Sussex Deng 3000+3000

Sussex Deng 3000+3000 Order Description Sign different writer in" rel="nofollow">in my before sussex school oder Do not UPLOAD similar paper ?The requirement of the essay was in" rel="nofollow">in my file. Please read the handbook and assignment brief carefully to write Upload 2 paper . The first is Advanced project Management in" rel="nofollow">in 3000words ?The second is Management of risk in" rel="nofollow">in 3000words. The First one Advanced Project Management Assessment The purpose of this in" rel="nofollow">individual assessment is to highlight both your theortical and practical knowledge of Advanced Project Management. The assignment has six distin" rel="nofollow">inctive sections (see Appendix A – Assignment Structure). Moreover, the in" rel="nofollow">initial four sections are aligned with the module learnin" rel="nofollow">ing outcomes (see Advanced Project Management handbook). The student is encouraged to undertake a critical literature review through the book chapters and papers that are identified in" rel="nofollow">in the workshops. Furthermore, students are expected to employ harvard style referencin" rel="nofollow">ing. Readin" rel="nofollow">ing around the topic areas is also encouraged for it demonstates scholarly in" rel="nofollow">initiative. Fin" rel="nofollow">indin" rel="nofollow">ings and conceptual models from your group project work can be used to further support your views with respect to relevant sections of the assignment. The fin" rel="nofollow">inal two sections requires the student to reflect upon the fin" rel="nofollow">indin" rel="nofollow">ings of the practical session fin" rel="nofollow">indin" rel="nofollow">ings, and use of methodologies or methods durin" rel="nofollow">ing the group project work. Additionally, the student is expected to generate some lessons leant which may lead to possible future project management learnin" rel="nofollow">ing and development actions. The style guide of the assignment is given in" rel="nofollow">in Applendix B, and markin" rel="nofollow">ing scheme is given in" rel="nofollow">in Appendix C. Some possible areas to consider for each six sections • The Limitations of the Traditional Approach to Project Management (20 marks) - Characteristics of traditional project management; - Identify relevant methods and tools associated with traditional project management; - Connectivity with technical core (level 1 of Management of Projects); - Symptoms (factors and measures) of project failure; - Traditional life-cycle models, product creation, and earned value; - Factors and measures connected with efficiency; - Doin" rel="nofollow">ing the project right (‘the what’, ‘the how’); - Emergin" rel="nofollow">ing factors associated with project success; - Projects as a given, hard systems thin" rel="nofollow">inkin" rel="nofollow">ing, analytical thin" rel="nofollow">inkin" rel="nofollow">ing; - Project management success factors; - Projects as temporary organisations; - Mechanical metaphor, Taylorism, in" rel="nofollow">instrumental lifecycle image of projects; - Role of the traditional project manager. • The Broader Factors, Besides the Technical Ones, to Enhance Project Performance (20 marks) - Characteristics associated with strategic envelope (level 2 of Management of Projects); - Connectivity of strategic envelope with the technical core; - Projects as social processes, alternative process models to deal with complex situations; - Value creation as the prime focus; - Emergin" rel="nofollow">ing new relationships with busin" rel="nofollow">iness customer; - Factors and measures connected with effectiveness; - Choosin" rel="nofollow">ing the right project (‘the why’); - Project front-endin" rel="nofollow">ing, project strategy and busin" rel="nofollow">iness strategy; - Project success factors; - Value and benefits; - Value creation as a project image; - Broadenin" rel="nofollow">ing the role of the project manager; - Systems thin" rel="nofollow">inkin" rel="nofollow">ing, soft systems thin" rel="nofollow">inkin" rel="nofollow">ing and soft systems methodology; • The Evolution of a Project Management System within" rel="nofollow">in Organisations with the Aim of Improvin" rel="nofollow">ing it (20 marks) - Characteristics associated with in" rel="nofollow">institutional context (level 3 of Management of Projects); - Institutional context connectivity with strategic envelop and technical core; - Project Management Office (PMO); - Project Management Maturity Model; - Sponsorship and Governance; - Connectivity between busin" rel="nofollow">iness strategy and PMO; - Features associated with project management system; - Consistent project success; - Learnin" rel="nofollow">ing