Discuss various countermeasures and strategies used to protect networks against threats. Include topics such as firewalls, intrusion detection and prevention systems (IDPS), virtual private networks (VPNs), and endpoint security solutions. Explain how these countermeasures work and their role in network security.

Your research assignment should focus on the field of network security, covering various aspects, including threats, countermeasures, and emerging technologies. This assignment will help you gain an in-depth understanding of the challenges and solutions in the domain of network security.
Assignment Objectives:
Understand the fundamentals of network security.
Analyze the key threats and vulnerabilities in network environments.
Explore current and emerging network security technologies and practices.
Develop critical thinking skills by evaluating real-world network security incidents.
Assignment Structure:
Introduction (Approx. 70 words)
Provide an overview of the importance of network security in the modern digital age. Explain the significance of protecting networks and data from potential threats. Outline the main objectives and scope of your research assignment.
Network Threats and Vulnerabilities (Approx.
Identify and describe common network threats and vulnerabilities, including but not limited to malware, phishing, DDoS attacks, and insider threats. Provide real-world examples of incidents related to these threats and their consequences.
Network Security Countermeasures (Approx.
Discuss various countermeasures and strategies used to protect networks against threats. Include topics such as firewalls, intrusion detection and prevention systems (IDPS), virtual private networks (VPNs), and endpoint security solutions. Explain how these countermeasures work and their role in network security.
Conclusion (Approx.
Summarize the key takeaways from your research assignment. Reiterate the importance of network security in the digital age and the need for continuous vigilance and adaptation to evolving threats.
References
List all the sources, including academic papers, books, websites, and articles, that you have used for your research. Follow the appropriate citation style as per your university’s guidelines.
Formatting Guidelines:
Use a standard font (e.g., Times New Roman, Arial) and 12-point font size.
Double-space the text.
Include page numbers.
Remember to conduct thorough research, cite your sources properly, and present your findings in a clear and organized manner. If you have any questions or need further assistance, don’t hesitate to contact me.

Discuss impact of internal and external revenue-cycle workflows on strategic planning and financial management and identify front-end, middle, and back-end revenue-cycle processes within operational workflows.

In this module, you learned about the internal and external revenue-cycle workflows, and how these are impacted by insurance plan requirements and regulations. You also read about the operational workflows within a healthcare revenue cycle.
This assignment will allow you to assess the impact of internal and external revenue-cycle workflows on strategic planning and financial management and identify front-end, middle, and back-end revenue-cycle processes within operational workflows.
The assignment will help you prepare for sections 4 (Healthcare Reimbursement), 5 (Revenue-Cycle Process), and 6C (Technology and System Impacts) in the course project.
Directions
Create an analysis report to assess an organization’s internal workflows from the context of improving cash flow and financial strength. If you need writing support, access the Online Writing Center through the Academic Support module of your course.
Specifically, you must address the following rubric criteria:

Patient Registration: Analyze the significance of the steps in the operational workflow for registering a patient prior to a diagnostic procedure. Consider the following questions to guide your response:
Errors Impacting Cash Flow: Analyze the revenue-cycle errors that may occur in internal and external workflows that can impact a healthcare organization’s cash flow and financial strength. Consider the following questions to guide your response:
Prevention of Errors: Explain how the errors you described can be prevented. Consider the following questions to guide your response:
Workflow Improvements: Recommend at least two workflow process improvements across the front-end, middle, and back-end revenue-cycle processes. These workflow improvements must not be directly related to the error-prevention recommendations you provided. Consider the following questions to guide your response:

All the claims in your deliverable should be evidence based. Your citations should be from your independent search for evidence (not from the textbook or module resources) of credible sources and be current within the last five years. You are required to cite a minimum of two sources, at least one of which should be separate from your own research. Refer to the IHP 630 Library Guide located in the Start Here section of the course for additional support.
four pages total please follow the instructions carefully.

What does The Black Metropolis suggest is wrong with or “incomplete” about using the ghettoization model to describe Black communities that formed in northern cities? What was the source of African American consumer power, even as most worked in marginalized, low-wage positions?

Step 1: Read Black Metropolis
Step 2: Read Warmth of Other Suns, parts I, II, VI, and Epilogue
Step 3: Watch Isabel Wilkerson – The Warmth of Other Suns: The Epic Story of America's Great Migration 
Step 4: Answer the question 

Questions
Watch Isabel Wilkerson – The Warmth of Other Suns: The Epic Story of America's Great Migration 
How does Isabel Wilkerson define the Great Migration? When did it take place?
Isabel Wilkerson equates the Great Migration with other vast movements of refugees from war or famine, where people must “go great distances… to reach safety with the hope that life will be better wherever they land.”Talk about migration due to necessity in terms of Ida Mae, George, and Robert. Did each of them migrate out of necessity? How do their stories differ? How were they similar?
Isabel Wilkerson quotes Black Boy by Richard Wright in which Wright wrote, on arriving in the North: “I had fled one insecurity and embraced another”. What unique challenges did black migrants face in the North? How did these challenges affect the lives of Ida Mae Gladney, George Starling, and Robert Foster?
How did Wikerson’s personal family experience and history influence the writing of The Warmth of Other Suns. 
What does The Black Metropolis suggest is wrong with or “incomplete” about using the ghettoization model to describe Black communities that formed in northern cities?
What was the source of African American consumer power, even as most worked in marginalized, low-wage positions?
Media institutions tend to be large national and/or global corporations such as broadcasting companies, newspaper and magazine publishers, film production companies, music and publishing companies, and some governments. What are some historical and contemporary black examples of media institutions you can think of?

