    _Scope/Requirements_

    ·
    _Tools_

    _To encourage the thought process, you are encouraged to answer the following questions._

    ·
    _What worked well for this project?_

    ·
    _What did not work well for this project?_

    ·
    _What could have been done over or differently?_

    ·
    _What surprises did you deal with?_

    ·
    _What project circumstances were not anticipated?_

    ·
    _Were the project goals attained? If not, what changes need to be made to meet goals in the future?_

    _All lessons learned are documented in the table below._

    ## Lessons Learned Table

    [Complete the following table. Identify the categories as needed (such as cost, communication, documentation, processes, procurements/contracts, quality, resources/staffing, schedule/time, scope/requirements, and tools), the lesson learned, a description of the lesson learned, and a recommendation to implement the lesson learned.]


    _The lessons learned table provided below serves as an example only. Feel free to inform this table as you feel necessary._

    | | | | | | |
    | — | — | — | — | — | — |
    | ID | Process Phase | Category | Lesson Learned | Description | Recommendation |
    | _1_ | _Planning_ | _Resources_ | _Not enough staff_ | _The Planning Process Phase for this project took significant effort to develop plans and methodology and to navigate the Project Approval Lifecycle. Only one resource was allocated for this work._ | _The full scope of activities during the Planning Process Phase needs to be taken into consideration when resourcing the work. If additional resources are not available, the schedule must be pushed out._ |
    | | | | | | |
    | | | | | | |

    **Procurement_Strategy_Tool1.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/procurement-strategy-tool1-docx)

    **SourceSelectionCriteria_Tool_with_Instructions21.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/sourceselectioncriteria-tool-with-instructions21-docx)

    **Procurement_Management_Plan_Tool3.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/procurement-management-plan-tool3-docx)

    **RequestforProposal1.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/requestforproposal1-docx-10385399)

    **RequestforProposal1.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/requestforproposal1-docx-10385399)

    **## 598w8.docx**

    This week, you are required to produce your Final Course Project Report. You will consolidate all project deliverables produced in prior weeks into your Final Course Project Report.

    You will add one additional section for Lessons Learned. In this section, you will describe the strengths and areas of improvement within your project. The intent of the lessons learned is to serve as a repository for future projects as a function of continuous improvements. Upload a single ZIP/compressed file that includes all of your files together.

    I have attached files from previous weeks just in case.

    Please use the lesson learn tool.

    The Lessons Learned must contain the following sections.

    · Introduction

    · Lessons Learned Approach

    · Lessons Learned Table

    **## Lessons_Learned_Template_with_Instructions.docx**

    **[Insert Department/Project Logo] [Insert Department Name]**

    **[Insert Project Name]**

    **University of Prosperity**

    **Lessons Learned**

    **Tool**

    **University of Prosperity PPM Selection Project**

    **PPM Selection Project**

    **University of Prosperity**

    **Lessons Learned** | Page 9


    Table of Contents

    [1](https://www.sweetstudy.com/questions/final-report-20935999#_Toc133329874) [Introduction](https://www.sweetstudy.com/questions/final-report-20935999#_Toc133329874) [4](https://www.sweetstudy.com/questions/final-report-20935999#_Toc133329874)

    [2](https://www.sweetstudy.com/questions/final-report-20935999#_Toc133329875) [Lessons Learned Approach](https://www.sweetstudy.com/questions/final-report-20935999#_Toc133329875) [4](https://www.sweetstudy.com/questions/final-report-20935999#_Toc133329875)

    [3](https://www.sweetstudy.com/questions/final-report-20935999#_Toc133329876) [Lessons Learned Table](https://www.sweetstudy.com/questions/final-report-20935999#_Toc133329876) [5](https://www.sweetstudy.com/questions/final-report-20935999#_Toc133329876)

    [Introduction to the Lessons Learned Tool\
    \
    The Lessons Learned deliverable serves as a continuous improvement mechanism in which successes and mistakes are documented. Lessons Leaned are fundamental for organizations and their journey to improve future performance. Furthermore, formally identifies, acknowledges, analyzes, and documents the lessons learned. Finally, collecting lessons learned over time adds to the organization’s body of knowledge related to project management and provides a rich source of information for current and future work. Lessons learned are produced at the end of a project, or they may take place between project phases to make the lessons learned available for later phases. \
    \
    The lessons learned tool would assist the project team to identify and document lessons learned. The tool provides guidelines and questions to consider about what worked well, what did not work well, and what needs to be done differently. The goal of documenting lessons learned is to identify both the positive and negative lessons learned from the project, as well as to recommend corrective actions based on negative lessons learned remarks \
    \
    The lessons learned tool provides general guidelines for accurately documenting the project lessons learned. Additional examples and suggestions are provided to help you produce your lessons-learned project deliverable. \
    \
    Template style conventions are as follows:\
    \
    | | |\
    | — | — |\
    | Style | Convention |\
    | Normal text | Indicates placeholder text that can be used for any project. |\
    | [Instructional text in brackets] | Indicates text that is to be replaced/edited/deleted by the user] |\
    | _Example text in italics_ | _Indicates text that might be replaced/edited/deleted by the user_ |\
    \
    As you us this tool, please remember to delete all instructional text (including this section) and update the following items, as applicable:\
    \
    · title page\
    \
    · version history\
    \
    · table of contents\
    \
    · headers\
    \
    · footers](https://www.sweetstudy.com/questions/final-report-20935999#_Toc133329876)

    ## Introduction

    [Provide a brief description of the purpose of lessons learned and details of what is included in the document. Feel free to make any assumptions as you feel necessary. Keep in mind the project for this course only addresses the planning for the PPM Selection, and does not address any execution, monitoring, and controls considerations. Hence, any lessons learned in your document need to address the scope of your project, and only address planning. Reference to below an example introduction. Feel free to conduct your own research and inform this section as you feel appropriate.