organisation; - Strategic resource and procurement. • The Importance of Context for, and its Effects on, the Management of Projects (20 marks) - Management of projects characteristics – in" rel="nofollow">institutional context is ‘outward lookin" rel="nofollow">ing’; - Environmental changes, new methodologies, methods and standards for project management; - Emergin" rel="nofollow">ing methodologies and methods from different disciplin" rel="nofollow">ines (e.g. operational research) used in" rel="nofollow">in Management of Projects – an emergin" rel="nofollow">ing in" rel="nofollow">interdisciplin" rel="nofollow">inary approach to project management; - Importance of the Project Management office (PMO); - Evolutions in" rel="nofollow">in the Busin" rel="nofollow">iness environmental , awareness of busin" rel="nofollow">iness changes, new in" rel="nofollow">innovations e.g. technology, competitive advantage; - Importance of value creation – workin" rel="nofollow">ing with external customers (and theirs strategies and values); - busin" rel="nofollow">iness strategy in" rel="nofollow">influencin" rel="nofollow">ing in" rel="nofollow">innovative projects and vice-a-versa; - Images of the Organisation; - Busin" rel="nofollow">iness organisations in" rel="nofollow">influencin" rel="nofollow">ing the environment through in" rel="nofollow">innovative projects. • Reflections and Lessons Learnt (15 marks) - Project managers as reflective practitioners; - Applicability of systems thin" rel="nofollow">inkin" rel="nofollow">ing, soft systems methodology for management of projects; - Applicability of analytical thin" rel="nofollow">inkin" rel="nofollow">ing, min" rel="nofollow">ind maps and fishbone diagrams for management of projects; - Highlight appropriate learnin" rel="nofollow">ing models such as the learnin" rel="nofollow">ing cycle of soft systems methodology, Kolb’s experiential learnin" rel="nofollow">ing model, sin" rel="nofollow">ingle and double loop learnin" rel="nofollow">ing; - Learnin" rel="nofollow">ing and development at in" rel="nofollow">individual, group, project and organisational levels; - Lessons learnt with regards fin" rel="nofollow">indin" rel="nofollow">ings from practical workshop sessions, and use of methodologies and/or methods. • Project Management Actions (5 marks) - Highlight future learnin" rel="nofollow">ing and development actions (based on your lessons learnt) which may improve the student’s future project management skills. Other in" rel="nofollow">information • Module is 100% assignment (in" rel="nofollow">individual work) • Word count 3000 ( ±10%) words Appendix A – Assignment Structure 1.0 The Limitations of the Traditional Approach to Project Management. 2.0 The Broader Factors, Besides the Technical Ones, to Enhance Project Performance. 3.0 The Evolution of a Project Management System within" rel="nofollow">in Organisations with the Aim of Improvin" rel="nofollow">ing it. 4.0 The Importance of Context for, and its Effects on, the Management of Projects. 5.0 Reflections and Lessons Learnt 6.0 Project Management Actions Appendix A – Further Supportin" rel="nofollow">ing Materials Appendix B – Assignment Style Guide The assignment should be in" rel="nofollow">in Times New Roman 12-poin" rel="nofollow">ints font size, and lin" rel="nofollow">ine spacin" rel="nofollow">ing at 1.5. Furthermore, the assignment should be fully justified before submission. Advanced Project Management (960N1) Credits 15 credits Term Sprin" rel="nofollow">ing Term Workshops Wednesday 9.00 – 12.00, Thursday 3.00 to 6.00 Teachin" rel="nofollow">ing team Assessment Essay 100% Please note: it is your responsibility to follow timetables and attend lectures and semin" rel="nofollow">inars. Introduction The traditional ‘plannin" rel="nofollow">ing & control’ approach to project management—to a large extent—assumes a simple and predictable project environment devoid of in" rel="nofollow">intricacies such as significant uncertain" rel="nofollow">inties, unexpected environmental and market changes, leadership challenges, and hidden agendas. The objective of this module is to go beyond such an approach by addressin" rel="nofollow">ing advanced topics and takin" rel="nofollow">ing critical perspectives on project management. At the end of this module, students will learn about the limitations of the traditional approach. They will also learn to consider broader factors (in" rel="nofollow">includin" rel="nofollow">ing organisational, behavioural and political-economic ones) which may affect and in" rel="nofollow">influence project performance in" rel="nofollow">in a variety of contexts. It is expected that students who wish to take this module will have a basic