(a) Draw an appropriate sketch of the situation with Mercurious's position (along the horizonal) at any time t identied by the function x(t), assuming all the action takes place to the left of the building (i.e., x < 0), and the bomb's vertical position at any time t during its fall is described by the function y(t) ≥ 0. (b) Determine the time it would take for the bomb to hit the ground if it falls under gravity with an acceleration of 10 ms^−2 .

&#xA0;1. Rectilinear motion The evil Professor Mayhem is planning to drop a time-bomb from the top of a 180 m tall building. If the bomb hits the ground it will explode and destroy all of the new Adelaide University City. Even if it doesn&apos;t hit the ground, the bomb is set to explode 24 s after its release. The superhero Mercurious is 864 m from the base of the building, at (x, y) = (0, 0), when he sees Professor Mayhem release the bomb. In an instant Mercurious works out that, assuming that t = 0 is when the bomb is released, he needs to run with super speed along a path described by the mathematical equation,&#xA0;
x(t) = t ^3 &#x2212; 36t^ 2 + Ct + D, in order to catch the bomb before it hits the ground, turn around and deposit it a safe distance from the city, and then turn around again and return before the bomb explodes. (a) Draw an appropriate sketch of the situation with Mercurious&apos;s position (along the horizonal) at any time t identied by the function x(t), assuming all the action takes place to the left of the building (i.e., x &lt; 0), and the bomb&apos;s vertical position at any time t during its fall is described by the function y(t) &#x2265; 0. (b) Determine the time it would take for the bomb to hit the ground if it falls under gravity with an acceleration of 10 ms^&#x2212;2 . (c) Determine the parameters C and D if Mercurious runs and catches the bomb at the base of the building at the exact moment it would have hit the ground (at which point he also reverses direction for the rst time). (d) Determine where Mercurious leaves the bomb (at which point he simultaneously reverses direction a second time). (e) Determine Mercurious&apos;s position when the bomb nally explodes. (f) Determine Mercurious&apos;s maximum speed over the 24 s period. At what position(s) is he when this occurs?&#xA0;

What is the safety profile of Lisinopril-hydrochlorothiazide and bismuth subsalicylate in pregnant women? What are the possible complications to the pregnant woman and her fetus?

Ms. BD is a 33-year-old G2P1 African-American female who presents to your clinic today complaining of unusual fatigue, nausea, and vomiting for the last five days. She has a medical history of chronic hypertension (HTN) that was diagnosed shortly after her first pregnancy two years ago and GERD. MS. BD&#8217;s blood pressure is controlled on Lisinopril-Hydrochlorothiazide 20/12.5mg by mouth twice a day, and GERD controlled on Bismuth Subsalicylate 262mg by mouth every 6 hours as needed. During the interview, you learn that she is single, sexually active, has one partner and that her menses is ten days late. She performed a home pregnancy the three days after missing her menstrual cycle, and the results were inconclusive. She states she feels terrible and needs relief. She has no other medical problems, symptoms, or concerns.
Assessment: Physical examination is unremarkable. BP128/68, HR is 74, Urine human chorionic gonadotropin (HCG) positive, beta HCG sent, potassium 4.2, blood urea nitrogen (BUN) 14, creatinine is 0.6, Alanine aminotransferase (ALT) 29, White blood cells (WBCs) 6.5, hemoglobin (Hgb) 12.8, hematocrit (Hct) 39, and platelets 330,000.

List the additional questions you would need to ask this patient. Explain.
What is the safety profile of Lisinopril-hydrochlorothiazide and bismuth subsalicylate in pregnant women? What are the possible complications to the pregnant woman and her fetus?
What is the importance of assessing laboratory values when prescribing medications? How might the laboratory values, in this case, impact your treatment plan?
Would you make any changes to Ms. BD’s blood pressure and GERD medications? Explain. If yes, what would you prescribe? Discuss the medications safety in pregnancy, mechanism of action, route, the half-life; how it is metabolized in and eliminated from the body; and contraindications and black box warnings.
How does ethnopharmacology apply to this patient if she were NOT pregnant? Explain.
What health maintenance or preventive education do you provide in this client case based on your choice of medications/treatment?
Would you treat this patient or refer her? Explain. If you refer, where would you refer this patient?

Understand and identify the background of gender discrimination and the different ways that it is manifested in the workplace.

 

Objectives for Chapter 8:
Understand and identify the background of gender discrimination and the different ways that it is manifested in the workplace.
Understand how to analyze situations and determine if there are any gender issues that exist in the workplace.
Define fetal protection policies, and how it relates to gender based discrimination and other issues in the workplace.
Understand the difference between legal and illegal grooming policies.
Distinguish between equal pay and comparable worth and how legislation can address these gender based issues.
Assignments for Chapter 8:
Assignment #1-Read Chapter 8 carefully and completely.
Assignment #2-On page 459, of your text, look at the case of Price Waterhouse v. Hopkins.&#xA0; Use the rubric to answer the questions on page 460 at the end of the case regarding Price Waterhouse&apos;s fatal flaws,&#xA0; whether they showed good business sense, and how PW could avoid this type of problem in the future.&#xA0;&#xA0;

Online ebook (Mc Graw Hill)
https://myebooks.mheducation.com/bookshelf/ebooks
Password
[email&#xA0;protected]
Golden18$

 

 

 

PreviewRubric-Chapter8Rubric-PriceWaterhousevHopkins-Management5070-W4.pdf

 

 

