My Blog

Tag: Homework Solution

  • [Solved] Human Sexuality

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    see attachment – ## HSmodule7asig2.docx – ## HSmodule6classPSYC360_M6_PDF.pdf – HSmudole7classPSYC360_M7_PDF.pdf **## HSmodule7asig2.docx** **Instructions** Make a short learning reflection by answering the following questions with 3 to 5 sentences: 1. What is the most important thing you have …

    Instant Solution Download

    $6.99

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

    Need a Fresh Custom Paper?

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

    Order on TutorsGallery →

    Assignment Prompt & Instructions

    see attachment

    – ## HSmodule7asig2.docx

    – ## HSmodule6classPSYC360_M6_PDF.pdf

    – HSmudole7classPSYC360_M7_PDF.pdf

    **## HSmodule7asig2.docx**

    **Instructions**

    Make a short learning reflection by answering the following questions with 3 to 5 sentences:

    1. What is the most important thing you have learned from the information presented in modules 6 and 7?

    2. What relevance do you see for your future career?

    3. Briefly share any questions, topics of interest, or other items related to the material in modules 6 and 7.

    **Note:** Watch the announcement area for publication deadlines

    Contribute a minimum of 2–4 pages. It should include at least 2 academic sources, formatted and cited in APA.

    Be sure to review the
    [academic expectations](https://agmu.instructure.com/courses/1876/pages/expectations-and-best-practices-for-assignments) for your submission.

    **Submission Instructions:**

    · Submit your assignment by 11:59 PM Eastern on Saturday.

    · Review the rubric to determine how your assignment will be graded.

    · Your assignment will be run through Turnitin to check for plagiarism

    **## HSmodule6classPSYC360_M6_PDF.pdf**

    Module 6
    Sexually Transmitted
    Diseases (STD)
    PSYC 360 Human Sexuality Seminar

    Objectives
    At the end of the module the student will:

    You will be able to explain STDs and their consequences and
    analyze the severe impact that lack of information and stigma
    about the issue can have on society in the short and long
    term.

    You will be able to develop educational material to inform the
    general population about STDs and their effect on mental
    health, and advocate for its inclusion in sex education
    programs aimed at children, adolescents, and adults.

     STDs are a public health problem in most developed societies in the
    world. Ignorance and rejection of the subject can take a great
    emotional, physical and financial toll on individuals and the
    community at large. Discussion of these diseases or infections is an
    important part of any course on human sexuality and should be
    included in the sex education provided to adolescents as well.

     This module provides an introduction to the topic of STDs and how
    mismanagement and lack of prevention has severe effects on
    individuals and communities. It also discusses information related to
    the origin of STDs, the most common infections, relevant statistics,
    treatments and intervention programs.

    Introduction

     It is important to clarify that the better-known term is sexually
    transmitted disease (STD). But there has been a recent change to
    call it sexually transmitted infection (STI). Both refer to the same
    thing.

     STDs are infectious diseases that are transmitted from person to
    person through sexual contact. Millions of new cases occur each
    year, and the majority of new infections in the United States occur
    between the ages of 15 and 24.

    Sexually Transmitted Diseases or Infections

     The only completely safe way to prevent an STD is sexual abstinence, including avoiding all
    sexual contact (oral, vaginal and anal).

    o To reduce the likelihood of contracting an STD, it is recommended:

    • Be in an exclusive (monogamous) relationship where both were tested for STDs before
    having sexual contact.

    • Use condoms (male or female) correctly every time you have sexual contact (condoms are
    not 100% safe, some STDs can be transmitted even if used correctly).

    • Avoid sexual activity at an early age.

    • Frequent testing.

    • Learn more about STDs and know how to recognize symptoms to seek immediate
    treatment. Some STDs can be easily cured, others have no cure yet.

    STD Protection

    Most Common STDs:

    This list includes some of
    the most common STDs,
    but there are many more
    examples.
    Some STDs cannot be
    cured, such as HIV and
    HPV.

    HIV

    Human Papilloma Virus (HPV)

    Clamidia

    Gonorrhea

    Genital herpes

    Syphilis

    ETS: Stigma and Discrimination

     Negative stigma is created when prejudice comes from labeling an individual as part of a group
    that is considered socially unacceptable.

    • Some examples of stigma associated with STDs:

    • Believing that only homosexuals contract HIV.

    • Judging a person for having syphilis.

    • Thinking that people who have an STD deserve it because of their sexual behavior.

    • Associate the person's value with his or her sexual behavior or STD diagnosis.

     Mental health experts have an ethical and social responsibility to avoid stigma and
    prejudice in their professional performance.

     Discrimination refers to behaviors that result from negative stigma. It is the act of treating badly or differently
    those groups that have a negative stigma.

    o Some examples of discrimination associated with STDs:

    • A mental health professional who refuses to see a client because he or she is HIV positive.

    • A physician who will not see a patient because he or she has gonorrhea or HIV.

    • Socially isolating a person for having herpes, or thinking they have an STD because of their sexual
    behavior.

    • Making offensive and hurtful comments about the person for having AIDS.

     Stigma and discrimination affect people's mental health and emotional well-being. It can cause fear of
    seeking medical help, feelings of shame, isolation and hopelessness.

    ETS: Stigma and Discrimination

    STDs and Their Consequences

    Bacterial
    vaginosis

    • Occurs when there are too many bacteria in the vagina and changes
    the normal balance of bacteria.

    • Common in women aged 15-44 years.
    • It is not known what causes it, but it occurs mainly in sexually active

    women.
    • There may be no symptoms.

    Clamidia

    • It is common in both men and women and can be easily cured.
    • If left untreated, it can cause infertility in women.
    • Infection in a pregnant woman has high risks to the fetus.
    • Most people have no symptoms, it is diagnosed with laboratory tests.

    Gonorrhea

    • It is common in both men and women and can be cured with
    appropriate medications.

    • It can cause infection in the genitals, rectum and throat.
    • It is very common in young people between 15-24 years old.
    • May have no symptoms.

    Stds and Their Consequences

    Genital herpes

    • It is an infection caused by two types of viruses (HSV-1 and HSV-2). HSV-1 is responsible for oral
    herpes around the mouth.

    • Most people with oral herpes were infected without sexual contact, as children or adolescents, by
    contact with saliva from someone infected.

    • It is very common in the United States, approximately 1 in 6 people between the ages of 14-49 years.
    • Herpes has no cure, only medication for management.

    HIV/AIDS

    • People with HIV are more likely to contract other STDs.
    • HIV (human immunodeficiency virus) attacks the immune system. If left untreated, it can develop into

    AIDS.
    • There is no effective cure at this time. But it can be controlled and people who take proper care of

    themselves can lead regular lives with sexual contact.
    • HIV comes from animals; it is believed that humans came into contact with the virus by handling the

    infected blood of monkeys while trying to hunt them.

    Human
    papillomavirus

    (HPV)

    • It is the most common STD, and has several types; some can cause cancer, others cause genital
    warts.

    • HPV vaccines can protect against some types of cancer.
    • HPV can cause cancer of the cervix, vulva, throat, vagina, penis or anus. It is one of the most

    dangerous and common STDs.

    Stds and Their Consequences

    Pelvic
    inflammatory

    disease

    • It is an infection of the female reproductive organs. It is a complication
    commonly caused by the presence of other STDs, such as chlamydia and
    gonorrhea.

    • When diagnosed in the early stages, it can be managed with medication.
    But treatment may not be able to repair the damage done to the
    reproductive organs.

    Sífilis

    • Infection that can cause serious health problems if not managed correctly.
    • Infection is divided into primary, secondary, latent and tertiary stages.

    Patients in the tertiary stage are the most affected, as the infection can
    affect their heart, brain (neurosyphilis), and other body organs.

    Tricomoniasis

    • One of the most common STDs and is caused by infection with a parasite..
    • It can be cured with medical treatment.
    • May increase the risk of contracting other STDs and affect pregnancy.

    STD Statistics in Puerto Rico and the United States

    Puerto Rico (2016) United States (2019)

    • Chlamydia: 7,198 positive cases were
    reported.

    • Gonorrhea: 743 positive cases were
    reported.

    • Syphilis: 1,179 positive cases were
    reported.

    • Congenital syphilis: 4 positive cases.
    • Genital herpes: 2,183 positive cases

    were reported.

    • Chlamydia: 1.8 million cases
    reported.

    • Gonorrhea: 616,392 reported cases.
    • Syphilis: 129,813 cases reported.
    • Congenital syphilis: 1,870 cases

    reported.

    In general, prevention and control of STDs or STIs focuses on five main
    strategies:
    • Accurate and objective risk assessment, as well as education and

    counseling for at-risk individuals, with a focus on prevention methods
    through changes in sexual behaviors and the use of preventive services.

    • Emphasis on vaccination for STIs that can be prevented by this type of
    method.

    • Identify persons with asymptomatic infections and persons with any
    symptoms associated with an STD/STI.

    • Effective diagnosis, treatment, counseling, and follow-up for people
    suffering from an STD or STI.

    • Evaluation, treatment and counseling for sexual partners of persons
    suffering from an STD or STI.

    Treatment

    You are encouraged to watch the following lectures to
    learn more about the topics in this module:

    Insights on HIV, in stunning data visuals

    https://www.ted.com/talks/hans_rosling_insights_on_hiv_in_stunning_

    data_visuals

    Talking to Teens and Young Adults About Sexually Transmitted Infections

    https://youtu.be/K3WRLxOgOEQ

    Drug-Resistant Gonorrhea: An Urgent Public Health Issue

    https://youtu.be/iFwlnljV2Go

    What is HPV and how can you protect yourself from it?

    https://www.ted.com/talks/emma_bryce_what_is_hpv_and_how_can_y

    ou_protect_yourself_from_it

    Summary
    In this sixth module we work with sexually transmitted diseases or infections to

    understand their consequences on physical and mental health. This topic is very

    relevant in the area of study of human sexuality, and it is important that behavioral

    experts seek to continue learning about these topics in order to provide a better

    service in the environment in which they work professionally. The student is

    encouraged to relate the topic of this module to the previous module to highlight the

    importance of sexual education that includes a focus on these infections.