    _Lessons learned allow a project team to retrospectively contemplate and document the failures and successes experienced on a project to facilitate the knowledge transfer from one team to the next. Capturing this information in a formal fashion creates an artifact that can be utilized during future endeavors to reduce the risk of repeating a mistake. This lessons-learned document includes input from the project team as to what went well, what did not go well, why, and what could have been done differently._

    ## Lessons Learned Approach

    [Describe the process that was utilized to capture these lessons learned, including the approach (such as brainstorming, surveys, interviews, and self-reflection), and what types of information were gathered.]


    _Lessons Learned to identify and delineate considerations taking into consideration the following categories:_

    ·
    _Cost_

    ·
    _Communication_

    ·
    _Documentation_

    ·
    _Processes_

    ·
    _Procurements/Contracts_

    ·
    _Quality_

    ·
    _Resources/Staffing_

    ·
    _Schedule/Time_

    ·
    _Scope/Requirements_

    ·
    _Tools_

    _To encourage the thought process, you are encouraged to answer the following questions._

    ·
    _What worked well for this project?_

    ·
    _What did not work well for this project?_

    ·
    _What could have been done over or differently?_

    ·
    _What surprises did you deal with?_

    ·
    _What project circumstances were not anticipated?_

    ·
    _Were the project goals attained? If not, what changes need to be made to meet goals in the future?_

    _All lessons learned are documented in the table below._

    ## Lessons Learned Table

    [Complete the following table. Identify the categories as needed (such as cost, communication, documentation, processes, procurements/contracts, quality, resources/staffing, schedule/time, scope/requirements, and tools), the lesson learned, a description of the lesson learned, and a recommendation to implement the lesson learned.]


    _The lessons learned table provided below serves as an example only. Feel free to inform this table as you feel necessary._

    | | | | | | |
    | — | — | — | — | — | — |
    | ID | Process Phase | Category | Lesson Learned | Description | Recommendation |
    | _1_ | _Planning_ | _Resources_ | _Not enough staff_ | _The Planning Process Phase for this project took significant effort to develop plans and methodology and to navigate the Project Approval Lifecycle. Only one resource was allocated for this work._ | _The full scope of activities during the Planning Process Phase needs to be taken into consideration when resourcing the work. If additional resources are not available, the schedule must be pushed out._ |
    | | | | | | |
    | | | | | | |

    **Procurement_Strategy_Tool1.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/procurement-strategy-tool1-docx)

    **SourceSelectionCriteria_Tool_with_Instructions21.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/sourceselectioncriteria-tool-with-instructions21-docx)

    **Procurement_Management_Plan_Tool3.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/procurement-management-plan-tool3-docx)

    **RequestforProposal1.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/requestforproposal1-docx-10385399)

    **## 598w8.docx**

    This week, you are required to produce your Final Course Project Report. You will consolidate all project deliverables produced in prior weeks into your Final Course Project Report.

    You will add one additional section for Lessons Learned. In this section, you will describe the strengths and areas of improvement within your project. The intent of the lessons learned is to serve as a repository for future projects as a function of continuous improvements. Upload a single ZIP/compressed file that includes all of your files together.

    I have attached files from previous weeks just in case.

    Please use the lesson learn tool.

    The Lessons Learned must contain the following sections.

    · Introduction

    · Lessons Learned Approach

    · Lessons Learned Table

    **## Lessons_Learned_Template_with_Instructions.docx**

    **[Insert Department/Project Logo] [Insert Department Name]**

    **[Insert Project Name]**

    **University of Prosperity**

    **Lessons Learned**

    **Tool**

    **University of Prosperity PPM Selection Project**

    **PPM Selection Project**

    **University of Prosperity**

    **Lessons Learned** | Page 9


    Table of Contents

    [1](https://www.sweetstudy.com/questions/final-report-20935999#_Toc133329874) [Introduction](https://www.sweetstudy.com/questions/final-report-20935999#_Toc133329874) [4](https://www.sweetstudy.com/questions/final-report-20935999#_Toc133329874)

    [2](https://www.sweetstudy.com/questions/final-report-20935999#_Toc133329875) [Lessons Learned Approach](https://www.sweetstudy.com/questions/final-report-20935999#_Toc133329875) [4](https://www.sweetstudy.com/questions/final-report-20935999#_Toc133329875)

    [3](https://www.sweetstudy.com/questions/final-report-20935999#_Toc133329876) [Lessons Learned Table](https://www.sweetstudy.com/questions/final-report-20935999#_Toc133329876) [5](https://www.sweetstudy.com/questions/final-report-20935999#_Toc133329876)

    [Introduction to the Lessons Learned Tool\
    \
    The Lessons Learned deliverable serves as a continuous improvement mechanism in which successes and mistakes are documented. Lessons Leaned are fundamental for organizations and their journey to improve future performance. Furthermore, formally identifies, acknowledges, analyzes, and documents the lessons learned. Finally, collecting lessons learned over time adds to the organization’s body of knowledge related to project management and provides a rich source of information for current and future work. Lessons learned are produced at the end of a project, or they may take place between project phases to make the lessons learned available for later phases. \
    \
    The lessons learned tool would assist the project team to identify and document lessons learned. The tool provides guidelines and questions to consider about what worked well, what did not work well, and what needs to be done differently. The goal of documenting lessons learned is to identify both the positive and negative lessons learned from the project, as well as to recommend corrective actions based on negative lessons learned remarks \
    \
    The lessons learned tool provides general guidelines for accurately documenting the project lessons learned. Additional examples and suggestions are provided to help you produce your lessons-learned project deliverable. \
    \
    Template style conventions are as follows:\
    \
    | | |\
    | — | — |\
    | Style | Convention |\
    | Normal text | Indicates placeholder text that can be used for any project. |\
    | [Instructional text in brackets] | Indicates text that is to be replaced/edited/deleted by the user] |\
    | _Example text in italics_ | _Indicates text that might be replaced/edited/deleted by the user_ |\
    \
    As you us this tool, please remember to delete all instructional text (including this section) and update the following items, as applicable:\
    \
    · title page\
    \
    · version history\
    \
    · table of contents\
    \
    · headers\
    \
    · footers](https://www.sweetstudy.com/questions/final-report-20935999#_Toc133329876)

