Project Management

In approximately 5 pages (12 point Times New Roman font, double-spaced; it is permissible to exceed 5
pages if desired), please prepare and submit a mock appellate legal brief on behalf of NoKe seeking
reversal of the trial court’s JNOV in favor of Hanna and the reinstatement of NoKe’s $2,750,000 jury
verdict. The appellate brief should argue that the Cell Phone Deal was an enforceable contract which
Hanna subsequently breached, causing NoKe damages. The argument should be broken up into two points:
(I) that the trial court erred in granting Hanna’s JNOV because NoKe had proven with substantial evidence
that there was an oral agreement between Hanna and Pelisson that NoKe would receive 30% ownership
interests in their (i.e., Hanna’s and Pelisson’s) future projects together with COLM in the Northeast and (II)
the trial court erred in granting Hanna’s motion for JNOV because there was sufficient evidence of
consideration to support the oral contract. Your points should integrate and stress the high standard of
review for JNOVs in New Jersey. Please do NOT make arguments regarding the statute of frauds or
promissory estoppel in your briefs – rather, assume these arguments have been taken out of the equation for
procedural reasons.
Your brief should be based on the factual background, procedural history and applicable law
provided in this document. It should also address and counter Hanna’s arguments and testimony in
favor of the JNOV as described Section V of this document. There is no need to cite any external
statutes or cases in this assignment that are not included in this document or to perform any external
legal research – all that is required of you is to review, consult and use the information contained in
this document in drafting your brief.
There is no required citation format for your briefs – all that I ask is that I am able to discern to what
statute or case you are referring to when you make a citation. You can simply use the same format I used in
Section IV (Applicable Law) of this document when citing or referring to cases or statutes, or you can use
another easily identifiable way of referencing these sources (such as parenthetical citations).
For your reference, here is a sample appellate brief that is made available to the public by the New Jersey
court system: (this is likely the best
exemplar brief to use as a template). Here is another relatively simple exemplar appellate brief:
District). For some more complex examples, you can peruse this website from Fordham University School
of Law:
You do NOT need to include a caption, table of contents, table of appendix or statement of facts in your
brief. Rather, all that is necessary is a brief preliminary statement (or this can be phrased as summary of
argument), a brief procedural history, your two-point argument section (this should make up the vast
majority of your brief), and a brief conclusion. A short standard of review section before the argument
section is optional.

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Project; Golden Power System

Here is a brief Demo of the REopt lite tool and an explanation of what you should focus on as you use it.
For this project your group will create a high quality 5 page ‘journal style’ report.

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Project Management Processes and Applications

Write 400–600 words that respond to the following questions with your thoughts, ideas, and comments. This will
be the foundation for future discussions by your classmates. Be substantive and clear, and use examples to
reinforce your ideas.
Using the Week 1 IP project, identify the project’s key stakeholders.
Discuss the stakeholders’ involvement by using the waterfall and Agile scrum methods separately.
Indicate how you would communicate differently to key stakeholders for the waterfall and Agile scrum methods

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Internet Project

PART 1: Using the internet, find 3 websites that focus on each of the following topics: (Therefore, you should find 3 websites for primate conservation, 3 for the Human Genome Project, 3 for fossil dating methods, etc.)

Primate conservation
Human Genome Project
Fossil dating methods
Human fossil finds
Future concepts (cloning, gene selection, artificial intelligence)

Describe each of the websites: who puts on (directs) the site, what topics are covered, why you like them, and what you have learned from each of the sites. (Therefore, you should be providing a description of 15 different websites.)

PART 2: Find 3 images of each of the following topics (be sure to cite which websites you obtained the images from). You should also include a brief description of each of the images. (Therefore, you should find 3 images of skeletons, 3 images of stone tools, 3 images of hominid fossils, etc.)

Skeletons (modern human or non-human primates)
Stone tools
Hominid fossils
Art objects associated with early humans (i.e., cave paintings, figurines, etc.)
Primatologists or paleoanthropologists (i.e., Jane Goodall, Don Johanson, etc.)

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Quality Improvement: Project management plan for EBP

P​‌‍‍‍‌‍‍‌‍‌‌‍‍‍‌‍‌‌‌‍​rojects fail for many reasons. The goal of this project is to improve your population’s health outcomes. Describe the threat to your project at your selected site that you are most concerned about. What are some possible ways to prevent this threat at your site? Who, from your project team, can help you manage this threat? While it is understood that not all of the details of your project plan have been determined, please consider the general ideas that you have and information about your site. For instance, if your project plan includes staff nurses, and you know that your site has a high rate of nurse turnover, that is a potential threat to your project at your site.