    In the next module we shift the focus to laws, social influences and the concept of

    justice in sexuality issues.

    Centers for Disease Control and Prevention. (2021). Sexually Transmitted Disease
    Surveillance. U.S. Department of Health and Human Services; 2019.
    https://www.cdc.gov/std/statistics/2019/default.htm

    CDC — Centers for Disease Control and Prevention. (2008, November 28).
    “Abortion Surveillance — United States, 2005.” Morbidity and Mortality Weekly
    Report, 57 (SS-13). [Online].
    http://www.cdc.gov/mmwr/preview/mmwrhtml/ss5713a1.htm.

    Centers for Disease Control and Prevention (2021). HIV Stigma and Discrimination.
    U.S. Department of Health and Human Services.
    https://www.cdc.gov/hiv/basics/hiv-stigma/index.html

    Johns Hopkins Medicine. (2021). Sexually transmitted diseases.
    https://www.hopkinsmedicine.org/health/conditions-and-diseases/sexually-
    transmitted-diseases

    References

    **HSmudole7classPSYC360_M7_PDF.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/hsmudole7classpsyc360-m7-pdf-pdf)

    **HSmudole7classPSYC360_M7_PDF.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/hsmudole7classpsyc360-m7-pdf-pdf)

    **## HSmodule7asig2.docx**

    **Instructions**

    Make a short learning reflection by answering the following questions with 3 to 5 sentences:

    1. What is the most important thing you have learned from the information presented in modules 6 and 7?

    2. What relevance do you see for your future career?

    3. Briefly share any questions, topics of interest, or other items related to the material in modules 6 and 7.

    **Note:** Watch the announcement area for publication deadlines

    Contribute a minimum of 2–4 pages. It should include at least 2 academic sources, formatted and cited in APA.

    Be sure to review the
    [academic expectations](https://agmu.instructure.com/courses/1876/pages/expectations-and-best-practices-for-assignments) for your submission.

    **Submission Instructions:**

    · Submit your assignment by 11:59 PM Eastern on Saturday.

    · Review the rubric to determine how your assignment will be graded.

    · Your assignment will be run through Turnitin to check for plagiarism

    **## HSmodule6classPSYC360_M6_PDF.pdf**

    Module 6
    Sexually Transmitted
    Diseases (STD)
    PSYC 360 Human Sexuality Seminar

    Objectives
    At the end of the module the student will:

    You will be able to explain STDs and their consequences and
    analyze the severe impact that lack of information and stigma
    about the issue can have on society in the short and long
    term.

    You will be able to develop educational material to inform the
    general population about STDs and their effect on mental
    health, and advocate for its inclusion in sex education
    programs aimed at children, adolescents, and adults.

     STDs are a public health problem in most developed societies in the
    world. Ignorance and rejection of the subject can take a great
    emotional, physical and financial toll on individuals and the
    community at large. Discussion of these diseases or infections is an
    important part of any course on human sexuality and should be
    included in the sex education provided to adolescents as well.

     This module provides an introduction to the topic of STDs and how
    mismanagement and lack of prevention has severe effects on
    individuals and communities. It also discusses information related to
    the origin of STDs, the most common infections, relevant statistics,
    treatments and intervention programs.

    Introduction

     It is important to clarify that the better-known term is sexually
    transmitted disease (STD). But there has been a recent change to
    call it sexually transmitted infection (STI). Both refer to the same
    thing.

     STDs are infectious diseases that are transmitted from person to
    person through sexual contact. Millions of new cases occur each
    year, and the majority of new infections in the United States occur
    between the ages of 15 and 24.

    Sexually Transmitted Diseases or Infections

     The only completely safe way to prevent an STD is sexual abstinence, including avoiding all
    sexual contact (oral, vaginal and anal).

    o To reduce the likelihood of contracting an STD, it is recommended:

    • Be in an exclusive (monogamous) relationship where both were tested for STDs before
    having sexual contact.

    • Use condoms (male or female) correctly every time you have sexual contact (condoms are
    not 100% safe, some STDs can be transmitted even if used correctly).

    • Avoid sexual activity at an early age.

    • Frequent testing.

    • Learn more about STDs and know how to recognize symptoms to seek immediate
    treatment. Some STDs can be easily cured, others have no cure yet.

    STD Protection

    Most Common STDs:

    This list includes some of
    the most common STDs,
    but there are many more
    examples.
    Some STDs cannot be
    cured, such as HIV and
    HPV.

    HIV

    Human Papilloma Virus (HPV)

    Clamidia

    Gonorrhea

    Genital herpes

    Syphilis

    ETS: Stigma and Discrimination

     Negative stigma is created when prejudice comes from labeling an individual as part of a group
    that is considered socially unacceptable.

    • Some examples of stigma associated with STDs:

    • Believing that only homosexuals contract HIV.

    • Judging a person for having syphilis.

    • Thinking that people who have an STD deserve it because of their sexual behavior.

    • Associate the person's value with his or her sexual behavior or STD diagnosis.

     Mental health experts have an ethical and social responsibility to avoid stigma and
    prejudice in their professional performance.

     Discrimination refers to behaviors that result from negative stigma. It is the act of treating badly or differently
    those groups that have a negative stigma.

    o Some examples of discrimination associated with STDs:

    • A mental health professional who refuses to see a client because he or she is HIV positive.

    • A physician who will not see a patient because he or she has gonorrhea or HIV.

    • Socially isolating a person for having herpes, or thinking they have an STD because of their sexual
    behavior.

    • Making offensive and hurtful comments about the person for having AIDS.

     Stigma and discrimination affect people's mental health and emotional well-being. It can cause fear of
    seeking medical help, feelings of shame, isolation and hopelessness.

    ETS: Stigma and Discrimination

    STDs and Their Consequences

    Bacterial
    vaginosis

    • Occurs when there are too many bacteria in the vagina and changes
    the normal balance of bacteria.

    • Common in women aged 15-44 years.
    • It is not known what causes it, but it occurs mainly in sexually active

    women.
    • There may be no symptoms.

    Clamidia

    • It is common in both men and women and can be easily cured.
    • If left untreated, it can cause infertility in women.
    • Infection in a pregnant woman has high risks to the fetus.
    • Most people have no symptoms, it is diagnosed with laboratory tests.

    Gonorrhea

    • It is common in both men and women and can be cured with
    appropriate medications.

    • It can cause infection in the genitals, rectum and throat.
    • It is very common in young people between 15-24 years old.
    • May have no symptoms.

    Stds and Their Consequences

    Genital herpes

    • It is an infection caused by two types of viruses (HSV-1 and HSV-2). HSV-1 is responsible for oral
    herpes around the mouth.

    • Most people with oral herpes were infected without sexual contact, as children or adolescents, by
    contact with saliva from someone infected.

    • It is very common in the United States, approximately 1 in 6 people between the ages of 14-49 years.
    • Herpes has no cure, only medication for management.

    HIV/AIDS

    • People with HIV are more likely to contract other STDs.
    • HIV (human immunodeficiency virus) attacks the immune system. If left untreated, it can develop into

    AIDS.
    • There is no effective cure at this time. But it can be controlled and people who take proper care of

    themselves can lead regular lives with sexual contact.
    • HIV comes from animals; it is believed that humans came into contact with the virus by handling the

    infected blood of monkeys while trying to hunt them.

    Human
    papillomavirus

    (HPV)

    • It is the most common STD, and has several types; some can cause cancer, others cause genital
    warts.

    • HPV vaccines can protect against some types of cancer.
    • HPV can cause cancer of the cervix, vulva, throat, vagina, penis or anus. It is one of the most

    dangerous and common STDs.

    Stds and Their Consequences

    Pelvic
    inflammatory

    disease

    • It is an infection of the female reproductive organs. It is a complication
    commonly caused by the presence of other STDs, such as chlamydia and
    gonorrhea.

    • When diagnosed in the early stages, it can be managed with medication.
    But treatment may not be able to repair the damage done to the
    reproductive organs.

    Sífilis

    • Infection that can cause serious health problems if not managed correctly.
    • Infection is divided into primary, secondary, latent and tertiary stages.

    Patients in the tertiary stage are the most affected, as the infection can
    affect their heart, brain (neurosyphilis), and other body organs.

    Tricomoniasis

    • One of the most common STDs and is caused by infection with a parasite..
    • It can be cured with medical treatment.
    • May increase the risk of contracting other STDs and affect pregnancy.

    STD Statistics in Puerto Rico and the United States

    Puerto Rico (2016) United States (2019)

    • Chlamydia: 7,198 positive cases were
    reported.

    • Gonorrhea: 743 positive cases were
    reported.

    • Syphilis: 1,179 positive cases were
    reported.

    • Congenital syphilis: 4 positive cases.
    • Genital herpes: 2,183 positive cases

    were reported.

    • Chlamydia: 1.8 million cases
    reported.

    • Gonorrhea: 616,392 reported cases.
    • Syphilis: 129,813 cases reported.
    • Congenital syphilis: 1,870 cases

    reported.

    In general, prevention and control of STDs or STIs focuses on five main
    strategies:
    • Accurate and objective risk assessment, as well as education and

    counseling for at-risk individuals, with a focus on prevention methods
    through changes in sexual behaviors and the use of preventive services.

    • Emphasis on vaccination for STIs that can be prevented by this type of
    method.

    • Identify persons with asymptomatic infections and persons with any
    symptoms associated with an STD/STI.

    • Effective diagnosis, treatment, counseling, and follow-up for people
    suffering from an STD or STI.

    • Evaluation, treatment and counseling for sexual partners of persons
    suffering from an STD or STI.

    Treatment

    You are encouraged to watch the following lectures to
    learn more about the topics in this module:

    Insights on HIV, in stunning data visuals

    https://www.ted.com/talks/hans_rosling_insights_on_hiv_in_stunning_

    data_visuals

    Talking to Teens and Young Adults About Sexually Transmitted Infections

    https://youtu.be/K3WRLxOgOEQ

    Drug-Resistant Gonorrhea: An Urgent Public Health Issue

    https://youtu.be/iFwlnljV2Go

    What is HPV and how can you protect yourself from it?

    https://www.ted.com/talks/emma_bryce_what_is_hpv_and_how_can_y

    ou_protect_yourself_from_it

    Summary
    In this sixth module we work with sexually transmitted diseases or infections to

    understand their consequences on physical and mental health. This topic is very

    relevant in the area of study of human sexuality, and it is important that behavioral

    experts seek to continue learning about these topics in order to provide a better

    service in the environment in which they work professionally. The student is

    encouraged to relate the topic of this module to the previous module to highlight the

    importance of sexual education that includes a focus on these infections.