    ## Introduction

    [Provide a brief description of the purpose of lessons learned and details of what is included in the document. Feel free to make any assumptions as you feel necessary. Keep in mind the project for this course only addresses the planning for the PPM Selection, and does not address any execution, monitoring, and controls considerations. Hence, any lessons learned in your document need to address the scope of your project, and only address planning. Reference to below an example introduction. Feel free to conduct your own research and inform this section as you feel appropriate.


    _Lessons learned allow a project team to retrospectively contemplate and document the failures and successes experienced on a project to facilitate the knowledge transfer from one team to the next. Capturing this information in a formal fashion creates an artifact that can be utilized during future endeavors to reduce the risk of repeating a mistake. This lessons-learned document includes input from the project team as to what went well, what did not go well, why, and what could have been done differently._

    ## Lessons Learned Approach

    [Describe the process that was utilized to capture these lessons learned, including the approach (such as brainstorming, surveys, interviews, and self-reflection), and what types of information were gathered.]


    _Lessons Learned to identify and delineate considerations taking into consideration the following categories:_

    ·
    _Cost_

    ·
    _Communication_

    ·
    _Documentation_

    ·
    _Processes_

    ·
    _Procurements/Contracts_

    ·
    _Quality_

    ·
    _Resources/Staffing_

    ·
    _Schedule/Time_

    ·
    _Scope/Requirements_

    ·
    _Tools_

    _To encourage the thought process, you are encouraged to answer the following questions._

    ·
    _What worked well for this project?_

    ·
    _What did not work well for this project?_

    ·
    _What could have been done over or differently?_

    ·
    _What surprises did you deal with?_

    ·
    _What project circumstances were not anticipated?_

    ·
    _Were the project goals attained? If not, what changes need to be made to meet goals in the future?_

    _All lessons learned are documented in the table below._

    ## Lessons Learned Table

    [Complete the following table. Identify the categories as needed (such as cost, communication, documentation, processes, procurements/contracts, quality, resources/staffing, schedule/time, scope/requirements, and tools), the lesson learned, a description of the lesson learned, and a recommendation to implement the lesson learned.]


    _The lessons learned table provided below serves as an example only. Feel free to inform this table as you feel necessary._

    | | | | | | |
    | — | — | — | — | — | — |
    | ID | Process Phase | Category | Lesson Learned | Description | Recommendation |
    | _1_ | _Planning_ | _Resources_ | _Not enough staff_ | _The Planning Process Phase for this project took significant effort to develop plans and methodology and to navigate the Project Approval Lifecycle. Only one resource was allocated for this work._ | _The full scope of activities during the Planning Process Phase needs to be taken into consideration when resourcing the work. If additional resources are not available, the schedule must be pushed out._ |
    | | | | | | |
    | | | | | | |

    **Procurement_Strategy_Tool1.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/procurement-strategy-tool1-docx)

    **SourceSelectionCriteria_Tool_with_Instructions21.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/sourceselectioncriteria-tool-with-instructions21-docx)

    **Procurement_Management_Plan_Tool3.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/procurement-management-plan-tool3-docx)

    **RequestforProposal1.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/requestforproposal1-docx-10385399)

    – 1
    – 2
    – 3
    – 4
    – 5
    – 6

  • [Solved] Solutions Focused Family Therapy Video Critique

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    **Objectives:** 1. Critically appraise the therapy session and determine if the applicable principles are applied throughout the shown session. 2. Demonstrate your ability to evaluate your own reactions to the session. 3. Analyze how you feel this therapeutic modality may affect, enhance or apply to…

    Instant Solution Download

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    Assignment Prompt & Instructions

    **Objectives:**
    1. Critically appraise the therapy session and determine if the applicable principles are applied throughout the shown session.
    2. Demonstrate your ability to evaluate your own reactions to the session.
    3. Analyze how you feel this therapeutic modality may affect, enhance or apply to your future PMHNP practice.
    **Purpose:**
    1. IS NOT to evaluate the acting in the portrayals.
    2. Is to demonstrate you can identify (include in your write-up) the principles of the applicable therapeutic modality.
    3. Is to include how you felt the principles of the modality is or is not included in the therapeutic exchange.
    **Directions:**
    1. Review the video clip and critique the psychotherapy counseling session using the assessment tools below.
    2. You can review the critique tool below and then click on the link below to download the [MH708 Video Critique form-3.docx](https://frontiernursing.instructure.com/courses/4965/files/2908962?wrap=1). [Download MH708 Video Critique form-3.docx](https://frontiernursing.instructure.com/courses/4965/files/2908962/download?download_frd=1). Complete the assignment and then upload completed assignment file for submission
    3. Please answer the questions directly on that form. Do not long paragraphs.
    4. For Question 2, use this handout from Module 2 to pick out the communication techniques: [TherapeuticCommunication handout.pdf](https://frontiernursing.instructure.com/courses/4965/files/2908845/download?wrap=1)
    Video: https://youtu.be/6Fe8D0hAQh0
    \
    blankMH708VideoCritiqueform.docx](https://www.sweetstudy.com/files/blankmh708videocritiqueform-docx "blankMH708VideoCritiqueform.docx")
    \
    TherapeuticCommunicationhandout.pdf](https://www.sweetstudy.com/files/therapeuticcommunicationhandout-pdf-10385445 "TherapeuticCommunicationhandout.pdf")

  • [Solved] work

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    Assignment Prompt & Instructions

    Full assignment prompt and step-by-step guidance are included in the downloadable solution file.