knowledge of project management. Learnin" rel="nofollow">ing Outcomes • To critically discuss the limitations of the traditional approach to project management. • To develop and employ a critical perspective on broader factors, besides the technical ones, to enhance project performance. • To appraise the evolution of a project management system within" rel="nofollow">in organisations with the aim of improvin" rel="nofollow">ing it. • To assess the importance of context for, and its effects on, the management of projects. Readin" rel="nofollow">ing and Resources The module offers some current thin" rel="nofollow">inkin" rel="nofollow">ing in" rel="nofollow">in Advanced Project Management, and so there is no sin" rel="nofollow">ingle core text to support all of the workshops. The workshops will draw upon various resources which are aligned with module outcomes and in" rel="nofollow">inform the assignment. Therefore, key readin" rel="nofollow">ing materials and resources will be available on Sussex Direct. However, there are some important text books that are highly recommended and assist with specific workshops. Main" rel="nofollow">in Text: Bradley, G. (2010) Benefit Realisation Management: A Practical Guide To Achievin" rel="nofollow">ing Benefits Though Change, 2nd Edit, Gower Publishin" rel="nofollow">ing Limited, Farnham, UK (chapters 3,4,9) Checkland, P., and Poulter, J. (2006) Learnin" rel="nofollow">ing For Action, John Wiley and Sons, Chichester, UK. (chapter 1 and 2) Lock, D. (2007) Project Management, (9th edit), Gower Publishin" rel="nofollow">ing Press, Aldershot, UK. (chapter 2) Morris, P. (2013) Reconstructin" rel="nofollow">ing Project Management, John Wiley and Sons, Chichester, UK. (appendix A – critical success factors) Win" rel="nofollow">inter, M. (2009) Images of Projects, Gower Publishin" rel="nofollow">ing Company, Farnham, UK. Supportin" rel="nofollow">ing Texts: Burke, R. (2011). Advanced Project Management - Fusion Method XYZ - A project methodology systems approach for the project sponsor to implement corporate strategy. Burke Publishin" rel="nofollow">ing. Harrison, F. and Lock, D. (2004). Advanced Project Management: A Structured Approach. Fourth Edition. Gower Publishin" rel="nofollow">ing Limited. ISBN 0-566-07822-8. Williams,T., Sunnevåg, K., and Samset, K. (Eds.) (2009), Makin" rel="nofollow">ing Essential Choices with Scant Information: Front-End Decision-Makin" rel="nofollow">ing. Palgrave Macmillan, Basin" rel="nofollow">ingstoke. Readin" rel="nofollow">ings will be posted on Study Direct and these will make up the core materials for the workshop. Module website: A specific website for the module, which contain" rel="nofollow">ins copies of workshop notes, readin" rel="nofollow">ing materials and other resources, will be available on Study Direct: www.studydirect.sussex.ac.uk Assessment There is one in" rel="nofollow">individual assessment for the module: An Essay (100% of the fin" rel="nofollow">inal mark) to be submitted after the end of term. The submission date will be available on Sussex Direct. You are responsible for submittin" rel="nofollow">ing the assignment by the deadlin" rel="nofollow">ine given on Sussex Direct. Module Delivery: a User’s Guide 1. Workshops are three hours, with one 15-min" rel="nofollow">inute break. Please arrive promptly. They are supported by: i. One 1-hour lecture per workshop, durin" rel="nofollow">ing which a relevant topic is in" rel="nofollow">introduced. Additionally, a methodology or method is highlighted through practical examples; ii. One 2-hour practical semin" rel="nofollow">inar per workshop, durin" rel="nofollow">ing which student project groups will work though a worksheet. 2. Students will form project groups which contain" rel="nofollow">in 3 or 4 members. Students are encouraged to have conversations with other project members and the lecturer durin" rel="nofollow">ing the semin" rel="nofollow">inars. 3. The project groups will need to communicate outside the scheduled workshops. Therefore, social technologies, such as Dropbox, Google Docs, should be explored. One of these technologies should be selected by the team as a space to manage group work documents and to communicate within" rel="nofollow">in the project group. 4. Every workshop is aligned with the appropriate module learnin" rel="nofollow">ing outcome. Moreover, the group work materials produced from the workshop can in" rel="nofollow">inform in" rel="nofollow">individual assignments. 5. Every student is expected to have a reflective diary (note book) which is used for weekly assignment notes, highlightin" rel="nofollow">ing your advanced project management critical thoughts, and reflect upon each workshop. This may generate lessons learnt which in" rel="nofollow">informs future actions (learnin" rel="nofollow">ing for advanced project management actions). 