Preview Rubric Chapter 8 Rubric-Price Waterhouse v Hopkins
Management 5070-W4, Fall II 20&#x2026; MP Ma!hew Pankey
Content Tasks Communica&quot;on Resources
Print
Chapter 8 Rubric-Price Waterhouse v Hopkins Course: Management 5070-W4, Fall II 2023 &#8211; Ft Campb
Total
Overall Score
Criteria Possible Points Criterion Score
State the name and citation of the Price Waterhouse v.
Hopkins case
/ 0.5
Briefly state the pertinent facts of the Price
Waterhouse case. (minimum 100 words)
/ 3
What was the main issue in the Price Waterhouse case
and What did the U.S. Supreme Court hold in this
gender discrimination case? (minimum 100 words)
/ 3
What would you do if you were head of H.R. at Price
Waterhouse to avoid a situation like this? (minimum
300 words)
/ 3
Answer in 14 point Ariel font, double spaced, with no
spelling or grammatical errors. The answer must be
long enough to clearly discuss the subject matter and
answer the question. (minimum 500 words)
/ 0.5
0.5 points
3 points
3 points
3 points
0.5 points
Level 2 0 points minimum
11/12/23, 2:52 PM Page 1 of 1

identify both a psychosocial AND a physiological measurement tool that could be used to measure a concept in BURN OUT IN HEALTH CARE DURING AND AFTER COVID 19. Post a brief description of the two types of measurement tools in your group discussion forum (one paragraph each). Identify support in the literature (can be from your articles you are using for this DB post) for the reliability and validity of the two types of tools and post a summary of the support (one paragraph) in your group discussion forum.

For this DB, you will identify both a psychosocial AND a physiological measurement tool that could be used to measure a concept in BURN OUT IN HEALTH CARE DURING AND AFTER COVID 19. Post a brief description of the two types of measurement tools in your group discussion forum (one paragraph each). Identify support in the literature (can be from your articles you are using for this DB post) for the reliability and validity of the two types of tools and post a summary of the support (one paragraph) in your group discussion forum.
This is just an example:
the researcher decides to include temperature as a dependent variable (to support CAUTI) and needs to identify a measurement method for temperature. The researcher decides to use Bard Foley Catheters (Series 400 Temperature Sensing). The author would Include a description of Bard Temperature Sensing Foley Catheters (400 Series) from literature.The researcher is also interested in anxiety and will include anxiety in their study as a secondary research question. What is the strength of the relationship between the length of foley catheter insertion and anxiety in patients cared for in the critical care environment? The researcher will measure anxiety using the Beck Anxiety Inventory. The tool is a 21-question multiple-choice self-report inventory that is used for measuring the severity of anxiety in children and adults. The tool has shown high internal consistency (α = .92) and test-retest reliability over 1 week, r(81) = .75. The BAI discriminated anxious diagnostic groups (panic disorder, generalized anxiety disorder, etc.) from non-anxious diagnostic groups (major depression, dysthymic disorder, etc.). In addition, the BAI was moderately correlated with the revised Hamilton Anxiety Rating Scale, r(150) = .51, and was only mildly correlated with the revised Hamilton Depression Rating Scale, r(153) = .25. (PsycINFO Database Record (c) 2016). The author would also note the reliability and validity of the instruments used in the study.
Physiological tool: Bard Temperature Sensing Foley Catheter (400 Series)
Psychosocial tool: Beck Anxiety Inventory

Complete the Relationship Building at Work Worksheet in which you describe the use of collaborative and relationship-building strategies to achieve project goals and explain why these strategies are important.

Complete the Relationship Building at Work Worksheet in which you describe the use of collaborative and relationship-building strategies to achieve project goals and explain why these strategies are important.
Collapse AllIntroduction
Nobody—not even heroes, leaders, or megastars—reaches success on their own. We all rely on others to achieve our dreams, whether that’s a friend who believes in us, an instructor who challenges us, or a boss who can open the door to future opportunities. The better you are at building relationships with the people in your life (even with those who have different perspectives than your own), the more likely you are to achieve your goals. You can use your relationship-building skill to work with people from diverse cultures, exchange ideas, reach the best possible solutions, and create a stronger, more cohesive, and more productive workplace.
For this assessment, you will strengthen your relationship-building skill and build a key component of your relationship-building skill: collaboration, which means working together to achieve a common goal. You will identify and apply relationship-building and collaborative strategies based on a scenario. Relationship building is a universal skill and one you will continue to refine as you progress throughout your career.
Preparation
For this assessment, read the following scenario as well as the employee profiles below.
Scenario
A group of employees at Spruce Paper Company recently finished a major project that involved multiple departments, from creative to distribution. The goal of the project was to develop a new line of holiday cards. After reviewing information about the employees involved in this project, use your understanding of two sociological concepts—status and roles—to assess how employees collaborated to achieve the project goals and describe the relationship-building strategies these employees demonstrated.
Profiles
Rita:
Rita has been leading the project from day one. She is a senior member of the marketing team and has been with the company for 15 years.
Rita is responsible for managing multiple departments made up of diverse team members with varied backgrounds and skillsets.
It is ultimately Rita’s responsibility to decide the direction of the project and to make sure it is finished on time and on budget.
Although Rita values the varied opinions, experience, and perspectives of all of her team members, she tends to rely heavily on the expertise and opinion of Nimish; because they have worked together in the past, she trusts him and gives him a lot of responsibilities.
Rita’s constant deference to Nimish makes some of the other team members feel that she favors him.
Rita tries to be mindful of not showing favoritism by consulting the whole team before moving forward with the conclusions she and Nimish come up with.
Nimish:
Nimish works on the project remotely from India. He wears multiple hats, working with the marketing team by providing technical support.
Nimish has worked for Spruce Paper Company for 5 years. He and Rita worked together at the corporate offices when he lived stateside.
Many team members have complained to Rita that they have trouble understanding Nimish on conference calls because of his accent, and they are frustrated that he is based in India and never makes any in-person appearances.
Rita defends Nimish’s contributions and uses the opportunity as a teachable moment to explain the importance of diversity in the workplace to her team.
Nimish tries to address their concerns by reaching out to every member of the team to figure out how to best accommodate their various tech needs and comfort levels with preferred methods of communication.
His effort makes it possible for each team member to communicate with him and with each other regardless of location, which gives everyone an equal chance to weigh in.
Dave:
Dave is a graduate student in marketing at a local university and has been working on this project as an unpaid intern. He hopes the internship will lead to a full-time job offer.
Dave’s role is assisting with market research, preparing proposals and presentations, and providing administrative support for the marketing department.
Dave pitched an idea to Rita and her bosses, which was well received and the company implemented it.
Dave made certain that the whole team received credit for their contributions to his presentation.
Ernesto:
Ernesto is a retired expert in the greeting card industry and has been called in for this project to serve as a consultant. He has worked for a number of companies over the span of his career but never for the Spruce Paper Company.
Ernesto works closely with Rita and assists in providing direction on the project. He has also taken an interest in mentoring Dave by giving him goals and deadlines to meet on the project.
Ernesto has been retired for 6 years and is in need of a refresher on current trends.
Younger team members find it frustrating to work with Ernesto because of this. Rita is open to hearing their grievances but explains that Ernesto offers other skills and knowledge that are invaluable to the project.
Ernesto’s key contributions have been summarizing each department’s obstacles and avoiding tensions in meetings by mitigating differences of opinion.
Instructions
Use the Relationship Building at Work Worksheet [DOCX] Download Relationship Building at Work Worksheet [DOCX]to complete the following steps.
Explain how each team member’s status and role affected how they collaborated with others.Identify the status and role of each team member first, and then explain how the team member’s status and role affected their collaboration.
Describe the relationship-building strategy each team member used.
Explain how each team member used collaborative strategies.
Explain why collaboration and relationship building are important in professional and personal life.
Write in a well-organized and concise manner that adheres to the rules of grammar, usage, and mechanics.
Additional Requirements
Your worksheet submission should meet the following requirements:
Written communication: Written communication should be free of errors that detract from the overall message.
Citations: Include complete citations for any sources used. Review Evidence and APA for more information on how to cite your sources.
Review the assessment scoring guide for details on how your assessment will be graded.
Competencies Measured
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and scoring guide criteria:
Competency 2: Explain how collaboration is improved through the application of sociological concepts and principles.Explain how each team member’s status or role affected how they collaborated with others.
Describe the relationship-building strategy each team member used.
Explain how each team member used collaborative strategies.
Explain why collaboration and relationship building are important in professional and personal life.
Competency 4: Address assignment purpose in a well-organized manner, incorporating appropriate evidence and tone in grammatically sound sentences.Write in a well-organized and concise manner that adheres to the rules of grammar, usage, and mechanics.