While that is your only Discussion Forum question this week, this question should be a segue for you t​‌‍‍‍‌‍‍‌‍‌‌‍‍‍‌‍‌‌‌‍​o conduct a thorough risk assessment for your project at your SITE. Please see SWOT video located in this week’s module. This risk assessment, using the SWOT method of analysis, is part of your project management paper draft. Every element of the Strengths, Weaknesses, Opportunities and Threats analysis must be thoroughly thought out and described in your paper, each with its own 3rd level sub-heading. Please note that strengths and opportunities are different as are threats and weaknesses. Strengths and weaknesses refer to your project design/plan at your site (internal). Please utilize your texts for further guidance. Discuss key elements of your proposed project and conduct a risk management assessment of the targeted organization (supports student learning outcome #2; #5). Resource: Haris et al Chapter ​‌‍‍‍‌‍‍‌‍‌‌‍‍‍‌‍‌‌‌‍​9

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Recipe project

You will create an Excel spreadsheet to determine the cost of a food recipe. The recipe must be approved by me. Find a recipe online and post the URL in the project forum. The total cost of the recipe should be reasonable. For example, an angel food cake would not cost $220! I will determine whether your proposal will suit the project requirements. Do not use recipes for cookies, cakes, pies or pizza since these tend to be more difficult to use in a project. Your spreadsheet program must be capable of taking input from current market prices (which would be a hard number) and capable of being increased or decreased for number of servings. Except for the inputs for the current market prices and quantity, all numbers must be calculations (not hard numbers).

Your recipe must include at least 5 ingredients that would be considered ‘direct materials’.

Indirect materials (such as seasonings) can be estimated per serving. This estimate will be a minimal amount (for example, $.02 per serving. Note that indirect materials would be only a small component of the recipe and will have a very low cost (such as salt). For example, saffron may be used in a small quantity but it can be very expensive.
You must include an input area for number of servings. This is the key number that will be used to cost out all the ingredients used in your recipe. You will also input the current market price for all direct materials. These amounts can be determined by going to You must use Peapod to get the market prices for your ingredients. Note that these amounts may need to be converted to what is required per the recipe. For example, your recipe may call for one egg. Since you cannot buy just one egg, you would need to input the price for a carton (12 eggs) and then divide that number by 12 to calculate the per egg cost, then multiply that cost by the number of eggs called for in your recipe.
Note the number of servings indicated in your recipe. It is typically best to first determine the cost per serving and then use that figure as a multiplier when doing your project.
Provide a place at the top of your Excel page for me to input number of servings. The total cost of the recipe must change as a function of my input.
Provide a picture (copy and paste from the Web) of the finished product as well as the recipe itself. Don’t forget to include the URL for the recipe as well as the number of servings per the recipe

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Project Management Methodologies

Determine a project management tool and methodology to effectively plan and manage the telehealth system selection. This assignment provides an opportunity for you to practice
evaluating tools and methodologies.
To complete this assignment, review the Module Two Short Paper Guidelines and Rubric document.

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Project Communications: A Snowball Rolling Downhill