  • [Solved] BIT 415 Resource Allocation and Optimization

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    – ## BIT-415-RS-Global-Treps-Project-Resource-Assignments.pdf – ## BIT-415-RS-Global-Treps-Project-Risk-Register-Template.xlsx **## BIT-415-RS-Global-Treps-Project-Resource-Assignments.pdf** Lowest Level Task Resource Assignments Finalize project team Project Manager Develop project charter Project …

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    Assignment Prompt & Instructions

    – ## BIT-415-RS-Global-Treps-Project-Resource-Assignments.pdf

    – ## BIT-415-RS-Global-Treps-Project-Risk-Register-Template.xlsx

    **## BIT-415-RS-Global-Treps-Project-Resource-Assignments.pdf**

    Lowest Level Task Resource Assignments
    Finalize project team Project Manager
    Develop project charter Project Manager
    Develop scope statement Project Manager
    Develop and refine other plans Project Manager
    Conduct research for income mechanism into Global Treps Support Team Manager
    Evaluate current systems Support Team Manager, System Test Engineer
    Define requirements Website Developer
    Define user requirements Website Developer
    Define content requirements Website Developer
    Define system requirements Website Developer
    Define server owner requirements Website Developer
    Define specific functionality Support Team Manager, System Test Engineer
    Define risks and risk management approach Project Manager, Website Developer
    Develop project plan Project Manager
    Brief web development team Project Manager
    Create templates and guidelines for running events Support Team Manager, System Test Engineer
    Design donation portal for potential investors Website Developer
    Design a submission page for new ideas on products/services Website Developer
    Design registration for organizations to develop custom websites Website Developer
    Design tracking system Website Developer
    Design incentive system Website Developer
    Develop donation portal for potential investors Website Developer
    Develop a submission page for new ideas on products/services Website Developer
    Develop a registration page for organizations to develop custom websites Website Developer
    Develop tracking system Website Developer
    Develop incentive system Website Developer
    Upload templates and guidelines Support Team Manager
    Conduct Verification Testing System Test Engineer
    Conduct Validation Testing System Test Engineer
    Conduct Pilot Testing Support Team Manager, System Test Engineer
    Hold Four Events (in different countries) to Test Site Functionality Support Team Manager, System Test Engineer, Event Runner: Ethiopia
    Obtain Feedback Project Manager
    Implement Changes Website Developer
    Move site to production server System Test Engineer
    Determine roll out schedule Project Manager
    Communicate roll out plan to users Project Manager
    Conduct user training System Test Engineer
    Deploy system System Test Engineer
    Determine what support resources are needed Support Team Manager, System Test Engineer
    Make appropriate staffing changes Project Manager
    Determine method that users will attain support Project Manager, Website Developer, Support Team Manager, System Test Engineer, Event Runner: Ethiopia
    Determine support process Support Team Manager, System Test Engineer, Event Runner: Ethiopia
    Launch support Website Developer, System Test Engineer, Support Team Manager, Event Runner: Ethiopia
    Hold formal customer review Project Manager
    Prepare final report and presentation Project Manager
    Deliver final report and presentation Project Manager

    **## BIT-415-RS-Global-Treps-Project-Risk-Register-Template.xlsx**

    ## Template

    | | | | | | | | | | | | |
    | — | — | — | — | — | — | — | — | — | — | — | — |
    | | Risk Register |

    | No. | Risk | Description | Category | Root Cause | Triggers | Potential Responses | Risk Owner<br>(select from Microsoft Project Resource Sheet) | Probability<br>(High, Med, Low) | Impact Assessment<br>(High, Med, Low) | Reason for Impact Assessment Selection | Status |
    | R1 | Project Team Selection | May not get functional management support for project team member assignments to the project | Planning | Not enough coordination with functional management | Poor lateral communication | | | Medium | | | Open |
    | R2 | Senior management Approval of Plans | May not get senior management buy-in on other plans | Planning | Not enough coordination with senior management | Poor upward communication | | | Low | | | Open |
    | R3 | Server owner requirements definition | May not be able to accurately define server requirements due to implementation of new technologies | Executing-Web Site Concept | Not enough technical documentation available from server hardware suppliers | Inadequate supplier support | | | Medium | | | Open |
    | R4 | Registration for classes and programs design undefined | May not be able to accurately design "Registration for classes and programs" modules due to complex algorithm requirements | Executing-Web Site Design | Programmer/ Analyst unfamiliar with algorithm | Increased Programmer/Analyst anxiety | | | Low | | | Open |
    | R5 | "Develop registration for classes and programs" code incomplete | "Develop registration for classes and programs" code completion may be delayed | Executing-Web Site Development | Programmer/ Analyst unfamiliar with algorithm | Delay in completing code walkthroughs | | | High | | | Open |
    | R6 | Verification Testing delayed | Verification Testing delayed due to errors in code regression testing | Executing-Web Site Development | Code incompatibilities | Test Plans unapproved | | | High | | | Open |
    | R7 | Uncooperative Users | Users may not cooperate and be difficult during training | Executing-Roll Out | No plan for conflict management | Poor team dynamics | | | Low | | | Open |
    | R8 | Support process definition | May be challenges defining the technical support processes | Executing-Support | Support team unfamiliar with new software product line | New intranet software products causing anxiety with field support personnel | | | Medium | | | Open |
    | R9 | Customer not willing to hold formal customer review | Customer may refuse to hold formal customer review due to unavailability or product issues | Controlling | Lack of communication from Customer | Customer not communicating and/or not committing to "formal customer review" date | | | High | | | Open |
    | R10 | Customer not willing to hear final presentation | Customer may refuse to hear final presentation due to unavailability or product issues | Closing | Lack of communication from Customer | Customer not communicating and/or not committing to "final presentation" date | | | Low | | | Open |