Share the perspectives on happiness of two people who you found especially revealing in the “Pursuing Happiness” video over the last three weeks. What detail/s in particular, did you connect with in their profiles that made these individuals memorable?

Share the perspectives on happiness of two people who you found especially revealing in the “Pursuing Happiness” video over the last three weeks. What detail/s in particular, did you connect with in their profiles that made these individuals memorable?
How do their perspectives on happiness compare or contrast with the profiles you are compiling and studying? What details do you still need to gather to make your subject memorable and profile insightful?
Strategies for essay
Narrative
The profile form often relies on narrative. Most commonly, a profile uses narrative to tell the story of the writer’s encounter with his or her subject. You can use narrative in several ways.
You can tell a chronological story about your subject. For example, in “Museum Missionary,” Bruce essentially tells the story of his visit with David Mills, from beginning to end.
You can tell the story of your time with your profile subject.
Another way to use narrative is evident in the flash profile of Dan Akee, the Navajo veteran of Iwo Jima. There the essay is built on a succession of anecdotes—little stories about the subject—that are selected to tell a particular and revealing story. In that essay, the writer avoids using the first person to keep the focus on the subject.
Table 4.1 Types of Peer Review
Workshop Type
Descriiption
No response
Just share the work without inviting comment. This can be particularly helpful with a draft the writer wants to read aloud to others to intensify their own focus on the work and how it sounds.
Initial response
How do readers relate to the topic, what do they understand it to be saying so far, and what’s working? Especially useful for early drafts.
Narrative of thought
A three-act response. Readers report what they’re thinking after hearing the beginning, at the middle, and then the end.
Important lines
What specific passages do readers find important to their understanding of the draft or their experience of it?
Purpose
Writers first identify what they’re trying to do in the draft and invite readers to tell them how well they have done it.
Reader-interest graph
Readers chart their response to the draft, paragraph by paragraph. Useful for identifying what is working in the draft and how to build on it.
Sum-of-the-parts
Worksheet invites comments on five key elements of the draft: purpose, theme, information, design, and style. Feedback is comprehensive but goes into less detail about any one part.
Thesis
Readers identify the controlling idea, key claim, or theme and discuss whether the draft successfully examines it. Especially useful for argumentative genres, though all essays are typically organized around a key idea or question.
Editing
For drafts where the larger issues like purpose, meaning, and structure seem resolved, writers seek feedback on voice and style, clarity and conciseness, transitions, and correctness.
Reflecting on the Workshop
After your workshop, annotate your draft with ideas about how you might revise it based on peer comments. You can do this by hand or by using the “review” feature of your word processing program. Your instructor may ask you to hand this reflection in.
Revising
Revision is a continual process, not a last step. You’ve been revising—“reseeing” your subject—from the first messy fastwriting in your journal. But the things that get your attention vary depending on where you are in the writing process. Revision is the way you will shape and tighten your draft.
The table below briefly describes the five problems that typically need to be solved in revision. Strategies for addressing each of these are described in Chapter 14. Below we describe some of the revision problems that are common to the genre of the profile.
Table 4.2 Five Revision Problems to Solve
Revision Problem
Descriiption
Purpose
Doesn’t answer the “so what?” question. Seems to be about more than one thing. (See p. 542.)
Meaning
Isn’t clear what the draft is trying to say, or it says too many things, or what it says seems general, vague, or obvious. (See p. 546.)
Information
The draft needs more evidence or fails to help readers see what the writer sees. There may be insufficient explanation of key ideas. (See p. 554.)
Structure
The draft isn’t effectively organized around a key question, idea, or theme. Some parts of the essay don’t seem relevant or might work better somewhere else. It may be hard to follow. (See p. 558.)
Clarity and Style
The draft may be wordy, some sentences may seem awkward, or transitions abrupt. The voice or tone might be off. (See p. 567.)
Revision Challenges of the Profile
When writers write from scarcity—when they have too little information—then the work is inevitably unfocused. They don’t have enough “data” in order to see meaningful patterns or enough material to develop whatever angle they’ve managed to find on the subject. If you have little useful interview material, then the draft will suffer, and the only solution is to get more information. But sometimes, even when you have collected enough, it’s hard to find a focus.
Remember, your profile needs to answer the following question for the reader: “Who is this person, and why should I care to know anything about them?” By now, hopefully you’ve used some of the suggestions we’ve made for finding a focus, and you can answer that question.
With that problem solved, the more common revision problem with profiles is organizing the material.
Analyzing the Information
One way to think about the structure of your profile is to see the information you’ve collected as being in categories. In a profile, these typically include the following:
Known to Unknown
If your profile subject is a public figure and your motive is to reveal a less well-known aspect of your subject’s life or work, beginning the essay with information that first seems to confirm public perceptions but then promises to challenge those perceptions—in other words, moving from what’s known to what’s less known—can be an effective way to structure the profile. This method of development is quite common in celebrity profiles.
Using Evidence
The most authoritative information in a profile is the voice of your subject. It is also the information that will be most heavily scrutinized by the subject herself: “Did I really say that?” Readers of the profile often believe that the subject’s voice is the most authentic information because it is less mediated by the writer, an assumption that isn’t always accurate. After all, unless quotations were recorded, interviewers must rely on their note-taking skill. Even with a recorded transcriiption, writers commonly tidy up bad grammar and remove irrelevant utterances such as “uh” and “um.”
Profile writers must also establish their authority by giving readers a sense that they are keen and careful observers; they do this by carefully using not just quotation, but also detail, descriiption, and research.