A good analogy for the pace of project communications is that of the snowball rolling downhill. The snowball
begins its journey down the hill very slowly. As it moves downhill, it gradually becomes larger and picks up
speed. Near the bottom of the hill, the snowball is very large, very fast, and likely out of control. Likewise,
early in a substantial project, all team members, other stakeholders, the client, and the sponsor together likely
see that the project will not need to deliver anytime soon. Since the project is just getting started,
communication is only infrequent. As the pace of the project builds, plans are in place, and the project shifts
into execution mode, more stakeholders desire to know what is happening. Communication that began
monthly increases to bi-weekly, and the contents of the reports become more substantial. As execution
moves toward the eventual handover of deliverables, stakeholders become hungrier for information. For
example, it will be important to answer certain questions:
 Will the project deliver on time?
 Is the budget likely to be more (or less) than originally committed?
 Will the project produce the committed scope and requirements?
 What barriers to success is the project facing?
 What is the project team doing to overcome obstacles?
Planning Project Communications
MGT 6303, Project Stakeholders 2
The monthly communication that became bi-weekly communication soon shifts to weekly updates. As the
project approaches the launch milestone, even weekly is soon considered insufficient. Weekly updates begin
to be two and three times per week depending upon the circumstances of the project, the strategic
importance of the milestones and deliverables, and finally, the nearness to the final project due date. Finally,
project communications reach a crescendo as twice or three times a week updates become daily and then
twice daily updates. In a global project with teams working around the globe, the frequency of communication
may grow to be even higher.
Why Plan Project Communications?
From the snowball analogy, we can see the pace of project communications varies from slow to fast, from
simple to complex, and from low volume to extremely high volume at a frenetic pace. Early in project
planning, project managers could easily think of the development of a project communication plan as a waste
of time. After all, there are designs to be developed, budgets to be created, and work to be assigned. Why
drop everything and draft a communications plan? The analogy of the snowball provides the context to
answer this question. The snowball cannot begin rolling until it has collected snow into a ball and is perched
high. Likewise, communicating project information requires information, and that information must come from
somewhere. Where does it originate, and how is it to be gathered?
Answering this question reveals an immediate concern regarding project systems that generate data for
 Do team members input their project progress information into a system?
 Is it a time-consuming, manual process? If so, how well is the data collection process likely to work
when all team members are struggling to meet their respective delivery commitments?
 How current should such project progress information be expected to be? It is easy to imagine, for
instance, that a team member could put off logging a status update or forget about generating a
report for several days. When this happens and the team member later does enter progress
information, how accurate is it likely to be?
Ideally, project resources should not need to provide extensive progress updates. Project systems should be
capable of collecting such information automatically. However, in practice, this is often not the case. When it
is not the case, then resources must be assigned to report data, collect information, and convert it into a
format that is readily consumed by stakeholders. This leads to the first observation regarding the rationale
behind project communications planning: Project communications require resources, time, and effort. Who in
the project can do this? Whoever is assigned this role will be one less resource who is available for project
Planned, or Ad Hoc?
If a project communication plan is not created, what is the alternative for the project manager? One option
that is, unfortunately, a common one is ad hoc reporting to stakeholders. This means that when stakeholders
require information, the project manager assigns a team member to collect, prepare, and disseminate the
information. While this solution may be workable in the early phases of the communications snowball, it is not
a solution that is possible to maintain when communication is demanded multiple times per week and much
less so when communication is required multiple times per day. The communications plan is the antidote to
the ad hoc mode. One of its key activities in the communications plan is to identify the communication needs
of each of the stakeholder categories identified in the stakeholder identification and assessment process. A
key benefit of doing this is to identify specific means of communicating that aligns with the important
stakeholder groups. Once this is accomplished, the project team becomes able to streamline its
communication. Instead of being all things to all people, the project team may prepare a handful of
communication streams in advance that will be offered from the beginning to the end of the project. For
example, the team could create standard dashboard reports for some categories of stakeholders, scheduled
group email blasts to others, and finally, a series of scheduled face to face meetings for those who require
more interaction. This approach builds efficiency into the process and minimizes the number of project team
resources caught up in an endless stream of ad hoc requests.
MGT 6303, Project Stakeholders 3
How, Who, and When?
The source of information, how the system collects and makes it available, and who manages the collection
and preparation of information is but one factor to consider in project communication. Another equally
important factor is the media used for communication. For example, it is highly desirable to establish a system
where project data is collected automatically and then made available to all key stakeholders on a project
intranet site. When such a system exists, stakeholders pull their communication needs as frequently as
desired instead of having it prepared and pushed to them using manual reports. Such a system—as beneficial
as it may be—is rarely the complete answer for delivering project communications.
Face-to-face meetings are usually required, particularly at key project milestones. The project review is one
form of face-to-face communication. This setting benefits from having a free flow of two-way communication—
perhaps in the form of questions and answers. In some cases, face-to-face communication is desired but not
possible due to the geographic distribution of the team members. In this case, videoconferencing is often
used both for teams and individuals. Over the last 20 years, videoconferencing has evolved from elaborate
hardware carried out in rooms dedicated to the purpose to virtual meetings accomplished using laptops,
notebooks, and webcams. Face-to-face or virtual face-to-face communication plays a key role in formal
information delivery, but it could also be used in informal day-to-day updates and discussions.
The following is an example of a communications matrix used to track communications requirements.
Stakeholder Type Communication
Frequency Responsible Party
Robert Kidwell Status Report Email Every Monday Project Manager
Deborah Smith Introduction to the
Project team
Face-to-Face Once Task Lead
Project Team Review Project
Conference Call
Weekly Project Manager
Technical Staff Design
Face-to-Face As Needed Technical Lead
Matching Levels
Communication media may also vary depending upon the level of the stakeholder. An executive will likely
seek to understand high-level project questions associated with schedules, budgets, business models, and
strategic matters. The high-level executive perspective is a potential pitfall for project teams attempting to
update project progress in a meaningful, in-depth manner. For example, it is tempting for project team
members to discuss matters such as technical details and present information such as code or schematic
problems. As a rule of thumb, a project team must never attempt to communicate technical detail to an
executive who is likely to be confused by it or to misunderstand. When this occurs, project teams are known
to have experienced executives make decisions or issue directives based on poorly understood issues.
Preventing this requires that the project team matches the level of the information with the appropriate level of
the organization. An executive will be much better informed by a strategic dashboard view of the project
rather than a schematic, a use case diagram, or a Monte Carlo analysis result.
Timing Is Everything
The ever-increasing cadence of project communication requires that some ground rules be established
initially with key project stakeholders. In fact, it is a good idea to consider sharing the communications plan
with stakeholders and obtaining signatures. The plan will include what information will be provided, the
formats in which it will be provided, and finally, how often it will be provided. Naturally, significant information
and associated preparation requirements will surround the project review milestones. However, this same
level of effort is not possible to maintain in multiple weekly or daily communication cycles.
For this reason, it is recommended that the project team package project communications as services. There
will be standard information deliveries formatted in specific ways and made available at specific times.
Further, for stakeholders who desire extremely frequent updates, they will need to be directed to the pull type
of services that allow them to acquire information on an as-needed basis. Those whose information needs fall
MGT 6303, Project Stakeholders 4
upon a more reasonable cycle can expect a more prepared push form of project information, and all of this is
found in the project communications plan.