6. Students are required to brin" rel="nofollow">ing their laptops to the workshops. Moreover, the students are expected to download Min" rel="nofollow">indView from the university website, for it will be used in" rel="nofollow">in some of the semin" rel="nofollow">inars. Min" rel="nofollow">indView URL: https://www.sussex.ac.uk/its/services/software/owncomputer 7. Critical thin" rel="nofollow">inkin" rel="nofollow">ing is encouraged with regards to the topic concepts (e.g. management of projects) and identified methodologies (e.g. Soft Systems Methodology) are applied in" rel="nofollow">in practice (‘learn-by-doin" rel="nofollow">ing’) in" rel="nofollow">in order to gain" rel="nofollow">in practical advanced project management skills. 8. If you wish to see me - please attend an office hour (details are given on the Study Direct site) or send an email to make an appoin" rel="nofollow">intment. Programme 1.Factors for Project Success or Failure Workshop lecture An overview of the traditional ‘plannin" rel="nofollow">ing and control’ approach to project management is undertaken. The three factors (time, cost, quality) which are usually applied to measure success or failure is discussed. However, project failure has become quite prevalent over the decades, which has led to the identification of other factors that impact upon the project success. These factors have facilitated the broadenin" rel="nofollow">ing of the disciplin" rel="nofollow">ine and led to the Management of Projects concept. Workshop Semin" rel="nofollow">inar Students will develop a fishbone diagram that highlights critical factors that in" rel="nofollow">influences project success. Furthermore, analytical thin" rel="nofollow">inkin" rel="nofollow">ing is discussed in" rel="nofollow">in this workshop. 2. Management of Projects Workshop lecture An outlin" rel="nofollow">ine of the Management of Projects concept is provided. The three different levels, namely, the technical core (level 1) – that is, operational and delivery-oriented, strategic envelop (level 2) – managin" rel="nofollow">ing projects as organisational holistic entities, expandin" rel="nofollow">ing the domain" rel="nofollow">in to in" rel="nofollow">include their front-end development and defin" rel="nofollow">inition and with a concern for value and effectiveness, and in" rel="nofollow">institutional context (level 3) – managin" rel="nofollow">ing the in" rel="nofollow">institutional context, creatin" rel="nofollow">ing the context and support for projects to succeed, are explored. Workshop Semin" rel="nofollow">inar The students will form project groups and produce min" rel="nofollow">ind maps, usin" rel="nofollow">ing Min" rel="nofollow">indView, in" rel="nofollow">in order to highlight the different characteristics associated with each Management of Project level. Additionally, systems thin" rel="nofollow">inkin" rel="nofollow">ing is in" rel="nofollow">introduced to the students. 3. Value Creation Workshop lecture An important new direction for project management is the value creation concept, which is based on the scholarly work of Richard Normann. This is explored through new thin" rel="nofollow">inkin" rel="nofollow">ing about relationships with busin" rel="nofollow">iness customers, which emphasises their values and benefits. This value creation research direction has emerged from the traditional product creation position of traditional project management. Workshop Semin" rel="nofollow">inar The rich picture method employed within" rel="nofollow">in Soft Systems Methodology (SSM) is in" rel="nofollow">introduced, which is used to explore a perceived problem situation, e.g. sports facility, which has been experienced by students (or busin" rel="nofollow">iness customers). The project team will discuss their in" rel="nofollow">individual rich pictures of identified problem situation which has implications for advanced project management. 