Describe and discuss at least three challenges that supervisors face in being effective project managers at Global Green Books Publishing. Identify and discuss at least three key skills/competencies supervisors need to be effective project managers at Global Green Books Publishing.

Read these 9 mini-case study series from the Project Management Institute on the Global Green Books Publishing company before starting this assignment:

Mini-Case 1 – Project Management at Global Green Books Publishing [PDF] Download Mini-Case 1 – Project Management at Global Green Books Publishing [PDF].
Mini-Case 2 – The Back to School Crunch at Global Green Books [PDF] Download Mini-Case 2 – The Back to School Crunch at Global Green Books [PDF].
Mini-Case 3 – Defining Standards at Global Green Books [PDF] Download Mini-Case 3 – Defining Standards at Global Green Books [PDF].
Mini-Case 4 – Cost Estimating at Global Green Books Publishing [PDF] Download Mini-Case 4 – Cost Estimating at Global Green Books Publishing [PDF].
Mini-Case 5 – Managing Change at Global Green Books Publishing [PDF] Download Mini-Case 5 – Managing Change at Global Green Books Publishing [PDF].
Mini-Case 6 – Developing Project Managers at Global Green Books Publishing [PDF] Download Mini-Case 6 – Developing Project Managers at Global Green Books Publishing [PDF].
Mini-Case 7 – Closing Projects at Global Green Books Publishing [PDF] Download Mini-Case 7 – Closing Projects at Global Green Books Publishing [PDF].
Mini-Case 8 – Team Building at Global Green Books Publishing [PDF] Download Mini-Case 8 – Team Building at Global Green Books Publishing [PDF].
Mini-Case 9 – Quality Management at Global Green Books Publishing [PDF] Download Mini-Case 9 – Quality Management at Global Green Books Publishing [PDF].

Write a 6-8 page paper in which you:

Describe and discuss at least three challenges that supervisors face in being effective project managers at Global Green Books Publishing.
Identify and discuss at least three key skills/competencies supervisors need to be effective project managers at Global Green Books Publishing.
Describe at least three challenges that team members face when working on projects at Global Green Books Publishing.
Identify and discuss at least three skills/competencies that team members need in order to be effective in projects at Global Green Books Publishing.
Use at least three quality resources in this assignment. Note: Wikipedia and similar websites do not qualify as quality resources.

This course requires the use of Strayer Writing Standards (SWS). The library is your home for SWS assistance, including citations and formatting. Please refer to the Library site for all support. Check with your professor for any additional instructions.
The specific course learning outcome associated with this assignment is:

Examine the competencies of project leadership that are necessary to overcome challenges and effectively lead high-performance teams in a project environment.