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Project- Lesson Plan

STEM 205 Final Project: elementary class math project
Objective: In this project-based learning (PBL) assignment, you will design and execute a STEM project that
will tie into an elementary math lesson. The project focuses on mathematics learning while integrating science,
technology, and engineering to engage elementary students and deepen their mathematical thinking. The
project should help elementary students understand the application of mathematics in STEM and use
mathematical ideas to solve problems that are related to real-life. Teacher candidates are expected to design
the STEM project independently by drawing on the course resources and other resources available to them.
Procedure: there are FOUR parts to your project:
[1] Researching your project
First, you need to choose a type of project that you would give your students. Look to your textbooks for
innovative ways to teach math and use PBL with STEM-centered projects. Visit some of the following websites
for more ideas:
Once you know the form your project will take, then you need a topic for your project (remember this is an
elementary STEM math project, so it needs to tie into a math class lesson)…choose an appropriate math
lesson for an elementary class!
frame it around a real-world application (ex. weather, space, disease)
use current news issues and real organizations (NASA, NOAA, CDC)
make it a fun and interesting topic for elementary students (but make sure it is of importance and that you
demonstrate and discuss its importance)
[2] Create your math lesson plan (remember to make it STEM based)
feel free to tie it into one of the topics in your textbook on math content
ex. fractions, ratios, the number line, negative numbers, etc.
go the following website for examples on how to write and format lesson plans:[email protected]
[3] Project overview and detailed description
[4] Create a formative assessment for the lesson that compliments the project
include an answer key with explanations and a grading rubric
ex. short quiz, test, essay, reflection, etc.
Final Project Format and Elements:
In this assignment, you will submit a 5 page minimum (NOT including title and references) written educational
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proposal of your project. This document will be typed, double-spaced, in Times New Roman or Arial font of 11
or 12 font size, with 1-inch margins. It should include the following components to describe the project and
discuss the importance of it:
Title page (with your name, date, class, and name of your project)
Page 1: Introduction to the STEM project: at least a page on the topic of your project, time period, objectives
and standards covered (reference CCSSM, NGSS). Provide background information on your topic and discuss
the current issues or real world events you are using to engage students.
Page 2: Rationale of the STEM project: why you chose this topic, importance of it and of the project, how
STEM is important to your project, the connection with STEM and math, math teaching strategies you are
employing to engage students in this project
Page 3: Your STEM math lesson plan: visit the websites in the previous section to find out more information on
ways to format lesson plans.
Page 4: The Steps of the STEM project: this is the detailed explanation and setup of your project…what is it,
what is the procedure, what is the format, what is the end result, and what is the learning objective(s)?
Page 5: Assessment of student learning: create an assessment piece that includes the answer key with
explanations that could be used to grade students on their comprehension of your math project and lesson.

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