    **## BIT-415-RS-Global-Treps-Project-Risk-Register-Template.xlsx**

    ## Template

    | | | | | | | | | | | | |
    | — | — | — | — | — | — | — | — | — | — | — | — |
    | | Risk Register |

    | No. | Risk | Description | Category | Root Cause | Triggers | Potential Responses | Risk Owner<br>(select from Microsoft Project Resource Sheet) | Probability<br>(High, Med, Low) | Impact Assessment<br>(High, Med, Low) | Reason for Impact Assessment Selection | Status |
    | R1 | Project Team Selection | May not get functional management support for project team member assignments to the project | Planning | Not enough coordination with functional management | Poor lateral communication | | | Medium | | | Open |
    | R2 | Senior management Approval of Plans | May not get senior management buy-in on other plans | Planning | Not enough coordination with senior management | Poor upward communication | | | Low | | | Open |
    | R3 | Server owner requirements definition | May not be able to accurately define server requirements due to implementation of new technologies | Executing-Web Site Concept | Not enough technical documentation available from server hardware suppliers | Inadequate supplier support | | | Medium | | | Open |
    | R4 | Registration for classes and programs design undefined | May not be able to accurately design "Registration for classes and programs" modules due to complex algorithm requirements | Executing-Web Site Design | Programmer/ Analyst unfamiliar with algorithm | Increased Programmer/Analyst anxiety | | | Low | | | Open |
    | R5 | "Develop registration for classes and programs" code incomplete | "Develop registration for classes and programs" code completion may be delayed | Executing-Web Site Development | Programmer/ Analyst unfamiliar with algorithm | Delay in completing code walkthroughs | | | High | | | Open |
    | R6 | Verification Testing delayed | Verification Testing delayed due to errors in code regression testing | Executing-Web Site Development | Code incompatibilities | Test Plans unapproved | | | High | | | Open |
    | R7 | Uncooperative Users | Users may not cooperate and be difficult during training | Executing-Roll Out | No plan for conflict management | Poor team dynamics | | | Low | | | Open |
    | R8 | Support process definition | May be challenges defining the technical support processes | Executing-Support | Support team unfamiliar with new software product line | New intranet software products causing anxiety with field support personnel | | | Medium | | | Open |
    | R9 | Customer not willing to hold formal customer review | Customer may refuse to hold formal customer review due to unavailability or product issues | Controlling | Lack of communication from Customer | Customer not communicating and/or not committing to "formal customer review" date | | | High | | | Open |
    | R10 | Customer not willing to hear final presentation | Customer may refuse to hear final presentation due to unavailability or product issues | Closing | Lack of communication from Customer | Customer not communicating and/or not committing to "final presentation" date | | | Low | | | Open |

    **## BIT-415-RS-Global-Treps-Project-Resource-Assignments.pdf**

    Lowest Level Task Resource Assignments
    Finalize project team Project Manager
    Develop project charter Project Manager
    Develop scope statement Project Manager
    Develop and refine other plans Project Manager
    Conduct research for income mechanism into Global Treps Support Team Manager
    Evaluate current systems Support Team Manager, System Test Engineer
    Define requirements Website Developer
    Define user requirements Website Developer
    Define content requirements Website Developer
    Define system requirements Website Developer
    Define server owner requirements Website Developer
    Define specific functionality Support Team Manager, System Test Engineer
    Define risks and risk management approach Project Manager, Website Developer
    Develop project plan Project Manager
    Brief web development team Project Manager
    Create templates and guidelines for running events Support Team Manager, System Test Engineer
    Design donation portal for potential investors Website Developer
    Design a submission page for new ideas on products/services Website Developer
    Design registration for organizations to develop custom websites Website Developer
    Design tracking system Website Developer
    Design incentive system Website Developer
    Develop donation portal for potential investors Website Developer
    Develop a submission page for new ideas on products/services Website Developer
    Develop a registration page for organizations to develop custom websites Website Developer
    Develop tracking system Website Developer
    Develop incentive system Website Developer
    Upload templates and guidelines Support Team Manager
    Conduct Verification Testing System Test Engineer
    Conduct Validation Testing System Test Engineer
    Conduct Pilot Testing Support Team Manager, System Test Engineer
    Hold Four Events (in different countries) to Test Site Functionality Support Team Manager, System Test Engineer, Event Runner: Ethiopia
    Obtain Feedback Project Manager
    Implement Changes Website Developer
    Move site to production server System Test Engineer
    Determine roll out schedule Project Manager
    Communicate roll out plan to users Project Manager
    Conduct user training System Test Engineer
    Deploy system System Test Engineer
    Determine what support resources are needed Support Team Manager, System Test Engineer
    Make appropriate staffing changes Project Manager
    Determine method that users will attain support Project Manager, Website Developer, Support Team Manager, System Test Engineer, Event Runner: Ethiopia
    Determine support process Support Team Manager, System Test Engineer, Event Runner: Ethiopia
    Launch support Website Developer, System Test Engineer, Support Team Manager, Event Runner: Ethiopia
    Hold formal customer review Project Manager
    Prepare final report and presentation Project Manager
    Deliver final report and presentation Project Manager