    In the next module we shift the focus to laws, social influences and the concept of

    justice in sexuality issues.

    Centers for Disease Control and Prevention. (2021). Sexually Transmitted Disease
    Surveillance. U.S. Department of Health and Human Services; 2019.
    https://www.cdc.gov/std/statistics/2019/default.htm

    CDC — Centers for Disease Control and Prevention. (2008, November 28).
    “Abortion Surveillance — United States, 2005.” Morbidity and Mortality Weekly
    Report, 57 (SS-13). [Online].
    http://www.cdc.gov/mmwr/preview/mmwrhtml/ss5713a1.htm.

    Centers for Disease Control and Prevention (2021). HIV Stigma and Discrimination.
    U.S. Department of Health and Human Services.
    https://www.cdc.gov/hiv/basics/hiv-stigma/index.html

    Johns Hopkins Medicine. (2021). Sexually transmitted diseases.
    https://www.hopkinsmedicine.org/health/conditions-and-diseases/sexually-
    transmitted-diseases

    References

    **HSmudole7classPSYC360_M7_PDF.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/hsmudole7classpsyc360-m7-pdf-pdf)

    **## HSmodule7asig2.docx**

    **Instructions**

    Make a short learning reflection by answering the following questions with 3 to 5 sentences:

    1. What is the most important thing you have learned from the information presented in modules 6 and 7?

    2. What relevance do you see for your future career?

    3. Briefly share any questions, topics of interest, or other items related to the material in modules 6 and 7.

    **Note:** Watch the announcement area for publication deadlines

    Contribute a minimum of 2–4 pages. It should include at least 2 academic sources, formatted and cited in APA.

    Be sure to review the
    [academic expectations](https://agmu.instructure.com/courses/1876/pages/expectations-and-best-practices-for-assignments) for your submission.

    **Submission Instructions:**

    · Submit your assignment by 11:59 PM Eastern on Saturday.

    · Review the rubric to determine how your assignment will be graded.

    · Your assignment will be run through Turnitin to check for plagiarism

    **## HSmodule6classPSYC360_M6_PDF.pdf**

    Module 6
    Sexually Transmitted
    Diseases (STD)
    PSYC 360 Human Sexuality Seminar

    Objectives
    At the end of the module the student will:

    You will be able to explain STDs and their consequences and
    analyze the severe impact that lack of information and stigma
    about the issue can have on society in the short and long
    term.

    You will be able to develop educational material to inform the
    general population about STDs and their effect on mental
    health, and advocate for its inclusion in sex education
    programs aimed at children, adolescents, and adults.

     STDs are a public health problem in most developed societies in the
    world. Ignorance and rejection of the subject can take a great
    emotional, physical and financial toll on individuals and the
    community at large. Discussion of these diseases or infections is an
    important part of any course on human sexuality and should be
    included in the sex education provided to adolescents as well.

     This module provides an introduction to the topic of STDs and how
    mismanagement and lack of prevention has severe effects on
    individuals and communities. It also discusses information related to
    the origin of STDs, the most common infections, relevant statistics,
    treatments and intervention programs.

    Introduction

     It is important to clarify that the better-known term is sexually
    transmitted disease (STD). But there has been a recent change to
    call it sexually transmitted infection (STI). Both refer to the same
    thing.

     STDs are infectious diseases that are transmitted from person to
    person through sexual contact. Millions of new cases occur each
    year, and the majority of new infections in the United States occur
    between the ages of 15 and 24.

    Sexually Transmitted Diseases or Infections

     The only completely safe way to prevent an STD is sexual abstinence, including avoiding all
    sexual contact (oral, vaginal and anal).

    o To reduce the likelihood of contracting an STD, it is recommended:

    • Be in an exclusive (monogamous) relationship where both were tested for STDs before
    having sexual contact.

    • Use condoms (male or female) correctly every time you have sexual contact (condoms are
    not 100% safe, some STDs can be transmitted even if used correctly).

    • Avoid sexual activity at an early age.

    • Frequent testing.

    • Learn more about STDs and know how to recognize symptoms to seek immediate
    treatment. Some STDs can be easily cured, others have no cure yet.

    STD Protection

    Most Common STDs:

    This list includes some of
    the most common STDs,
    but there are many more
    examples.
    Some STDs cannot be
    cured, such as HIV and
    HPV.

    HIV

    Human Papilloma Virus (HPV)

    Clamidia

    Gonorrhea

    Genital herpes

    Syphilis

    ETS: Stigma and Discrimination

     Negative stigma is created when prejudice comes from labeling an individual as part of a group
    that is considered socially unacceptable.

    • Some examples of stigma associated with STDs:

    • Believing that only homosexuals contract HIV.

    • Judging a person for having syphilis.

    • Thinking that people who have an STD deserve it because of their sexual behavior.

    • Associate the person's value with his or her sexual behavior or STD diagnosis.

     Mental health experts have an ethical and social responsibility to avoid stigma and
    prejudice in their professional performance.

     Discrimination refers to behaviors that result from negative stigma. It is the act of treating badly or differently
    those groups that have a negative stigma.

    o Some examples of discrimination associated with STDs:

    • A mental health professional who refuses to see a client because he or she is HIV positive.

    • A physician who will not see a patient because he or she has gonorrhea or HIV.

    • Socially isolating a person for having herpes, or thinking they have an STD because of their sexual
    behavior.

    • Making offensive and hurtful comments about the person for having AIDS.

     Stigma and discrimination affect people's mental health and emotional well-being. It can cause fear of
    seeking medical help, feelings of shame, isolation and hopelessness.

    ETS: Stigma and Discrimination

    STDs and Their Consequences

    Bacterial
    vaginosis

    • Occurs when there are too many bacteria in the vagina and changes
    the normal balance of bacteria.

    • Common in women aged 15-44 years.
    • It is not known what causes it, but it occurs mainly in sexually active

    women.
    • There may be no symptoms.

    Clamidia

    • It is common in both men and women and can be easily cured.
    • If left untreated, it can cause infertility in women.
    • Infection in a pregnant woman has high risks to the fetus.
    • Most people have no symptoms, it is diagnosed with laboratory tests.

    Gonorrhea

    • It is common in both men and women and can be cured with
    appropriate medications.

    • It can cause infection in the genitals, rectum and throat.
    • It is very common in young people between 15-24 years old.
    • May have no symptoms.

    Stds and Their Consequences

    Genital herpes

    • It is an infection caused by two types of viruses (HSV-1 and HSV-2). HSV-1 is responsible for oral
    herpes around the mouth.

    • Most people with oral herpes were infected without sexual contact, as children or adolescents, by
    contact with saliva from someone infected.

    • It is very common in the United States, approximately 1 in 6 people between the ages of 14-49 years.
    • Herpes has no cure, only medication for management.

    HIV/AIDS

    • People with HIV are more likely to contract other STDs.
    • HIV (human immunodeficiency virus) attacks the immune system. If left untreated, it can develop into

    AIDS.
    • There is no effective cure at this time. But it can be controlled and people who take proper care of

    themselves can lead regular lives with sexual contact.
    • HIV comes from animals; it is believed that humans came into contact with the virus by handling the

    infected blood of monkeys while trying to hunt them.

    Human
    papillomavirus

    (HPV)

    • It is the most common STD, and has several types; some can cause cancer, others cause genital
    warts.

    • HPV vaccines can protect against some types of cancer.
    • HPV can cause cancer of the cervix, vulva, throat, vagina, penis or anus. It is one of the most

    dangerous and common STDs.

    Stds and Their Consequences

    Pelvic
    inflammatory

    disease

    • It is an infection of the female reproductive organs. It is a complication
    commonly caused by the presence of other STDs, such as chlamydia and
    gonorrhea.

    • When diagnosed in the early stages, it can be managed with medication.
    But treatment may not be able to repair the damage done to the
    reproductive organs.

    Sífilis

    • Infection that can cause serious health problems if not managed correctly.
    • Infection is divided into primary, secondary, latent and tertiary stages.

    Patients in the tertiary stage are the most affected, as the infection can
    affect their heart, brain (neurosyphilis), and other body organs.

    Tricomoniasis

    • One of the most common STDs and is caused by infection with a parasite..
    • It can be cured with medical treatment.
    • May increase the risk of contracting other STDs and affect pregnancy.

    STD Statistics in Puerto Rico and the United States

    Puerto Rico (2016) United States (2019)

    • Chlamydia: 7,198 positive cases were
    reported.

    • Gonorrhea: 743 positive cases were
    reported.

    • Syphilis: 1,179 positive cases were
    reported.

    • Congenital syphilis: 4 positive cases.
    • Genital herpes: 2,183 positive cases

    were reported.

    • Chlamydia: 1.8 million cases
    reported.

    • Gonorrhea: 616,392 reported cases.
    • Syphilis: 129,813 cases reported.
    • Congenital syphilis: 1,870 cases

    reported.

    In general, prevention and control of STDs or STIs focuses on five main
    strategies:
    • Accurate and objective risk assessment, as well as education and

    counseling for at-risk individuals, with a focus on prevention methods
    through changes in sexual behaviors and the use of preventive services.

    • Emphasis on vaccination for STIs that can be prevented by this type of
    method.

    • Identify persons with asymptomatic infections and persons with any
    symptoms associated with an STD/STI.

    • Effective diagnosis, treatment, counseling, and follow-up for people
    suffering from an STD or STI.

    • Evaluation, treatment and counseling for sexual partners of persons
    suffering from an STD or STI.