bjegf-cf_Mini-case-9-Quality-Management-at-Global-Green-Books.pdf

cf_Mini-case-2-Risks-at-Global-Green-Books.pdf

cf_Mini-case-1-Global-Green-Books.pdf

sioee-cf_Mini-case-8-Team-Building-at-Global-Green-Books.pdf

cf_Mini-case-3-Defining-Standard-Projects-at-Global-Green-Books.pdf

sbpsk-cf_Mini-case-7-Closing-Projects-at-Global-Green-Books.pdf

jlqxm-cf_Mini-case-6-Developing-Project-Managers-at-Global-Green-Books.pdf

cf_Mini-case-4-Cost-Estimation-at-Global-Green-Books.pdf

cf_Mini-case-5-Managing-Change-at-Global-Green-Books.pdf

Mini-Case Study: Quality Management at Global Green Books Publishing
Global Green Books Publishing is growing its eBook business, satisfying demand for
customized eBooks for the college market and for a growing number of commercial customers.
These customers expect a high-quality product that works in each of the environments that
there users use – various operating systems, eBook readers, and hardware (desktop
computers, tablets/phablets, and smartphones).
As part of the standard development process, each eBook goes through several quality checks.
When the order is received, a customer service representative checks the order and a more
senior customer service representative verifies the order. During the Production Phase, a quality
assistant will check the eBook against the job order and customer order to make sure it is ready
for production, and once approved by quality, each of the requested eBook formats are created.
A second quality check is performed by the customer service representative who is assigned to
the customer to make sure that each requested format is ready to release to the customer.
Some customers (and their eBook users) are complaining about quality problems in the eBooks
they have received from Global Green Books. Sometimes the eBooks do not work correctly in
the intended environment. Sometimes, content is not clear or fuzzy. Sometimes, a quality check
will find that not all parts of the requested order have been included in the eBook. This causes
rework before the eBook can come back for a second quality check before being released to the
customer service representative for the final quality check. In each of these cases, the "cost of
quality" is the cost of NOT creating a quality product. Every time the project has to rework an
eBook to correct a quality defect, the cost of quality increases.
Samantha and her project managers met with a key group of supervisors who are managing a
critical number of the eBook projects. They reviewed the lessons learned data and brainstormed
from their experiences with producing eBooks to identify some of the quality problems that they
were seeing in the eBook projects. They identified a number of issues:
 The customer’s quality requirements are never discussed within the project team. They
are dealt with by the customer service representatives at the beginning and end of the
eBook production process. This means that team members do not know what the
customer expects and just do the tasks assigned without knowing what is “good”. They
may have a very different or no understanding of what the customer’s quality needs are,
unlike the customer service representatives.
 The standard job template doesn’t suggest that supervisors plan into their project any
reviews or checkpoints at which quality can be verified. The only quality checks come
after the eBook is finished. This does quality checks of the whole eBook, but doesn’t
allow for checks on each component –content formats, correct conversions or desk top
publishing checks.
 These two factors lead to a perception among team members that quality is just simply
some testing by some other groups (quality and customer service), rather than a way of
working and reviewing or checking work as they proceed. Further, many team members
don’t even see quality as their responsibility, because it’s something done by someone
else.

 One of the challenges facing the customer service representatives is that they do test
each eBook, but they cannot always check each eBook in an environment that is the
same as that used by the end users of the eBook. Sometimes users have different
equipment than the customer service representatives have to use for their testing. There
are times when this causes surprises after the eBook is released. This leads to external
failure costs for dealing with processing customer complaints, dealing with rework to fix
the eBooks, and releasing a revised eBook. Luckily the customers handle distribution to
their users, so Global Green Books is not bearing the cost of customer returns and
warranty claims that they might have if they were selling a consumer product directly to
consumers.
The group agrees that they would like to make some changes to bring their total quality costs
below the costs of quality that they are currently incurring. This means that they want to reduce
the costs of failing to meet customer requirements or expectations, and reinvest those savings
into preventing problems as they go that do not meet the customer’s requirements, and
checking to make sure that the eBook and all of its components conform to the customer’s
requirements. Catching some of the quality problems sooner, before the entire eBook is
produced will also reduce the internal failure costs that they are experiencing. These internal
failure costs are rework and re-checking following the quality checks by Quality and the
customer service representative.

Comment on the following aspects of the case study:
a) Consider the problems that Samantha and the group identified. What do you think are
the causes of these problems?
b) What would you suggest they do differently to eliminate these problems?
c) Who should be responsible for quality? What would you recommend be the specific
responsibilities of each identified role?
d) What prevention activities would you suggest to prevent poor quality in the eBook
products? Examples could be planning for quality activities or team building activities
focused on improving quality
e) What appraisal activities would you suggest to evaluate the eBook product to ensure
that it meets quality standards and customer requirements? Should they add in-process
checks of eBook components in addition to their current final inspection/tests? If so,
who should do these?
f) What would you suggest they do to involve team members more in pursuit of high quality
eBooks for their customers?

,

Mini-Case Study: The Back to School Crunch at Global Green Books
Publishing
Global Green Books Publishing is a successful printing and publishing company. Just two years
old, it has taken on a great new customer, a local college that needs customized eBooks.
To deal with this new customer, they have hired several new part time employees to help them
with their publishing business, some of them students at the college with flexible hours.
As the new school year drew closer, the orders started coming in. They had been told how
many different printing jobs the college would need, but they weren’t all arriving at once, and
orders were quite unpredictable in arriving from the professors at the college. Some professors
needed rush orders for their classes. When Global Green Books finally got the orders, some of
these jobs were much larger than they had thought they would be.
Printing these orders turned out to be very challenging. Not all of the new student hires were
trained for all of the printing and binding equipment used to print and assemble to books. Some
of them often made mistakes, some workers called off from work due to other demands, and
there were often not enough people available to get all the work done before deadlines.
Quality was a serious issue, as they had to provide quality texts—if there were quality problems
with the printed product, they would have to spend time and money to fixing defects in their
products.
Deliveries started slipping past their requested dates and times. Global Green Books was
unable to deliver eBooks to their customers on schedule.
The local university was unhappy as their eBook products reached campus late for use by
professors and student. In some cases, the books were a week or two late.
Samantha had been hired as a project management assistant. In her new role as a project
manager, one of the processes she was trying to institute was risk management. She started
looking at what was happening in the business, talking about it with the owners and employees,
and heard about the college’s unhappiness. As she did this, she started identifying risks and
potential risks. As she went along, she started doing more proactive risk analysis and risk
response planning, and as she did surprises and issues were reduced. By talking with
stakeholders and addressing their concerns, communication with stakeholders was also
enhanced.