4. Soft Systems Methodology (SSM) content Workshop lecture A detailed overview of SSM is undertaken followin" rel="nofollow">ing its in" rel="nofollow">introduction in" rel="nofollow">in the Workshop semin" rel="nofollow">inar of Week 3. The in" rel="nofollow">inquiry/ learnin" rel="nofollow">ing cycle of SSM, and its key parts (rich picture buildin" rel="nofollow">ing, buildin" rel="nofollow">ing purposeful activity models, explorin" rel="nofollow">ing the situation, and takin" rel="nofollow">ing action) are discussed. Furthermore, the PQR, CATWOE and 3Es concepts that are used here to produce purposeful activity models are examin" rel="nofollow">ined through examples. The use of SSM is lin" rel="nofollow">inked with the broader conceptualisation of project management (another important research direction), that has evolved from the narrow conceptualisation of projects (i.e. a well-defin" rel="nofollow">ined project as a given) which is associated with traditional project management. Workshop Semin" rel="nofollow">inar The projects group will undertake a value creation task which could lead to an in" rel="nofollow">innovation offerin" rel="nofollow">ing that in" rel="nofollow">initiates a project. The project group will employ SSM to explore an agreed broad problem situation, e.g. university accommodation or student caterin" rel="nofollow">ing, which needs improvement. The group will produce purposeful activity models for sense-makin" rel="nofollow">ing which in" rel="nofollow">informs a proposed in" rel="nofollow">innovation offerin" rel="nofollow">ing and possible project. The fin" rel="nofollow">indin" rel="nofollow">ings from the group task should facilitate conversations about its implications for advanced project management. 5. Soft Systems Methodology process Workshop lecture The use of SSM, as a process model to guide the ‘fin" rel="nofollow">indin" rel="nofollow">ing out about the problem situation’ which assists in" rel="nofollow">in choosin" rel="nofollow">ing the right project (becomin" rel="nofollow">ing effective) is outlin" rel="nofollow">ined. This new research direction for project management moves away from the in" rel="nofollow">instrumental process (life-cycle models) associated with traditional project management to social processes (flux of event, ideas which leads to project management actions). Workshop Semin" rel="nofollow">inar The students are encouraged to develop a purposeful activity model (or sense makin" rel="nofollow">ing device) that guides the ‘fin" rel="nofollow">indin" rel="nofollow">ing out’, and produces a rich understandin" rel="nofollow">ing of a perceived problem situation (within" rel="nofollow">in the university) and identification of a potential in" rel="nofollow">innovation that may improve it. It would be in" rel="nofollow">interestin" rel="nofollow">ing to address a student problem, which has emerged whilst studyin" rel="nofollow">ing at this university. The proposed in" rel="nofollow">innovation should benefit both students and Sussex University. 6. Readin" rel="nofollow">ing Week 7. Project Front-Endin" rel="nofollow">ing Workshop lecture Project front-endin" rel="nofollow">ing is outlin" rel="nofollow">ined. It emphasises the importance of choosin" rel="nofollow">ing the right project, project defin" rel="nofollow">inition within" rel="nofollow">in the context of busin" rel="nofollow">iness values and benefits which are important aspects associated with effectiveness. SSM is an approach which has strong connectivity with project front-endin" rel="nofollow">ing. Additionally, the evolvin" rel="nofollow">ing synergy between busin" rel="nofollow">iness strategy and projects is explored. Workshop Semin" rel="nofollow">inar The potential impact of the in" rel="nofollow">innovation offerin" rel="nofollow">ing (identified by the project groups) with the busin" rel="nofollow">iness strategy of the University is in" rel="nofollow">investigated. 8. Benefits Realisation Workshop lecture Benefits realisation is an evolvin" rel="nofollow">ing topic which has connectivity with both project front-endin" rel="nofollow">ing and back-endin" rel="nofollow">ing. Benefits maps are highlighted as approach to assist with this important endeavour. Workshop Semin" rel="nofollow">inar The project groups will attempt to utilise the mappin" rel="nofollow">ing approach to makin" rel="nofollow">ing sense of the benefits for the proposed in" rel="nofollow">innovation offerin" rel="nofollow">ing. 9. Project Success Workshop lecture Project success can be divided in" rel="nofollow">into three levels, namely, project management success (how to ensure that the project is done right?), project success (how to ensure that the right project is done?),and consistent project success (how to ensure that the projects are done right, time after time?). Key factors associated with different levels are identified. Fin" rel="nofollow">inally, the connectivity of project success with the Management of Projects is examin" rel="nofollow">ined. Workshop Semin" rel="nofollow">inar The students will explore the various factors associated with different levels of project success through developin" rel="nofollow">ing min" rel="nofollow">ind maps. Moreover, key success factors derived from the group project task are also considered. 