    **## BIT-415-RS-Global-Treps-Project-Risk-Register-Template.xlsx**

    ## Template

    | | | | | | | | | | | | |
    | — | — | — | — | — | — | — | — | — | — | — | — |
    | | Risk Register |

    | No. | Risk | Description | Category | Root Cause | Triggers | Potential Responses | Risk Owner<br>(select from Microsoft Project Resource Sheet) | Probability<br>(High, Med, Low) | Impact Assessment<br>(High, Med, Low) | Reason for Impact Assessment Selection | Status |
    | R1 | Project Team Selection | May not get functional management support for project team member assignments to the project | Planning | Not enough coordination with functional management | Poor lateral communication | | | Medium | | | Open |
    | R2 | Senior management Approval of Plans | May not get senior management buy-in on other plans | Planning | Not enough coordination with senior management | Poor upward communication | | | Low | | | Open |
    | R3 | Server owner requirements definition | May not be able to accurately define server requirements due to implementation of new technologies | Executing-Web Site Concept | Not enough technical documentation available from server hardware suppliers | Inadequate supplier support | | | Medium | | | Open |
    | R4 | Registration for classes and programs design undefined | May not be able to accurately design "Registration for classes and programs" modules due to complex algorithm requirements | Executing-Web Site Design | Programmer/ Analyst unfamiliar with algorithm | Increased Programmer/Analyst anxiety | | | Low | | | Open |
    | R5 | "Develop registration for classes and programs" code incomplete | "Develop registration for classes and programs" code completion may be delayed | Executing-Web Site Development | Programmer/ Analyst unfamiliar with algorithm | Delay in completing code walkthroughs | | | High | | | Open |
    | R6 | Verification Testing delayed | Verification Testing delayed due to errors in code regression testing | Executing-Web Site Development | Code incompatibilities | Test Plans unapproved | | | High | | | Open |
    | R7 | Uncooperative Users | Users may not cooperate and be difficult during training | Executing-Roll Out | No plan for conflict management | Poor team dynamics | | | Low | | | Open |
    | R8 | Support process definition | May be challenges defining the technical support processes | Executing-Support | Support team unfamiliar with new software product line | New intranet software products causing anxiety with field support personnel | | | Medium | | | Open |
    | R9 | Customer not willing to hold formal customer review | Customer may refuse to hold formal customer review due to unavailability or product issues | Controlling | Lack of communication from Customer | Customer not communicating and/or not committing to "formal customer review" date | | | High | | | Open |
    | R10 | Customer not willing to hear final presentation | Customer may refuse to hear final presentation due to unavailability or product issues | Closing | Lack of communication from Customer | Customer not communicating and/or not committing to "final presentation" date | | | Low | | | Open |

    **## BIT-415-RS-Global-Treps-Project-Resource-Assignments.pdf**

    Lowest Level Task Resource Assignments
    Finalize project team Project Manager
    Develop project charter Project Manager
    Develop scope statement Project Manager
    Develop and refine other plans Project Manager
    Conduct research for income mechanism into Global Treps Support Team Manager
    Evaluate current systems Support Team Manager, System Test Engineer
    Define requirements Website Developer
    Define user requirements Website Developer
    Define content requirements Website Developer
    Define system requirements Website Developer
    Define server owner requirements Website Developer
    Define specific functionality Support Team Manager, System Test Engineer
    Define risks and risk management approach Project Manager, Website Developer
    Develop project plan Project Manager
    Brief web development team Project Manager
    Create templates and guidelines for running events Support Team Manager, System Test Engineer
    Design donation portal for potential investors Website Developer
    Design a submission page for new ideas on products/services Website Developer
    Design registration for organizations to develop custom websites Website Developer
    Design tracking system Website Developer
    Design incentive system Website Developer
    Develop donation portal for potential investors Website Developer
    Develop a submission page for new ideas on products/services Website Developer
    Develop a registration page for organizations to develop custom websites Website Developer
    Develop tracking system Website Developer
    Develop incentive system Website Developer
    Upload templates and guidelines Support Team Manager
    Conduct Verification Testing System Test Engineer
    Conduct Validation Testing System Test Engineer
    Conduct Pilot Testing Support Team Manager, System Test Engineer
    Hold Four Events (in different countries) to Test Site Functionality Support Team Manager, System Test Engineer, Event Runner: Ethiopia
    Obtain Feedback Project Manager
    Implement Changes Website Developer
    Move site to production server System Test Engineer
    Determine roll out schedule Project Manager
    Communicate roll out plan to users Project Manager
    Conduct user training System Test Engineer
    Deploy system System Test Engineer
    Determine what support resources are needed Support Team Manager, System Test Engineer
    Make appropriate staffing changes Project Manager
    Determine method that users will attain support Project Manager, Website Developer, Support Team Manager, System Test Engineer, Event Runner: Ethiopia
    Determine support process Support Team Manager, System Test Engineer, Event Runner: Ethiopia
    Launch support Website Developer, System Test Engineer, Support Team Manager, Event Runner: Ethiopia
    Hold formal customer review Project Manager
    Prepare final report and presentation Project Manager
    Deliver final report and presentation Project Manager