Comment on the following aspects of the case study:
a) What risks can you identify? Why are they a risk to Global Green Books Publishing?
b) What kind of impacts does each of your identified risks have? Can you categorize these
as low impact, medium impact, or high impact?
c) How probable are each of your identified risks? You can think about something simple
like categorizing these as not very likely, likely, and highly likely to occur.
d) What would you advise Global Green Books are their three most critical risks?

e) What would you suggest that they do about these three risks? Are there specific actions
to deal with these risks? Have you identified a contingency plan to carry out if the risk
occurs?

,

Mini-Case Study: Project Management at Global Green Books Publishing
Global Green Books Publishing was started two years ago by two friends, Jim King and Brad
Mount, who met in college while studying in Philadelphia, USA. In the new business Jim
focused on editing, sales and marketing while Brad Mount did the electronic assembly and
publishing of books for Global Green Books. Their business was successful and profitable in the
first two years, largely due to contracts from two big businesses.
In their third year they got very busy thanks to their third major customer, a local college that
needed customized eBooks. They hired several part time employees to help them with their
publishing business.
But by the end of third year of operation, Global Green Books started experiencing critical
problems. They were:
 unable to leverage all the new employees effectively
 unable to deliver eBooks to their customers on schedule
 unable to provide quality texts—time and money was being spent fixing defects in their
products
 unable to control costs—their business was not profitable in the third year.
Global Green Books saw a significant rise in issues, a lot of unpleasant “surprises” were
cropping up; business was down as new resources were hired, also some of the projects were
poorly estimated. The local university was unhappy as their eBook products reached campus
late for use by professors and student. In some cases, the books were a week or two late. Since
the courses must start on schedule and students need their books at the beginning of their
courses, the new lucrative college customer was unhappy.
One of the new part-time employees hired by Jim and Brad, Samantha, had taken a project
management course at college. Samantha was excited about the discipline of project
management and had intentionally selected a job with Global Green Books Publishing as she
saw an opportunity to polish her project management skills.
One fine day, Jim invited Samantha, for a lunch meeting. He was aware that Samantha was
familiar with project management, and wanted to hear what she had to say about the problems
he and Brad were facing. Over lunch he questioned why their small business which had
operated and implemented projects so successfully over the first two years was being
challenged significantly now. He specifically listed the problems they were facing and asked for
input to solve them.
Samantha asked for more time to research all the issues but noted that Global Green Books,
while being innovative, completed projects without a roadmap or a project plan and lacked a
disciplined approach to project management. She noted that Jim and Brad did not use any
project software for scheduling and they did not use tools or techniques to estimate, budget or
to communicate with stakeholders. Finally, they had no processes in place to manage project
risks and quality.
Impressed with this and other conversations, Jim King asked Samantha if she would consider
joining them as a project associate or project manager on a full-time basis to help them
introduce project management practices and help them tide over their current crisis.

Samantha accepted the offer! She has several key skills—she is an excellent communicator
with very good interpersonal skills and detail-oriented. Within the first three months in her new
role as PM, she introduced formal project management processes, created a PM manual and
trained the employees to get the work done well.
Within nine months Samantha had fully turned things around. Due to proactive risk analysis and
risk response planning, surprises and issues reduced. Communication with stakeholders was
enhanced.
Brad and Jim noted that the company was delivering projects on schedule, the quality
processes worked—and customers were happy with the products!

Comment on the following aspects of the case study:
a) Why did Global Green Books Publishing struggle?
b) What were the specific PM solutions that were introduced by Samantha that worked?
c) What kind of suggestions would you give to Brad and Jim if you were the PM?
d) Are you aware of other similar start-up businesses that struggle in a similar manner?
How did they overcome the challenges?
e) Global Green Books Publishing is a technology intensive business, but Samantha is not
technically knowledgeable, will she continue to be a successful project manager?

,

Mini-Case Study: Team Building at Global Green Books Publishing
Global Green Books Publishing is continuing to grow. As their eBook business continues to
drive that growth, they now are continuing to add staff to be able to keep up with customer
demand. Most all of the new people and many of the eBook staff have not worked together in
the original print-based business area of the company, and indeed are new to the company and
its culture.
These new employees have a diverse set of skills, backgrounds, and motivations. Their
supervisors know how to manage their projects, but do not always have the expertise to step in
and do each of the unique tasks assigned to team members. Most of the employees that have
been around since the beginning of the eBook business have been trained in their project
management techniques, so they can get the work done well; but not all of the newer
employees have had this training. There is just too much work that needs to be done to take
time out for training.
Supervisors need provide leadership, to provide inspiration for their team and to be good
motivators of their team members, as well as be a good manager, worrying about the day-to-
day and minute-by-minute accomplishment of the project’s goals. Being a good motivator also
means that the supervisors must be good listeners to understand what issues are confronting
their team members and the needs of their team members.
Beyond this role as leaders, supervisors need to be a good manager. They need to identify the
skills that they need for their projects. Supervisors at Global Green Books normally do this as
they start from the standard job template for eBook projects and build the Work Breakdown
Structure (WBS) for their eBook project. Next, they need to identify team members that have
those skills, and work with their current project managers and with human resources to make
sure that they will be available to support the new project. Based on the lessons learned
analyses, a supervisor might also identify a person as a back-up for a critical role on the project,
in case they run into difficulties or assigned staff are not available as planned.
Once the team is assembled, challenges can arise. Some of the challenges teams face have to
do with knowing the status of the work, as part-time employees come in and hand a piece of a
project off to another worker. Some deal managing conflicts as they arise – both technical
issues as permissions are delayed and content cannot yet be incorporated, leading to
scheduling changes, and inter-personal issues among staff. Some of these conflicts occur
between a mostly young, part-time contingent of student workers and the full-time employees.
Supervisors are often drawn into mediating or resolving these conflicts. They really need to
meld together their staff to create highly capable, productive project teams for these fast-paced
eBook projects. The staff needs to trust each other and their leadership to be fair and to balance
work priorities with the times that they are available.
Supervisors are finding it is very important to make sure every team member understands the
goals of the project, the roles of each team member and how they inter-relate, and the sense of
urgency about completing the project. This urgency comes from understanding the intense
schedules for completing eBooks and from understanding why it is important that all of the work
come together to create a finished eBook – any part not completed keeps the final eBook from