    Treatment

    You are encouraged to watch the following lectures to
    learn more about the topics in this module:

    Insights on HIV, in stunning data visuals

    https://www.ted.com/talks/hans_rosling_insights_on_hiv_in_stunning_

    data_visuals

    Talking to Teens and Young Adults About Sexually Transmitted Infections

    https://youtu.be/K3WRLxOgOEQ

    Drug-Resistant Gonorrhea: An Urgent Public Health Issue

    https://youtu.be/iFwlnljV2Go

    What is HPV and how can you protect yourself from it?

    https://www.ted.com/talks/emma_bryce_what_is_hpv_and_how_can_y

    ou_protect_yourself_from_it

    Summary
    In this sixth module we work with sexually transmitted diseases or infections to

    understand their consequences on physical and mental health. This topic is very

    relevant in the area of study of human sexuality, and it is important that behavioral

    experts seek to continue learning about these topics in order to provide a better

    service in the environment in which they work professionally. The student is

    encouraged to relate the topic of this module to the previous module to highlight the

    importance of sexual education that includes a focus on these infections.

    In the next module we shift the focus to laws, social influences and the concept of

    justice in sexuality issues.

    Centers for Disease Control and Prevention. (2021). Sexually Transmitted Disease
    Surveillance. U.S. Department of Health and Human Services; 2019.
    https://www.cdc.gov/std/statistics/2019/default.htm

    CDC — Centers for Disease Control and Prevention. (2008, November 28).
    “Abortion Surveillance — United States, 2005.” Morbidity and Mortality Weekly
    Report, 57 (SS-13). [Online].
    http://www.cdc.gov/mmwr/preview/mmwrhtml/ss5713a1.htm.

    Centers for Disease Control and Prevention (2021). HIV Stigma and Discrimination.
    U.S. Department of Health and Human Services.
    https://www.cdc.gov/hiv/basics/hiv-stigma/index.html

    Johns Hopkins Medicine. (2021). Sexually transmitted diseases.
    https://www.hopkinsmedicine.org/health/conditions-and-diseases/sexually-
    transmitted-diseases

    References

    **HSmudole7classPSYC360_M7_PDF.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/hsmudole7classpsyc360-m7-pdf-pdf)

    – 1
    – 2
    – 3

  • [Solved] Concept Map 3

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    – ## ConceptMap3.docx **## ConceptMap3.docx** **Concept Map 3** John Henry is five years old. He was a fussy baby who was difficult to soothe. Now attending his third preschool, he is in jeopardy of being dismissed again for his refusal to follow the rules and for his angry outbursts. He argues with…

    Instant Solution Download

    $6.99

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

    Need a Fresh Custom Paper?

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

    Order on TutorsGallery →

    Assignment Prompt & Instructions

    – ## ConceptMap3.docx

    **## ConceptMap3.docx**

    **Concept Map 3**

    John Henry is five years old. He was a fussy baby who was difficult to soothe. Now attending his third preschool, he is in jeopardy of being dismissed again for his refusal to follow the rules and for his angry outbursts. He argues with his peers every week and refuses to cooperate with his teachers' requests. He is disobedient at home as well and seems to annoy others deliberately.

    Concept Map Information

    1. What is the Main diagnosis for Mary Rose?

    2. What are the Key symptoms?

    3. What differential diagnoses did you consider and why?

    4. What is your treatment recommendation and why?

    5. What is the Prognosis?

    **## ConceptMap3.docx**

    **Concept Map 3**

    John Henry is five years old. He was a fussy baby who was difficult to soothe. Now attending his third preschool, he is in jeopardy of being dismissed again for his refusal to follow the rules and for his angry outbursts. He argues with his peers every week and refuses to cooperate with his teachers' requests. He is disobedient at home as well and seems to annoy others deliberately.

    Concept Map Information

    1. What is the Main diagnosis for Mary Rose?

    2. What are the Key symptoms?

    3. What differential diagnoses did you consider and why?

    4. What is your treatment recommendation and why?

    5. What is the Prognosis?

  • [Solved] biology

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    In-depth study guidance and analytical solution covering biology.

    Instant Solution Download

    $6.99

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

    Need a Fresh Custom Paper?

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

    Order on TutorsGallery →

    Assignment Prompt & Instructions

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

  • [Solved] Project Planning

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    See attached. – ## 2VitalSourceBookshelf_ProjectManagement_TheManagerialProcess.pdf – ## 5VitalSourceBookshelf_ProjectManagement_TheManagerialProcess.pdf – ## 3VitalSourceBookshelf_ProjectManagement_TheManagerialProcess.pdf – ## VitalSourceBookshelf_ProjectManagement_TheManagerialProcess.pdf…

    Instant Solution Download

    $6.99

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

    Need a Fresh Custom Paper?

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

    Order on TutorsGallery →

    Assignment Prompt & Instructions

    See attached.

    – ## 2VitalSourceBookshelf_ProjectManagement_TheManagerialProcess.pdf

    – ## 5VitalSourceBookshelf_ProjectManagement_TheManagerialProcess.pdf

    – ## 3VitalSourceBookshelf_ProjectManagement_TheManagerialProcess.pdf

    – ## VitalSourceBookshelf_ProjectManagement_TheManagerialProcess.pdf

    – ## 4VitalSourceBookshelf_ProjectManagement_TheManagerialProcess.pdf

    – ## unit3instructions.pdf

    – ## UnitIII.pdf

    **## 2VitalSourceBookshelf_ProjectManagement_TheManagerialProcess.pdf**

    Printed by: csw8578@yahoo.com. Printing is for personal, private use only. No part of this book may be reproduced
    or transmitted without publisher's prior permission. Violators will be prosecuted.

    **## 5VitalSourceBookshelf_ProjectManagement_TheManagerialProcess.pdf**

    Printed by: csw8578@yahoo.com. Printing is for personal, private use only. No part of this book may be reproduced
    or transmitted without publisher's prior permission. Violators will be prosecuted.

    **## 3VitalSourceBookshelf_ProjectManagement_TheManagerialProcess.pdf**

    Printed by: csw8578@yahoo.com. Printing is for personal, private use only. No part of this book may be reproduced
    or transmitted without publisher's prior permission. Violators will be prosecuted.

    Printed by: csw8578@yahoo.com. Printing is for personal, private use only. No part of this book may be reproduced
    or transmitted without publisher's prior permission. Violators will be prosecuted.

    **## VitalSourceBookshelf_ProjectManagement_TheManagerialProcess.pdf**

    Printed by: csw8578@yahoo.com. Printing is for personal, private use only. No part of this book may be reproduced
    or transmitted without publisher's prior permission. Violators will be prosecuted.

    Printed by: csw8578@yahoo.com. Printing is for personal, private use only. No part of this book may be reproduced
    or transmitted without publisher's prior permission. Violators will be prosecuted.

    **## 4VitalSourceBookshelf_ProjectManagement_TheManagerialProcess.pdf**

    Printed by: csw8578@yahoo.com. Printing is for personal, private use only. No part of this book may be reproduced
    or transmitted without publisher's prior permission. Violators will be prosecuted.

    Printed by: csw8578@yahoo.com. Printing is for personal, private use only. No part of this book may be reproduced
    or transmitted without publisher's prior permission. Violators will be prosecuted.

    Printed by: csw8578@yahoo.com. Printing is for personal, private use only. No part of this book may be reproduced
    or transmitted without publisher's prior permission. Violators will be prosecuted.

    **## unit3instructions.pdf**

    Unit 3 instructions
    For this assignment, you will be reading Case 3.1 “Moss and McAdams Accounting Firm” in your
    textbook. Once you have finished reading the case study, you will address the prompts below.

    Define functional, matrix, and projectized organizational structures, and list the strengths and
    weaknesses of each.
    Determine which organizational structure was being used in the two projects discussed in the
    case study, and explain how you came to that conclusion using evidence from the case
    study.
    Do you believe that the projects described in this case study could have been managed
    better using a different type of organizational structure? If so, which one do you think would
    have worked better, and why? If you believe that the organizational structure used was the
    correct one, explain why you think so.
    Describe what is meant by the technical side of a project and the sociocultural side of a
    project. Do you think Sands and Crosby were masters of both sides of their projects? Why,
    or why not?
    Do you believe that a better knowledge of the organization’s strategy would have improved
    the outcome of this case study? Why, or why not?

    Your response should be a minimum of two pages in length and formatted as an essay. Citations
    and references are not required. If outside sources are used, please adhere to APA Style when
    creating citations and references for this assignment. APA formatting, however, is not necessary.

    **## UnitIII.pdf**

    MGT 4301, Project Planning 1

    Course Learning Outcomes for Unit III

    Upon completion of this unit, students should be able to:

    3. Discuss guidelines for creating a work breakdown structure (WBS).
    3.1 Describe how creating a WBS can impact time and cost estimates.

    4. Develop a process for determining the critical path method (CPM).

    4.1 Assemble a project network diagram.
    4.2 Describe the critical path of a project.
    4.3 Describe how delays in the critical path can affect a project and the options that can be used to

    get it back on schedule.

    Required Unit Resources

    Chapter 5: Estimating Project Times and Costs—Read the following sections:

    • Introduction
    • 5.1–5.9
    • Summary

    Chapter 6: Developing a Project Schedule—Read the following sections:

    • Introduction
    • 6.1–6.9
    • Summary

    Unit Lesson

    Estimating Project Times and Costs

    Many times, in an effort to get a project started as soon as possible, project managers will sometimes skip the
    all-important process of estimating the length of time a project will take to complete and how much it will cost
    to complete. It is important to take the time to do this so that one does not encounter some costly and ugly
    surprises down the road!

    It is important to estimate time and cost of a project for several reasons, some of which are listed below.

    • With these estimates in hand, project managers are empowered to make better decisions about who
    should work on specific tasks within the project and can plan ahead of time for issues that may arise
    during the project.

    • The project manager can inform stakeholders about how long the project will take and its cost before
    beginning. This way, a determination can be made about whether the project is truly cost effective for
    the organization and whether the project should be continued.

    • The project manager will be able to see at a glance how well the project is progressing by comparing
    the actual time it is taking to the estimated time.

    • The project manager can have an idea about how much money he or she should have on hand to
    handle cash flow needs (Larson & Gray, 2021).

    UNIT III STUDY GUIDE
    Estimating Project Times and Costs and
    Developing a Project Plan

    MGT 4301, Project Planning 2

    UNIT x STUDY GUIDE
    Title

    Guidelines for estimating time and cost are listed below.