    **## BIT-415-RS-Global-Treps-Project-Risk-Register-Template.xlsx**

    ## Template

    | | | | | | | | | | | | |
    | — | — | — | — | — | — | — | — | — | — | — | — |
    | | Risk Register |

    | No. | Risk | Description | Category | Root Cause | Triggers | Potential Responses | Risk Owner<br>(select from Microsoft Project Resource Sheet) | Probability<br>(High, Med, Low) | Impact Assessment<br>(High, Med, Low) | Reason for Impact Assessment Selection | Status |
    | R1 | Project Team Selection | May not get functional management support for project team member assignments to the project | Planning | Not enough coordination with functional management | Poor lateral communication | | | Medium | | | Open |
    | R2 | Senior management Approval of Plans | May not get senior management buy-in on other plans | Planning | Not enough coordination with senior management | Poor upward communication | | | Low | | | Open |
    | R3 | Server owner requirements definition | May not be able to accurately define server requirements due to implementation of new technologies | Executing-Web Site Concept | Not enough technical documentation available from server hardware suppliers | Inadequate supplier support | | | Medium | | | Open |
    | R4 | Registration for classes and programs design undefined | May not be able to accurately design "Registration for classes and programs" modules due to complex algorithm requirements | Executing-Web Site Design | Programmer/ Analyst unfamiliar with algorithm | Increased Programmer/Analyst anxiety | | | Low | | | Open |
    | R5 | "Develop registration for classes and programs" code incomplete | "Develop registration for classes and programs" code completion may be delayed | Executing-Web Site Development | Programmer/ Analyst unfamiliar with algorithm | Delay in completing code walkthroughs | | | High | | | Open |
    | R6 | Verification Testing delayed | Verification Testing delayed due to errors in code regression testing | Executing-Web Site Development | Code incompatibilities | Test Plans unapproved | | | High | | | Open |
    | R7 | Uncooperative Users | Users may not cooperate and be difficult during training | Executing-Roll Out | No plan for conflict management | Poor team dynamics | | | Low | | | Open |
    | R8 | Support process definition | May be challenges defining the technical support processes | Executing-Support | Support team unfamiliar with new software product line | New intranet software products causing anxiety with field support personnel | | | Medium | | | Open |
    | R9 | Customer not willing to hold formal customer review | Customer may refuse to hold formal customer review due to unavailability or product issues | Controlling | Lack of communication from Customer | Customer not communicating and/or not committing to "formal customer review" date | | | High | | | Open |
    | R10 | Customer not willing to hear final presentation | Customer may refuse to hear final presentation due to unavailability or product issues | Closing | Lack of communication from Customer | Customer not communicating and/or not committing to "final presentation" date | | | Low | | | Open |

    – 1
    – 2

  • [Solved] Week 3 Discussion- Marketing for Competitiveness

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    Executive Solution Overview

    **Content Marketing** Imagine if you wanted to explore a new hobby like camping and you were unsure how to get started. Your first step might have been to search the phrase “how to start camping,” and you opened articles from two reputable outdoors companies. The first company centered 90% of their …

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    Assignment Prompt & Instructions

    **Content Marketing**
    Imagine if you wanted to explore a new hobby like camping and you were unsure how to get started. Your first step might have been to search the phrase “how to start camping,” and you opened articles from two reputable outdoors companies. The first company centered 90% of their content around promoting their products, offering little information of value to you. The second company did not even mention their own products as they provided a comprehensive article on what you would need to camp, different types of camping, where and when you should go camping, and more. Both websites prompted you to sign up for a newsletter. Which newsletter would you (and, likely most people) sign up for? In this Discussion, you will consider how content marketing can play a role in a consumer’s interaction with an organization.
    **To prepare for this Discussion:**
    – Consider an experience you have had with an      organization that incorporated content marketing that provided value to      you as a consumer.
    – Based on your exploration of this week’s Learning      Resources, identify one or more technologies related to marketing data and      analytics that may have been applied in the experience you had (or one you      could have in the future).
    **Post** an analysis of how content marketing can promote an organization, to include the following:
    – Describe your experience with an organization that      provided value to you through its content marketing efforts.
    – Analyze the impact of that experience on your      interaction or potential interaction with that organization. For example,      did you use (or do you intend to use) their products or services?
    – Examine how marketing data and analytics may have      played a role (or could play a role) in marketing to you as a consumer. To      support your response, provide an example of one or more technologies that      may have (or could have) been used. ( **Note:** You are free to use      creative license in your proposed use[s] of technology.)
    \
    Week3LearningResources-MarketingforCompetitiveness.docx](https://www.sweetstudy.com/files/week3learningresources-marketingforcompetitiveness-docx "Week3LearningResources-MarketingforCompetitiveness.docx")
    \
    WAL_MBAX_6060_Week03_assignmentTemplate.pptx](https://www.sweetstudy.com/files/wal-mbax-6060-week03-assignmenttemplate-pptx "WAL_MBAX_6060_Week03_assignmentTemplate.pptx")

  • [Solved] Topic

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    Executive Solution Overview

    Due 8/30 6pm EST My topic that was selected was attached with instructor comments, Instructions attached, Example and rubric \ MY1STASSorigiNALTopicSELECTION1.docx](https://www.sweetstudy.com/files/my1stassoriginaltopicselection1-docx "MY1STASSorigiNALTopicSELECTION1.docx") \ 1STasEXAMPLETopicSele…

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    Assignment Prompt & Instructions