10. Learnin" rel="nofollow">ing for Project Management Action Workshop lecture An evolvin" rel="nofollow">ing research direction of the disciplin" rel="nofollow">ine is viewin" rel="nofollow">ing the project manager as a reflective practitioner. Contin" rel="nofollow">inuous learnin" rel="nofollow">ing through transformative models (e.g. min" rel="nofollow">ind maps or fishbone diagrams) are believed critical to a successful (reflective) project manager. Moreover, qualitative models externalise different worldviews which can assist learnin" rel="nofollow">ing and leads to in" rel="nofollow">informed project management actions. SSM’s learnin" rel="nofollow">ing cycle, Kolbs learnin" rel="nofollow">ing model and Double and Sin" rel="nofollow">ingle loop model are highlighted which can in" rel="nofollow">inform in" rel="nofollow">individual, group and organisational learnin" rel="nofollow">ing. Workshop Semin" rel="nofollow">inar The SSM learnin" rel="nofollow">ing cycle and purposeful activity models are explored, and its importance to the reflective project manager. 11. Images of Projects Workshop lecture An important direction for the project management disciplin" rel="nofollow">ine is the notion of project images. It is believed they offer a greater understandin" rel="nofollow">ing of project purpose. New project images such as value creation which is a shift from the in" rel="nofollow">instrumental lifecycle image of traditional project management are discussed. The utilisation of project images is outlin" rel="nofollow">ined. Workshop Semin" rel="nofollow">inar Various project images with examples are discussed within" rel="nofollow">in the semin" rel="nofollow">inar. 12. Review This session reviews previous workshops and answers student assignment questions. Writin" rel="nofollow">ing Well and Avoidin" rel="nofollow">ing Academic Misconduct Plagiarism, collusion, and cheatin" rel="nofollow">ing in" rel="nofollow">in exams are all forms of academic misconduct which the University takes very seriously. Every year, some students commit academic misconduct unin" rel="nofollow">intentionally because they did not know what was expected of them. The consequences for committin" rel="nofollow">ing academic misconduct can be severe, so it is important that you familiarise yourself with what it is and how to avoid it. The University’s Skills Hub guide to study skills gives advice on writin" rel="nofollow">ing well, in" rel="nofollow">includin" rel="nofollow">ing hin" rel="nofollow">ints and tips on how to avoid makin" rel="nofollow">ing serious mistakes. You will also fin" rel="nofollow">ind helpful guides to referencin" rel="nofollow">ing properly and improvin" rel="nofollow">ing your critical writin" rel="nofollow">ing skills. Make use of the resources there. If you are dealin" rel="nofollow">ing with difficult circumstances, such as illness or bereavement, do not try to rush your work or hand in" rel="nofollow">in somethin" rel="nofollow">ing which may be in" rel="nofollow">in breach of the rules. Instead you should seek confidential advice from the Student Life Centre. The full University rules on academic misconduct are set out in" rel="nofollow">in the Examin" rel="nofollow">ination and Assessment Regulations Handbook. BMEc Semin" rel="nofollow">inar Change Policy Once you have been allocated to your lecture and semin" rel="nofollow">inar/workshop classes you will not be permitted to change your class times. If you have exceptional circumstances which could impact on you bein" rel="nofollow">ing able to attend your classes, such as a disability, then you should contact the BMEc School who will direct you to the onlin" rel="nofollow">ine change request form where you will be asked provide suitable written evidence to support your request. Otherwise, it is expected you will be available for and attend all classes for each module makin" rel="nofollow">ing up your degree which could be timetabled at any time durin" rel="nofollow">ing the week, Monday to Friday. If you attend an alternative semin" rel="nofollow">inar group without prior approval you will be marked on the register as ‘absent’ which will show on your official record. It is therefore important that you attend your allocated semin" rel="nofollow">inar groups. Student Charter Students agree to take responsibility for their own learnin" rel="nofollow">ing and actively engage with all their modules. This will help to ensure that students not only focus on the content of modules but also the skills elements that are in" rel="nofollow">integrated in" rel="nofollow">into all classes. What this means is set out below. Faculty will endeavour to provide a supportive learnin" rel="nofollow">ing environment to help students engage with their modules. If a student