    • Have people who are familiar with what a task entails to make the estimate on how long it will take. It
    is always best to utilize an individual who actually does the job rather than someone who has a
    preconceived notion regarding it.

    • Utilize more than one person to make estimates. Different people notice different things about tasks
    that must be taken into account. This way, a project manager can be certain that all of his or her
    bases are covered.

    • Estimates should be based on normal conditions and the normal number of resources in place.
    • Use consistent units of time throughout. If you start with hours, maintain the use of hours to avoid

    confusion down the road.
    • Treat each task as independent in order ensure that each task has enough time to be completed.
    • Do not make allowances for unforeseen events. There should be an extra fund in place for such

    occurrences.
    • Create a risk assessment plan so that stakeholders will not be surprised if something takes a little

    longer or costs a bit more than it should (Larson & Gray, 2021).

    Developing a Project Plan

    Project planning begins with the development of a project network (Larson & Gray, 2021). This tool is used to
    help a project manager plan, schedule, and monitor the progress of his or her project and is developed from
    information that was collected and used to create the project’s work breakdown structure (WBS) (Larson &
    Gray, 2021). Project managers for large-scale projects have a higher reliance on the accuracy of the WBS
    than those of small-scale projects (Larson & Gray, 2021). Many of the projects used every day involve a WBS
    that was created from multiple WBSs overlapping. The interstate highway system, major airports, cell phones,
    and the Internet all involved phased projects that required overlapping WBSs. A change in one WBS affects
    the entire project both in time and cost. Although they may not have created actual WBSs at the time, the
    most famous historical projects were phased projects involving overlapping WBSs, such as construction of
    the Eiffel Tower, the Statue of Liberty, the transcontinental railroad, the New York subway system and Grand
    Central Station, and the pyramids in Egypt. Military maneuvers and wars, such as WWI and WWII, Vietnam,
    and the Civil War, are large-scale projects requiring a WBS to identify who is responsible for what. Knowing
    who is responsible for what activity within a project is critical to the project’s success.

    Following the concept of who is responsible for what is the idea of identifying when the identified action(s)
    need to occur to determine the most time- and cost-efficient order of operations. The process of identifying
    the various paths to get a project from start to finish and determining which activities are dependent on a
    previous one is called network diagramming (Larson & Gray, 2021). By noting the activity order based on
    dependency restriction, a project manager can identify the longest time from start to finish. This is the critical
    path. The critical path of a project has no wiggle room or float. Any variance on the critical path will affect both
    time and cost. Activities that take longer than planned will cause delays in that start of subsequent activities,
    and activities that finish sooner than planned can require an adjustment of all subsequent activities to begin
    earlier. Changes to the schedule incur a cost, whether from contractual obligations, loss of early completion
    incentives, wasted staff time, increased supply costs, or any number of other reasons.

    When projects get behind schedule, the network diagram should be reviewed to determine if fast-tracking,
    crashing, or both are viable options to get the project back on schedule (Larson & Gray, 2021). Some
    projects, such as the building of the New York subway system, can be fast-tracked so that various trades are
    working on different areas of the project site concurrently, but other projects, such as war, have limited
    options for fast-tracking because the main components of the project are personnel and equipment. One does
    not work without the other. Similarly, some projects can be crashed to get correct schedule delays. Projects
    like the Hoover Dam had additional resources added to speed the completion, while projects like the building
    of the transcontinental railroad would have had limited benefit from additional resources because supplies
    could only be moved to job sites so fast.

    Outsourcing can also be used to reduce project slippage, improve utilization of critical resources, and avoid
    resource bottlenecks (Larson & Gray, 2021). For example, project delays can be avoided by contracting key
    activities when resources are not available internally. Likewise, hiring consultants to help with an information
    technology (IT) project, for example, allows critical IT people to work on specific problems, while the outsiders
    work on standard programs. Not only does the project get done on time, but also the company avoids hiring
    extra IT personnel to meet a short-term need.

    MGT 4301, Project Planning 3

    UNIT x STUDY GUIDE
    Title

    Indirect (overhead) costs are costs that cannot be attributed to a specific activity or work package (Larson &
    Gray, 2021). Examples of indirect costs are supervision, consultants, debt interest charges, machinery
    common to several activities, accounting and information processing, public relations, or penalties or
    incentives for early or late completion. In practice, it is amazing how many project compression decisions are
    made without serious consideration of indirect costs.

    A Closer Look

    The project manager should complete the project on time and within budget. However, even when these two
    goals are met, project success is not guaranteed. The final project deliverable must meet customer
    satisfaction. If the customer is not happy, being on time and within budget is of little value.

    Let’s assume the project manager is working on a project to build a new community swimming pool for the
    City of San Antonio (CoSA). An early step is to collect the requirements from the stakeholders. The project
    manager will meet with key CoSA stakeholders to learn what is important to them.

    • Who is going to use the swimming pool? What is the anticipated capacity? What are the safety
    issues? What are the important features?

    • Once the requirements are collected, the project manager and project team will define the scope,
    which means the work that will be included in the project. Just as important, the scope includes any
    work that falls outside of the project. For example, perhaps a diving board is a safety concern and will
    not be included in the scope.

    • After the scope is defined, the WBS is created. A project cannot exist without a WBS. In essence, the
    WBS is broken down to the work-package level, which allows the project manager the ability to
    assign the right resources at the right time.

    • The WBS is an essential input to the project schedule. The project manager must be committed to the
    schedule even more than the budget. In other words, the schedule drives the budget.

    Managing projects is tough. For this reason, it is vital to follow a framework. The project manager must
    assemble a committed and organized team to ensure the project is on time, within budget, and to the
    customer’s satisfaction.

    Reference

    Larson, E. W., & Gray, C. F. (2021). Project management: The managerial process (8th ed.). McGraw-Hill

    Education. https://online.vitalsource.com/#/books/9781260736205

    – Course Learning Outcomes for Unit III
    – Required Unit Resources
    – Unit Lesson
    – Estimating Project Times and Costs
    – Developing a Project Plan
    – A Closer Look
    – Reference

    **## UnitIII.pdf**

    MGT 4301, Project Planning 1

    Course Learning Outcomes for Unit III

    Upon completion of this unit, students should be able to:

    3. Discuss guidelines for creating a work breakdown structure (WBS).
    3.1 Describe how creating a WBS can impact time and cost estimates.

    4. Develop a process for determining the critical path method (CPM).

    4.1 Assemble a project network diagram.
    4.2 Describe the critical path of a project.
    4.3 Describe how delays in the critical path can affect a project and the options that can be used to

    get it back on schedule.

    Required Unit Resources

    Chapter 5: Estimating Project Times and Costs—Read the following sections:

    • Introduction
    • 5.1–5.9
    • Summary

    Chapter 6: Developing a Project Schedule—Read the following sections:

    • Introduction
    • 6.1–6.9
    • Summary

    Unit Lesson

    Estimating Project Times and Costs

    Many times, in an effort to get a project started as soon as possible, project managers will sometimes skip the
    all-important process of estimating the length of time a project will take to complete and how much it will cost
    to complete. It is important to take the time to do this so that one does not encounter some costly and ugly
    surprises down the road!

    It is important to estimate time and cost of a project for several reasons, some of which are listed below.

    • With these estimates in hand, project managers are empowered to make better decisions about who
    should work on specific tasks within the project and can plan ahead of time for issues that may arise
    during the project.

    • The project manager can inform stakeholders about how long the project will take and its cost before
    beginning. This way, a determination can be made about whether the project is truly cost effective for
    the organization and whether the project should be continued.

    • The project manager will be able to see at a glance how well the project is progressing by comparing
    the actual time it is taking to the estimated time.

    • The project manager can have an idea about how much money he or she should have on hand to
    handle cash flow needs (Larson & Gray, 2021).

    UNIT III STUDY GUIDE
    Estimating Project Times and Costs and
    Developing a Project Plan

    MGT 4301, Project Planning 2

    UNIT x STUDY GUIDE
    Title

    Guidelines for estimating time and cost are listed below.

    • Have people who are familiar with what a task entails to make the estimate on how long it will take. It
    is always best to utilize an individual who actually does the job rather than someone who has a
    preconceived notion regarding it.

    • Utilize more than one person to make estimates. Different people notice different things about tasks
    that must be taken into account. This way, a project manager can be certain that all of his or her
    bases are covered.

    • Estimates should be based on normal conditions and the normal number of resources in place.
    • Use consistent units of time throughout. If you start with hours, maintain the use of hours to avoid

    confusion down the road.
    • Treat each task as independent in order ensure that each task has enough time to be completed.
    • Do not make allowances for unforeseen events. There should be an extra fund in place for such

    occurrences.
    • Create a risk assessment plan so that stakeholders will not be surprised if something takes a little

    longer or costs a bit more than it should (Larson & Gray, 2021).

    Developing a Project Plan

    Project planning begins with the development of a project network (Larson & Gray, 2021). This tool is used to
    help a project manager plan, schedule, and monitor the progress of his or her project and is developed from
    information that was collected and used to create the project’s work breakdown structure (WBS) (Larson &
    Gray, 2021). Project managers for large-scale projects have a higher reliance on the accuracy of the WBS
    than those of small-scale projects (Larson & Gray, 2021). Many of the projects used every day involve a WBS
    that was created from multiple WBSs overlapping. The interstate highway system, major airports, cell phones,
    and the Internet all involved phased projects that required overlapping WBSs. A change in one WBS affects
    the entire project both in time and cost. Although they may not have created actual WBSs at the time, the
    most famous historical projects were phased projects involving overlapping WBSs, such as construction of
    the Eiffel Tower, the Statue of Liberty, the transcontinental railroad, the New York subway system and Grand
    Central Station, and the pyramids in Egypt. Military maneuvers and wars, such as WWI and WWII, Vietnam,
    and the Civil War, are large-scale projects requiring a WBS to identify who is responsible for what. Knowing
    who is responsible for what activity within a project is critical to the project’s success.