    Due 8/30  6pm EST
    My topic that was selected was attached with instructor comments, Instructions attached, Example and rubric
    \
    MY1STASSorigiNALTopicSELECTION1.docx](https://www.sweetstudy.com/files/my1stassoriginaltopicselection1-docx "MY1STASSorigiNALTopicSELECTION1.docx")
    \
    1STasEXAMPLETopicSelectionFindaGapExample2.docx](https://www.sweetstudy.com/files/1stasexampletopicselectionfindagapexample2-docx "1STasEXAMPLETopicSelectionFindaGapExample2.docx")
    \
    TopicSelectionFindaGapExample2.docx](https://www.sweetstudy.com/files/topicselectionfindagapexample2-docx "TopicSelectionFindaGapExample2.docx")
    \
    TopicSelectionFindaGapAssignmentInstructions1.docx](https://www.sweetstudy.com/files/topicselectionfindagapassignmentinstructions1-docx "TopicSelectionFindaGapAssignmentInstructions1.docx")
    \
    My2NDorgFINALTopicSelection-FinalTopicSelection311.docx](https://www.sweetstudy.com/files/my2ndorgfinaltopicselection-finaltopicselection311-docx "My2NDorgFINALTopicSelection-FinalTopicSelection311.docx")
    \
    2NDassEXAMPLEopicSelectionFinalTopicSelectionAssignmentExample1.docx](https://www.sweetstudy.com/files/2ndassexampleopicselectionfinaltopicselectionassignmentexample1-docx "2NDassEXAMPLEopicSelectionFinalTopicSelectionAssignmentExample1.docx")
    \
    2NDopicSelectionFinalTopicSelectionAssignmentInstructions1.docx](https://www.sweetstudy.com/files/2ndopicselectionfinaltopicselectionassignmentinstructions1-docx "2NDopicSelectionFinalTopicSelectionAssignmentInstructions1.docx")
    \
    TopicSelectionFinalTopicSelectionAssignmentInstructions1.docx](https://www.sweetstudy.com/files/topicselectionfinaltopicselectionassignmentinstructions1-docx "TopicSelectionFinalTopicSelectionAssignmentInstructions1.docx")
    \
    TopicSelection-FinalTopicSelectionGradingRubric3.pdf](https://www.sweetstudy.com/files/topicselection-finaltopicselectiongradingrubric3-pdf "TopicSelection-FinalTopicSelectionGradingRubric3.pdf")

  • [Solved] Question

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    Executive Solution Overview

    – ## AfricanArt2pagepapersyllabus.docx **## AfricanArt2pagepapersyllabus.docx** After reading the syllabus, I learned a lot about the expectations in this class. Firstly, I learned about what I will be learning in the class. I will be learning about African Art and exploring the art of ancient Egypt…

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    – ## AfricanArt2pagepapersyllabus.docx

    **## AfricanArt2pagepapersyllabus.docx**

    After reading the syllabus, I learned a lot about the expectations in this class. Firstly, I learned about what I will be learning in the class. I will be learning about African Art and exploring the art of ancient Egypt and ancient Nubia. In this course, I will not be drawing, but I have an opportunity to create a mask as my final project or write an 8-page paper. Some days Professor Campbell may lecture the full class, and some days we may watch videos throughout the class to expand our knowledge. Knowing this, it is important to come to class engaged so that he will not be talking to himself.

    My written assignments are worth 50% of my grade. My Quizzes are worth 35% of my grade. And my attendance and participation are worth 15% of my grade, which leaves me with a possible 100% in the course. All work must be turned in on time because the new update on D2L will lock an assignment. Professor Campbell will unlock it for you if you ask, but it is important to hand your assignments in on time. After the 14th week of class, he will not accept any missed assignments. He will not accept any emails/phone calls about grades; you will have to meet with him in person to discuss your grade. Before you ask about a grade change, it is important to consider some things. If the semester is over, the answer is no. If you have not remained in touch with Professor Campbell, the answer is no.

    It is important to come to class. Most of our class will be lecture-based. If you miss class, you will have to bring a note. If you are not feeling up to staying the whole class, you may leave, but don’t abuse that power. Professor Campbell wants us all to succeed, but it is important to play our role. There is an AP format Word doc that you can save and go off of. There is no need for our formatting of papers to be wrong. ALWAYS KEEP IT 100! This is not a writing-intensive course, so there is no need to use AI. If you have any questions, just ask.

    5 MINUTES EARLY IS ON TIME, ON TIME IS LATE, LATE IS UNACCEPTABLE. Whether it's being on time to class or turning your assignments in, being on time is important. When Professor Campbell walks into the room, he likes to see students in their chairs ready to get the class started. It is important to be on time in order to grasp all the course material. Also, remembering important dates will help you throughout this course as well. That is why the academic calendar and the syllabus were given to us to save on our laptops so we can remember our important dates.

    **## AfricanArt2pagepapersyllabus.docx**

    After reading the syllabus, I learned a lot about the expectations in this class. Firstly, I learned about what I will be learning in the class. I will be learning about African Art and exploring the art of ancient Egypt and ancient Nubia. In this course, I will not be drawing, but I have an opportunity to create a mask as my final project or write an 8-page paper. Some days Professor Campbell may lecture the full class, and some days we may watch videos throughout the class to expand our knowledge. Knowing this, it is important to come to class engaged so that he will not be talking to himself.

    My written assignments are worth 50% of my grade. My Quizzes are worth 35% of my grade. And my attendance and participation are worth 15% of my grade, which leaves me with a possible 100% in the course. All work must be turned in on time because the new update on D2L will lock an assignment. Professor Campbell will unlock it for you if you ask, but it is important to hand your assignments in on time. After the 14th week of class, he will not accept any missed assignments. He will not accept any emails/phone calls about grades; you will have to meet with him in person to discuss your grade. Before you ask about a grade change, it is important to consider some things. If the semester is over, the answer is no. If you have not remained in touch with Professor Campbell, the answer is no.

    It is important to come to class. Most of our class will be lecture-based. If you miss class, you will have to bring a note. If you are not feeling up to staying the whole class, you may leave, but don’t abuse that power. Professor Campbell wants us all to succeed, but it is important to play our role. There is an AP format Word doc that you can save and go off of. There is no need for our formatting of papers to be wrong. ALWAYS KEEP IT 100! This is not a writing-intensive course, so there is no need to use AI. If you have any questions, just ask.

    5 MINUTES EARLY IS ON TIME, ON TIME IS LATE, LATE IS UNACCEPTABLE. Whether it's being on time to class or turning your assignments in, being on time is important. When Professor Campbell walks into the room, he likes to see students in their chairs ready to get the class started. It is important to be on time in order to grasp all the course material. Also, remembering important dates will help you throughout this course as well. That is why the academic calendar and the syllabus were given to us to save on our laptops so we can remember our important dates.