is unable to fulfil one of their responsibilities they must in" rel="nofollow">inform their teacher. If the student fails to do this, the teacher will in" rel="nofollow">initially try and work with the student to resolve the lack of engagement. However, if a student contin" rel="nofollow">inues not to meet their responsibilities then a teacher can ask the student to leave a particular session, where the lack of engagement is assessed as affectin" rel="nofollow">ing the learnin" rel="nofollow">ing environment. Student responsibilities: 1. Students are expected to undertake in" rel="nofollow">independent study for all modules; (rememberin" rel="nofollow">ing that a 15 credit module is equivalent to 150 hours of study, of which a maximum of 33 hours happens in" rel="nofollow">in the classroom) 2. Students should not talk (unless discussion is requested) durin" rel="nofollow">ing lectures 3. Students should only use computers or mobile phones durin" rel="nofollow">ing teachin" rel="nofollow">ing sessions for work-related purposes 4. Students should come to class prepared to listen, take notes and ask and answer questions 5. When students attend a semin" rel="nofollow">inar or workshop they must have done any pre-readin" rel="nofollow">ing that is assigned 6. Students should arrive for class on time 7. If students have to miss a session, they should email their teacher to explain" rel="nofollow">in their absence either in" rel="nofollow">in advance or within" rel="nofollow">in 24 hours of the session 8. Students must make an appoin" rel="nofollow">intment with their academic advisor at least once a year – otherwise s/he will not write a reference other than to confirm grades 9. Students should complete all in" rel="nofollow">individual assessments themselves or note any help that they have received (in" rel="nofollow">includin" rel="nofollow">ing proof-readin" rel="nofollow">ing) 10. Freeridin" rel="nofollow">ing in" rel="nofollow">in groups is not fair. Students should prioritize any group project work that they have, to ensure that they contribute their fair share – otherwise their peer group is entitled to identify the lack of effort of in" rel="nofollow">individual members 11. Students have a responsibility to check (and respond as necessary) to their University email at least once a day durin" rel="nofollow">ing term time; not readin" rel="nofollow">ing an email is not an excuse for missin" rel="nofollow">ing a deadlin" rel="nofollow">ine. The second one 832N1 Management of Risk Essay Assignment As we have discussed in" rel="nofollow">in the module, risk and its management is a multifaceted topic that must be addressed by all organisations in" rel="nofollow">in a variety of ways. As such, your paper will allow you to demonstrate a deeper level of understandin" rel="nofollow">ing of an area of your choice. Therefore you should choose one of the followin" rel="nofollow">ing: 1) Identify an organisation and discuss how it identifies, addresses and manages risks (on a scale of your choice) over a period of time in" rel="nofollow">in which the risks facin" rel="nofollow">ing the organisation are changin" rel="nofollow">ing. Critically discuss the organisation’s risk management processes and make recommendations for improvement. 2) Identify a project, successful or not, and discuss how project risk and uncertain" rel="nofollow">inty was managed by the major stakeholders. Critically discuss the tools and techniques used in" rel="nofollow">in the project and reflect on their suitability, particularly with reference to issues of coordin" rel="nofollow">ination of stakeholders. 3) Choose an in" rel="nofollow">incident in" rel="nofollow">in which existin" rel="nofollow">ing risk management measures did not prevent a failure. Analyse and critically discuss what went wrong, what alternate measures might have been used, lin" rel="nofollow">inkin" rel="nofollow">ing your discussion to the literature on accidents. 4) Choose a contested technology and discuss how different conceptions of risk (i.e. probabilistic, psychometric, cultural etc) have shaped the public debate about adoption and diffusion of the technology. It is expected that each paper will show excellent research and analysis skills. You are strongly advised to discuss your choice of topic with the convenor or your tutor early in" rel="nofollow">in the term. Each paper should be 3000 words (+/- 10%). It should have citations followin" rel="nofollow">ing the Harvard referencin" rel="nofollow">ing format. We are serious about plagiarism and scripts found to be engagin" rel="nofollow">ing in" rel="nofollow">in academic misconduct will be reported. Extend revision timeframe to 14 days as per terms and conditions