going into quality check and release. Because of the issues around employee absence and the
use of part-time employees, they are also trying to make sure that employees are able to do
their role, but can also help out in related roles as needed.
To help build a common understanding of the project work and minimize some of the conflicts,
Samantha is working with some the supervisors to hold a project kick-off meeting where the
team reviews the goals and plan for the project, and develops and agrees to a project team
charter. Letting the team develop their charter gives the supervisor an opportunity to observe
how the team works together, and gives the team the ability to set ground rules for how they will
work together. The team charter starts with the project goals. The team may set their goals in
order to accomplish these project goals. Other topics that the team might address in their team
charter include agreed-upon guidelines for how they want to participate in the project, conduct
(or behavior), communications among project members, communicating status and problems,
problem solving, and holding meetings. This charter and its guidelines that they team have
agreed to can then serve as a basis for team building and team behaviors during the project.

Comment on the following aspects of the case study:
a) What are some of the challenges facing project teams? Have you encountered any of
these problems in teams that you have been part of? What other team problems have
you experienced?
b) Are there skills that team members need to be effective team members in a project? If
so, what are these skills?
c) Why is it important that team members understand the goals and scope of the project?
d) Think about creating a team charter. What categories of guidelines would you you’re
your team to agree on before beginning work? Why would you include these
categories?
e) Brainstorm and identify some guidelines that you would suggest teams follow for each of
these categories?
 Team member participation in the project
 Team member conduct (or behavior)
 Communicating among project members (including communicating status and
problems)
 Holding meetings
f) What are the advantages of a kick-off meeting? What are the advantages of developing
a team charter?

,

Mini-Case Study: Defining Standard Projects at Global Green Books
Publishing
Global Green Books Publishing is a successful printing and publishing company in its third year.
It has survived the bringing on a large new customer and all the challenges of new work that this
customer needed in a very short time.
Much of this work for the college is customized eBooks. As the first term progressed with
Global Green Books making customized eBooks for this college, there were a number of issues
that affected the quality of the eBooks produced and caused a great deal of rework for the
company. The local university was unhappy as their eBook products sometimes reached
campus late for use by professors and student. In some cases, the books were a week or two
late.
The management of Global Green Books was also challenged by these projects. The college
expected them delivered on-time and at a low cost, and the company was not always doing that.
Accounting was having difficult tracking the costs for each of the books, and the shift supervisor
were often having problems knowing what tasks needed to be completed and assigning the
right employees to each task.
Some of the problems stemmed from the new part time employees. Since many of these
workers had flexible schedules, it wasn’t always clear which tasks they were supposed to be
working on when they came in to work. Each book being produced was indeed a book; but that
was all they had in common. Each book had different production steps, different contents and
reprint approvals required, and different layouts and cover designs. Some were just collections
of articles to reprint once approvals were received, and others required extensive desktop
publishing. Each eBook was a complex process, but was going to be made just once, as these
eBooks were all customized for each professor and course each semester. Each eBook had to
be produced on time, and had to be made to match just exactly what the professors requested.
Understanding what each eBook needed had to be clearly documented and understood before
starting production. Global Green Books had been told by the college how many different
printing jobs the college would need, but they weren’t all arriving at once, and orders were quite
unpredictable in arriving from the professors at the college. Some professors needed rush
orders for their classes. Some orders arrived as projected, but some came later than
anticipated. When Global Green Books finally got all their orders, some of these jobs were
much larger than they had thought they would be.
Each eBook needed to have a separate job order prepared that listed all the steps that needed
to be completed, so that tasks could be assigned to each worker. These job orders were also
becoming a problem. Not all the steps needed were getting listed in each order. Often the
estimates of time for each task were not completed until after the work was done, causing
problems as workers were supposed to move on to new tasks but were still finishing their
previous tasks. Some tasks required specialized equipment or skills, sometimes from other
groups within Global Green Books. Not all of the new student hires were trained for all of the
printing and binding equipment used to print and assemble to books.

Global Green Books wanted to start developing a template for job orders. This template should
list all of the possible tasks that should be performed in producing an eBook for the college.
These tasks could be broken down into the different phases of the work.
In the Receive Order phase, the order should be received by Global Green Books from the
professor or the college, it should be checked and verified, and a job order started. In checking
and verifying each order, the customer representative should make sure that they have the
requester’s name, email and phone number; the date needed, and a full list of all of the
contents. They should also verify that they have received all of the materials that were
supposed to be included with that order, and have fully identified all of the items that they need
to request permissions for. Any problems found in checking and verifying should be resolved by
contacting the professor.
In the Plan Order phase, all of the desktop publishing work is planned, estimated and assigned
to production staff. Also all of the production effort to collate and produce the eBook are
identified, estimated and scheduled, and assigned to production staff. Specific equipment
resource needs are identified and equipment is reserved on the schedule to support the planned
production effort.
In the Production Phase, permissions are acquired, desktop publishing tasks (if needed) are
performed, content is converted, and the proof of the eBook is produced. A quality assistant will
check the eBook against the job order and customer order to make sure it is ready for
production, and once approved by quality, each of the requested eBook formats are created. A
second quality check makes sure that each requested format is ready to release to the college.
In a Manage P