    Following the concept of who is responsible for what is the idea of identifying when the identified action(s)
    need to occur to determine the most time- and cost-efficient order of operations. The process of identifying
    the various paths to get a project from start to finish and determining which activities are dependent on a
    previous one is called network diagramming (Larson & Gray, 2021). By noting the activity order based on
    dependency restriction, a project manager can identify the longest time from start to finish. This is the critical
    path. The critical path of a project has no wiggle room or float. Any variance on the critical path will affect both
    time and cost. Activities that take longer than planned will cause delays in that start of subsequent activities,
    and activities that finish sooner than planned can require an adjustment of all subsequent activities to begin
    earlier. Changes to the schedule incur a cost, whether from contractual obligations, loss of early completion
    incentives, wasted staff time, increased supply costs, or any number of other reasons.

    When projects get behind schedule, the network diagram should be reviewed to determine if fast-tracking,
    crashing, or both are viable options to get the project back on schedule (Larson & Gray, 2021). Some
    projects, such as the building of the New York subway system, can be fast-tracked so that various trades are
    working on different areas of the project site concurrently, but other projects, such as war, have limited
    options for fast-tracking because the main components of the project are personnel and equipment. One does
    not work without the other. Similarly, some projects can be crashed to get correct schedule delays. Projects
    like the Hoover Dam had additional resources added to speed the completion, while projects like the building
    of the transcontinental railroad would have had limited benefit from additional resources because supplies
    could only be moved to job sites so fast.

    Outsourcing can also be used to reduce project slippage, improve utilization of critical resources, and avoid
    resource bottlenecks (Larson & Gray, 2021). For example, project delays can be avoided by contracting key
    activities when resources are not available internally. Likewise, hiring consultants to help with an information
    technology (IT) project, for example, allows critical IT people to work on specific problems, while the outsiders
    work on standard programs. Not only does the project get done on time, but also the company avoids hiring
    extra IT personnel to meet a short-term need.

    MGT 4301, Project Planning 3

    UNIT x STUDY GUIDE
    Title

    Indirect (overhead) costs are costs that cannot be attributed to a specific activity or work package (Larson &
    Gray, 2021). Examples of indirect costs are supervision, consultants, debt interest charges, machinery
    common to several activities, accounting and information processing, public relations, or penalties or
    incentives for early or late completion. In practice, it is amazing how many project compression decisions are
    made without serious consideration of indirect costs.

    A Closer Look

    The project manager should complete the project on time and within budget. However, even when these two
    goals are met, project success is not guaranteed. The final project deliverable must meet customer
    satisfaction. If the customer is not happy, being on time and within budget is of little value.

    Let’s assume the project manager is working on a project to build a new community swimming pool for the
    City of San Antonio (CoSA). An early step is to collect the requirements from the stakeholders. The project
    manager will meet with key CoSA stakeholders to learn what is important to them.

    • Who is going to use the swimming pool? What is the anticipated capacity? What are the safety
    issues? What are the important features?

    • Once the requirements are collected, the project manager and project team will define the scope,
    which means the work that will be included in the project. Just as important, the scope includes any
    work that falls outside of the project. For example, perhaps a diving board is a safety concern and will
    not be included in the scope.

    • After the scope is defined, the WBS is created. A project cannot exist without a WBS. In essence, the
    WBS is broken down to the work-package level, which allows the project manager the ability to
    assign the right resources at the right time.

    • The WBS is an essential input to the project schedule. The project manager must be committed to the
    schedule even more than the budget. In other words, the schedule drives the budget.

    Managing projects is tough. For this reason, it is vital to follow a framework. The project manager must
    assemble a committed and organized team to ensure the project is on time, within budget, and to the
    customer’s satisfaction.

    Reference

    Larson, E. W., & Gray, C. F. (2021). Project management: The managerial process (8th ed.). McGraw-Hill

    Education. https://online.vitalsource.com/#/books/9781260736205

    – Course Learning Outcomes for Unit III
    – Required Unit Resources
    – Unit Lesson
    – Estimating Project Times and Costs
    – Developing a Project Plan
    – A Closer Look
    – Reference

    **## 2VitalSourceBookshelf_ProjectManagement_TheManagerialProcess.pdf**

    Printed by: csw8578@yahoo.com. Printing is for personal, private use only. No part of this book may be reproduced
    or transmitted without publisher's prior permission. Violators will be prosecuted.

    **## 5VitalSourceBookshelf_ProjectManagement_TheManagerialProcess.pdf**

    Printed by: csw8578@yahoo.com. Printing is for personal, private use only. No part of this book may be reproduced
    or transmitted without publisher's prior permission. Violators will be prosecuted.

    **## 3VitalSourceBookshelf_ProjectManagement_TheManagerialProcess.pdf**

    Printed by: csw8578@yahoo.com. Printing is for personal, private use only. No part of this book may be reproduced
    or transmitted without publisher's prior permission. Violators will be prosecuted.

    Printed by: csw8578@yahoo.com. Printing is for personal, private use only. No part of this book may be reproduced
    or transmitted without publisher's prior permission. Violators will be prosecuted.

    **## VitalSourceBookshelf_ProjectManagement_TheManagerialProcess.pdf**

    Printed by: csw8578@yahoo.com. Printing is for personal, private use only. No part of this book may be reproduced
    or transmitted without publisher's prior permission. Violators will be prosecuted.

    Printed by: csw8578@yahoo.com. Printing is for personal, private use only. No part of this book may be reproduced
    or transmitted without publisher's prior permission. Violators will be prosecuted.

    **## 4VitalSourceBookshelf_ProjectManagement_TheManagerialProcess.pdf**

    Printed by: csw8578@yahoo.com. Printing is for personal, private use only. No part of this book may be reproduced
    or transmitted without publisher's prior permission. Violators will be prosecuted.

    Printed by: csw8578@yahoo.com. Printing is for personal, private use only. No part of this book may be reproduced
    or transmitted without publisher's prior permission. Violators will be prosecuted.

    Printed by: csw8578@yahoo.com. Printing is for personal, private use only. No part of this book may be reproduced
    or transmitted without publisher's prior permission. Violators will be prosecuted.

    **## unit3instructions.pdf**

    Unit 3 instructions
    For this assignment, you will be reading Case 3.1 “Moss and McAdams Accounting Firm” in your
    textbook. Once you have finished reading the case study, you will address the prompts below.

    Define functional, matrix, and projectized organizational structures, and list the strengths and
    weaknesses of each.
    Determine which organizational structure was being used in the two projects discussed in the
    case study, and explain how you came to that conclusion using evidence from the case
    study.
    Do you believe that the projects described in this case study could have been managed
    better using a different type of organizational structure? If so, which one do you think would
    have worked better, and why? If you believe that the organizational structure used was the
    correct one, explain why you think so.
    Describe what is meant by the technical side of a project and the sociocultural side of a
    project. Do you think Sands and Crosby were masters of both sides of their projects? Why,
    or why not?
    Do you believe that a better knowledge of the organization’s strategy would have improved
    the outcome of this case study? Why, or why not?

    Your response should be a minimum of two pages in length and formatted as an essay. Citations
    and references are not required. If outside sources are used, please adhere to APA Style when
    creating citations and references for this assignment. APA formatting, however, is not necessary.

    **## UnitIII.pdf**

    MGT 4301, Project Planning 1

    Course Learning Outcomes for Unit III

    Upon completion of this unit, students should be able to:

    3. Discuss guidelines for creating a work breakdown structure (WBS).
    3.1 Describe how creating a WBS can impact time and cost estimates.

    4. Develop a process for determining the critical path method (CPM).

    4.1 Assemble a project network diagram.
    4.2 Describe the critical path of a project.
    4.3 Describe how delays in the critical path can affect a project and the options that can be used to

    get it back on schedule.

    Required Unit Resources

    Chapter 5: Estimating Project Times and Costs—Read the following sections:

    • Introduction
    • 5.1–5.9
    • Summary

    Chapter 6: Developing a Project Schedule—Read the following sections:

    • Introduction
    • 6.1–6.9
    • Summary

    Unit Lesson

    Estimating Project Times and Costs

    Many times, in an effort to get a project started as soon as possible, project managers will sometimes skip the
    all-important process of estimating the length of time a project will take to complete and how much it will cost
    to complete. It is important to take the time to do this so that one does not encounter some costly and ugly
    surprises down the road!

    It is important to estimate time and cost of a project for several reasons, some of which are listed below.

    • With these estimates in hand, project managers are empowered to make better decisions about who
    should work on specific tasks within the project and can plan ahead of time for issues that may arise
    during the project.

    • The project manager can inform stakeholders about how long the project will take and its cost before
    beginning. This way, a determination can be made about whether the project is truly cost effective for
    the organization and whether the project should be continued.

    • The project manager will be able to see at a glance how well the project is progressing by comparing
    the actual time it is taking to the estimated time.

    • The project manager can have an idea about how much money he or she should have on hand to
    handle cash flow needs (Larson & Gray, 2021).

    UNIT III STUDY GUIDE
    Estimating Project Times and Costs and
    Developing a Project Plan

    MGT 4301, Project Planning 2

    UNIT x STUDY GUIDE
    Title

    Guidelines for estimating time and cost are listed below.

    • Have people who are familiar with what a task entails to make the estimate on how long it will take. It
    is always best to utilize an individual who actually does the job rather than someone who has a
    preconceived notion regarding it.

    • Utilize more than one person to make estimates. Different people notice different things about tasks
    that must be taken into account. This way, a project manager can be certain that all of his or her
    bases are covered.

    • Estimates should be based on normal conditions and the normal number of resources in place.
    • Use consistent units of time throughout. If you start with hours, maintain the use of hours to avoid

    confusion down the road.
    • Treat each task as independent in order ensure that each task has enough time to be completed.
    • Do not make allowances for unforeseen events. There should be an extra fund in place for such

    occurrences.
    • Create a risk assessment plan so that stakeholders will not be surprised if something takes a little

    longer or costs a bit more than it should (Larson & Gray, 2021).

    Developing a Project Plan

    Project planning begins with the development of a project network (Larson & Gray, 2021). This tool is used to
    help a project manager plan, schedule, and monitor the progress of his or her project and is developed from
    information that was collected and used to create the project’s work breakdown structure (WBS) (Larson &
    Gray, 2021). Project managers for large-scale projects have a higher reliance on the accuracy of the WBS
    than those of small-scale projects (Larson & Gray, 2021). Many of the projects used every day involve a WBS
    that was created from multiple WBSs overlapping. The interstate highway system, major airports, cell phones,
    and the Internet all involved phased projects that required overlapping WBSs. A change in one WBS affects
    the entire project both in time and cost. Although they may not have created actual WBSs at the time, the
    most famous historical projects were phased projects involving overlapping WBSs, such as construction of
    the Eiffel Tower, the Statue of Liberty, the transcontinental railroad, the New York subway system and Grand
    Central Station, and the pyramids in Egypt. Military maneuvers and wars, such as WWI and WWII, Vietnam,
    and the Civil War, are large-scale projects requiring a WBS to identify who is responsible for what. Knowing
    who is responsible for what activity within a project is critical to the project’s success.

    Following the concept of who is responsible for what is the idea of identifying when the identified action(s)
    need to occur to determine the most time- and cost-efficient order of operations. The process of identifying
    the various paths to get a project from start to finish and determining which activities are dependent on a
    previous one is called network diagramming (Larson & Gray, 2021). By noting the activity order based on
    dependency restriction, a project manager can identify the longest time from start to finish. This is the critical
    path. The critical path of a project has no wiggle room or float. Any variance on the critical path will affect both
    time and cost. Activities that take longer than planned will cause delays in that start of subsequent activities,
    and activities that finish sooner than planned can require an adjustment of all subsequent activities to begin
    earlier. Changes to the schedule incur a cost, whether from contractual obligations, loss of early completion
    incentives, wasted staff time, increased supply costs, or any number of other reasons.

    When projects get behind schedule, the network diagram should be reviewed to determine if fast-tracking,
    crashing, or both are viable options to get the project back on schedule (Larson & Gray, 2021). Some
    projects, such as the building of the New York subway system, can be fast-tracked so that various trades are
    working on different areas of the project site concurrently, but other projects, such as war, have limited
    options for fast-tracking because the main components of the project are personnel and equipment. One does
    not work without the other. Similarly, some projects can be crashed to get correct schedule delays. Projects
    like the Hoover Dam had additional resources added to speed the completion, while projects like the building
    of the transcontinental railroad would have had limited benefit from additional resources because supplies
    could only be moved to job sites so fast.

    Outsourcing can also be used to reduce project slippage, improve utilization of critical resources, and avoid
    resource bottlenecks (Larson & Gray, 2021). For example, project delays can be avoided by contracting key
    activities when resources are not available internally. Likewise, hiring consultants to help with an information
    technology (IT) project, for example, allows critical IT people to work on specific problems, while the outsiders
    work on standard programs. Not only does the project get done on time, but also the company avoids hiring
    extra IT personnel to meet a short-term need.

    MGT 4301, Project Planning 3

    UNIT x STUDY GUIDE
    Title

    Indirect (overhead) costs are costs that cannot be attributed to a specific activity or work package (Larson &
    Gray, 2021). Examples of indirect costs are supervision, consultants, debt interest charges, machinery
    common to several activities, accounting and information processing, public relations, or penalties or
    incentives for early or late completion. In practice, it is amazing how many project compression decisions are
    made without serious consideration of indirect costs.

    A Closer Look

    The project manager should complete the project on time and within budget. However, even when these two
    goals are met, project success is not guaranteed. The final project deliverable must meet customer
    satisfaction. If the customer is not happy, being on time and within budget is of little value.

    Let’s assume the project manager is working on a project to build a new community swimming pool for the
    City of San Antonio (CoSA). An early step is to collect the requirements from the stakeholders. The project
    manager will meet with key CoSA stakeholders to learn what is important to them.

    • Who is going to use the swimming pool? What is the anticipated capacity? What are the safety
    issues? What are the important features?

    • Once the requirements are collected, the project manager and project team will define the scope,
    which means the work that will be included in the project. Just as important, the scope includes any
    work that falls outside of the project. For example, perhaps a diving board is a safety concern and will
    not be included in the scope.

    • After the scope is defined, the WBS is created. A project cannot exist without a WBS. In essence, the
    WBS is broken down to the work-package level, which allows the project manager the ability to
    assign the right resources at the right time.

    • The WBS is an essential input to the project schedule. The project manager must be committed to the
    schedule even more than the budget. In other words, the schedule drives the budget.

    Managing projects is tough. For this reason, it is vital to follow a framework. The project manager must
    assemble a committed and organized team to ensure the project is on time, within budget, and to the
    customer’s satisfaction.

    Reference

    Larson, E. W., & Gray, C. F. (2021). Project management: The managerial process (8th ed.). McGraw-Hill

    Education. https://online.vitalsource.com/#/books/9781260736205

    – Course Learning Outcomes for Unit III
    – Required Unit Resources
    – Unit Lesson
    – Estimating Project Times and Costs
    – Developing a Project Plan
    – A Closer Look
    – Reference

    **## 2VitalSourceBookshelf_ProjectManagement_TheManagerialProcess.pdf**

    Printed by: csw8578@yahoo.com. Printing is for personal, private use only. No part of this book may be reproduced
    or transmitted without publisher's prior permission. Violators will be prosecuted.

    **## 5VitalSourceBookshelf_ProjectManagement_TheManagerialProcess.pdf**

    Printed by: csw8578@yahoo.com. Printing is for personal, private use only. No part of this book may be reproduced
    or transmitted without publisher's prior permission. Violators will be prosecuted.

    **## 3VitalSourceBookshelf_ProjectManagement_TheManagerialProcess.pdf**

    Printed by: csw8578@yahoo.com. Printing is for personal, private use only. No part of this book may be reproduced
    or transmitted without publisher's prior permission. Violators will be prosecuted.

    Printed by: csw8578@yahoo.com. Printing is for personal, private use only. No part of this book may be reproduced
    or transmitted without publisher's prior permission. Violators will be prosecuted.

    **## VitalSourceBookshelf_ProjectManagement_TheManagerialProcess.pdf**

    Printed by: csw8578@yahoo.com. Printing is for personal, private use only. No part of this book may be reproduced
    or transmitted without publisher's prior permission. Violators will be prosecuted.

    Printed by: csw8578@yahoo.com. Printing is for personal, private use only. No part of this book may be reproduced
    or transmitted without publisher's prior permission. Violators will be prosecuted.

    **## 4VitalSourceBookshelf_ProjectManagement_TheManagerialProcess.pdf**

    Printed by: csw8578@yahoo.com. Printing is for personal, private use only. No part of this book may be reproduced
    or transmitted without publisher's prior permission. Violators will be prosecuted.

    Printed by: csw8578@yahoo.com. Printing is for personal, private use only. No part of this book may be reproduced
    or transmitted without publisher's prior permission. Violators will be prosecuted.

    Printed by: csw8578@yahoo.com. Printing is for personal, private use only. No part of this book may be reproduced
    or transmitted without publisher's prior permission. Violators will be prosecuted.

    **## unit3instructions.pdf**

    Unit 3 instructions
    For this assignment, you will be reading Case 3.1 “Moss and McAdams Accounting Firm” in your
    textbook. Once you have finished reading the case study, you will address the prompts below.

    Define functional, matrix, and projectized organizational structures, and list the strengths and
    weaknesses of each.
    Determine which organizational structure was being used in the two projects discussed in the
    case study, and explain how you came to that conclusion using evidence from the case
    study.
    Do you believe that the projects described in this case study could have been managed
    better using a different type of organizational structure? If so, which one do you think would
    have worked better, and why? If you believe that the organizational structure used was the
    correct one, explain why you think so.
    Describe what is meant by the technical side of a project and the sociocultural side of a
    project. Do you think Sands and Crosby were masters of both sides of their projects? Why,
    or why not?
    Do you believe that a better knowledge of the organization’s strategy would have improved
    the outcome of this case study? Why, or why not?

    Your response should be a minimum of two pages in length and formatted as an essay. Citations
    and references are not required. If outside sources are used, please adhere to APA Style when
    creating citations and references for this assignment. APA formatting, however, is not necessary.

    **## UnitIII.pdf**

    MGT 4301, Project Planning 1

    Course Learning Outcomes for Unit III

    Upon completion of this unit, students should be able to:

    3. Discuss guidelines for creating a work breakdown structure (WBS).
    3.1 Describe how creating a WBS can impact time and cost estimates.

    4. Develop a process for determining the critical path method (CPM).

    4.1 Assemble a project network diagram.
    4.2 Describe the critical path of a project.
    4.3 Describe how delays in the critical path can affect a project and the options that can be used to

    get it back on schedule.

    Required Unit Resources

    Chapter 5: Estimating Project Times and Costs—Read the following sections:

    • Introduction
    • 5.1–5.9
    • Summary

    Chapter 6: Developing a Project Schedule—Read the following sections:

    • Introduction
    • 6.1–6.9
    • Summary

    Unit Lesson

    Estimating Project Times and Costs

    Many times, in an effort to get a project started as soon as possible, project managers will sometimes skip the
    all-important process of estimating the length of time a project will take to complete and how much it will cost
    to complete. It is important to take the time to do this so that one does not encounter some costly and ugly
    surprises down the road!

    It is important to estimate time and cost of a project for several reasons, some of which are listed below.

    • With these estimates in hand, project managers are empowered to make better decisions about who
    should work on specific tasks within the project and can plan ahead of time for issues that may arise
    during the project.

    • The project manager can inform stakeholders about how long the project will take and its cost before
    beginning. This way, a determination can be made about whether the project is truly cost effective for
    the organization and whether the project should be continued.

    • The project manager will be able to see at a glance how well the project is progressing by comparing
    the actual time it is taking to the estimated time.

    • The project manager can have an idea about how much money he or she should have on hand to
    handle cash flow needs (Larson & Gray, 2021).

    UNIT III STUDY GUIDE
    Estimating Project Times and Costs and
    Developing a Project Plan

    MGT 4301, Project Planning 2

    UNIT x STUDY GUIDE
    Title

    Guidelines for estimating time and cost are listed below.

    • Have people who are familiar with what a task entails to make the estimate on how long it will take. It
    is always best to utilize an individual who actually does the job rather than someone who has a
    preconceived notion regarding it.

    • Utilize more than one person to make estimates. Different people notice different things about tasks
    that must be taken into account. This way, a project manager can be certain that all of his or her
    bases are covered.

    • Estimates should be based on normal conditions and the normal number of resources in place.
    • Use consistent units of time throughout. If you start with hours, maintain the use of hours to avoid

    confusion down the road.
    • Treat each task as independent in order ensure that each task has enough time to be completed.
    • Do not make allowances for unforeseen events. There should be an extra fund in place for such

    occurrences.
    • Create a risk assessment plan so that stakeholders will not be surprised if something takes a little

    longer or costs a bit more than it should (Larson & Gray, 2021).

    Developing a Project Plan

    Project planning begins with the development of a project network (Larson & Gray, 2021). This tool is used to
    help a project manager plan, schedule, and monitor the progress of his or her project and is developed from
    information that was collected and used to create the project’s work breakdown structure (WBS) (Larson &
    Gray, 2021). Project managers for large-scale projects have a higher reliance on the accuracy of the WBS
    than those of small-scale projects (Larson & Gray, 2021). Many of the projects used every day involve a WBS
    that was created from multiple WBSs overlapping. The interstate highway system, major airports, cell phones,
    and the Internet all involved phased projects that required overlapping WBSs. A change in one WBS affects
    the entire project both in time and cost. Although they may not have created actual WBSs at the time, the
    most famous historical projects were phased projects involving overlapping WBSs, such as construction of
    the Eiffel Tower, the Statue of Liberty, the transcontinental railroad, the New York subway system and Grand
    Central Station, and the pyramids in Egypt. Military maneuvers and wars, such as WWI and WWII, Vietnam,
    and the Civil War, are large-scale projects requiring a WBS to identify who is responsible for what. Knowing
    who is responsible for what activity within a project is critical to the project’s success.

    Following the concept of who is responsible for what is the idea of identifying when the identified action(s)
    need to occur to determine the most time- and cost-efficient order of operations. The process of identifying
    the various paths to get a project from start to finish and determining which activities are dependent on a
    previous one is called network diagramming (Larson & Gray, 2021). By noting the activity order based on
    dependency restriction, a project manager can identify the longest time from start to finish. This is the critical
    path. The critical path of a project has no wiggle room or float. Any variance on the critical path will affect both
    time and cost. Activities that take longer than planned will cause delays in that start of subsequent activities,
    and activities that finish sooner than planned can require an adjustment of all subsequent activities to begin
    earlier. Changes to the schedule incur a cost, whether from contractual obligations, loss of early completion
    incentives, wasted staff time, increased supply costs, or any number of other reasons.

    When projects get behind schedule, the network diagram should be reviewed to determine if fast-tracking,
    crashing, or both are viable options to get the project back on schedule (Larson & Gray, 2021). Some
    projects, such as the building of the New York subway system, can be fast-tracked so that various trades are
    working on different areas of the project site concurrently, but other projects, such as war, have limited
    options for fast-tracking because the main components of the project are personnel and equipment. One does
    not work without the other. Similarly, some projects can be crashed to get correct schedule delays. Projects
    like the Hoover Dam had additional resources added to speed the completion, while projects like the building
    of the transcontinental railroad would have had limited benefit from additional resources because supplies
    could only be moved to job sites so fast.

    Outsourcing can also be used to reduce project slippage, improve utilization of critical resources, and avoid
    resource bottlenecks (Larson & Gray, 2021). For example, project delays can be avoided by contracting key
    activities when resources are not available internally. Likewise, hiring consultants to help with an information
    technology (IT) project, for example, allows critical IT people to work on specific problems, while the outsiders
    work on standard programs. Not only does the project get done on time, but also the company avoids hiring
    extra IT personnel to meet a short-term need.

    MGT 4301, Project Planning 3

    UNIT x STUDY GUIDE
    Title

    Indirect (overhead) costs are costs that cannot be attributed to a specific activity or work package (Larson &
    Gray, 2021). Examples of indirect costs are supervision, consultants, debt interest charges, machinery
    common to several activities, accounting and information processing, public relations, or penalties or
    incentives for early or late completion. In practice, it is amazing how many project compression decisions are
    made without serious consideration of indirect costs.

    A Closer Look

    The project manager should complete the project on time and within budget. However, even when these two
    goals are met, project success is not guaranteed. The final project deliverable must meet customer
    satisfaction. If the customer is not happy, being on time and within budget is of little value.

    Let’s assume the project manager is working on a project to build a new community swimming pool for the
    City of San Antonio (CoSA). An early step is to collect the requirements from the stakeholders. The project
    manager will meet with key CoSA stakeholders to learn what is important to them.

    • Who is going to use the swimming pool? What is the anticipated capacity? What are the safety
    issues? What are the important features?

    • Once the requirements are collected, the project manager and project team will define the scope,
    which means the work that will be included in the project. Just as important, the scope includes any
    work that falls outside of the project. For example, perhaps a diving board is a safety concern and will
    not be included in the scope.

    • After the scope is defined, the WBS is created. A project cannot exist without a WBS. In essence, the
    WBS is broken down to the work-package level, which allows the project manager the ability to
    assign the right resources at the right time.

    • The WBS is an essential input to the project schedule. The project manager must be committed to the
    schedule even more than the budget. In other words, the schedule drives the budget.

    Managing projects is tough. For this reason, it is vital to follow a framework. The project manager must
    assemble a committed and organized team to ensure the project is on time, within budget, and to the
    customer’s satisfaction.

    Reference

    Larson, E. W., & Gray, C. F. (2021). Project management: The managerial process (8th ed.). McGraw-Hill

    Education. https://online.vitalsource.com/#/books/9781260736205

    – Course Learning Outcomes for Unit III
    – Required Unit Resources
    – Unit Lesson
    – Estimating Project Times and Costs
    – Developing a Project Plan
    – A Closer Look
    – Reference

    – 1
    – 2
    – 3
    – 4
    – 5
    – 6
    – 7

  • [Solved] Project journal

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    See attached. – ## 9.6VitalSourceBookshelf_ProjectManagement_TheManagerialProcess.pdf – ## unit4instructions.pdf – ## UnitIV.pdf **## 9.6VitalSourceBookshelf_ProjectManagement_TheManagerialProcess.pdf** Printed by: csw8578@yahoo.com. Printing is for personal, private use only. No part of this bo…

    Instant Solution Download

    $6.99

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

    Need a Fresh Custom Paper?

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

    Order on TutorsGallery →

    Assignment Prompt & Instructions

    See attached.

    – ## 9.6VitalSourceBookshelf_ProjectManagement_TheManagerialProcess.pdf

    – ## unit4instructions.pdf

    – ## UnitIV.pdf

    **## 9.6VitalSourceBookshelf_ProjectManagement_TheManagerialProcess.pdf**

    Printed by: csw8578@yahoo.com. Printing is for personal, private use only. No part of this book may be reproduced
    or transmitted without publisher's prior permission. Violators will be prosecuted.

    Printed by: csw8578@yahoo.com. Printing is for personal, private use only. No part of this book may be reproduced
    or transmitted without publisher's prior permission. Violators will be prosecuted.

    **## unit4instructions.pdf**

    Unit 4 instructions

    Read Case 9.6 “The ‘Now’ Wedding-Part A and Part B” of your textbook, and imagine that you are in
    charge of planning the wedding discussed in the case.
    After reading the case, address the following prompts based on the case details.

    Determine and describe the known and unknown risks that may prevent the wedding from
    taking place on January 21, including those listed in Part B. What are some ways that these
    risks will affect the wedding planning project?
    Describe how you, as the wedding planner, will respond to these risks to ensure that the
    wedding will still occur on the predetermined date.

    Your response should be a minimum of one page in length and formatted as an essay. Citations and
    references are not required; however, if outside sources are used, please adhere to APA Style when
    creating citations and references for this assignment. APA formatting, however, is not necessary.

    **## UnitIV.pdf**

    MGT 4301, Project Planning 1

    Course Learning Outcomes for Unit IV

    Upon completion of this unit, students should be able to:

    6. Explain the risk management process, including risk identification, analysis, and response.
    6.1 Identify risks within a project and how they may affect the project.
    6.2 Describe how a project manager should respond to risks found in a project.

    Required Unit Resources

    Chapter 7: Managing Risk—Read the following sections:

    • Introduction
    • 7.1–7.9
    • Summary

    Chapter 8: Scheduling Resources and Costs—Read the following sections:

    • Introduction
    • 8.1–8.10
    • Summary

    Chapter 9: Reducing Project Duration—Read the following sections:

    • Introduction
    • 9.1–9.6
    • Summary

    Unit Lesson

    Risk

    All projects involve some form of risk. Risk factors are identified and classified as known or unknown and are
    accounted for accordingly. Risk factors include things that could possibly happen and that the project team is
    aware of, such as inclement weather, increased supplier costs, and personnel issues, as well as unforeseen
    things, such as drastic changes in market conditions, fire, and catastrophic weather in areas affecting the
    project or project suppliers, and changes in customer needs (Larson & Gray, 2021). Once a risk has been
    identified, it is analyzed both qualitatively and quantitatively. Qualitative analysis is based on historical
    information, expert judgment, meetings, focus groups, surveys, and ranking charts. Quantitative analysis uses
    statistical models and methods to determine the likelihood of a risk happening, the impact it would have on
    the schedule and the cost of the project, and how severe it would be in comparison to other identified risks.

    Risks have to be determined as acceptable or unacceptable for a project to continue. Unacceptable risks can
    stop a project before completion. Project managers have options for responding to acceptable risks should
    they occur; responses include avoiding, transferring, mitigating, or accepting the risk (Larson & Gray, 2021).
    Avoiding a risk usually involves changing the project management plan to eliminate the risk entirely.
    Transferring the risk gives it to someone else, usually a third party. Mitigating the risk involves finding ways to
    lessen its impact on the project, and accepting the risk does not require any action unless the risk actually
    occurs. The project team knows it might happen but does not do anything about it unless it does happen.

    UNIT IV STUDY GUIDE
    Risks and How to Properly Respond to Them

    MGT 4301, Project Planning 2

    UNIT x STUDY GUIDE
    Title

    Essentially the same process that is used to manage negative risks is applied to positive risks. The major
    differences occur in the responses. Instead of avoiding negative risks, project managers often try to exploit
    positive risks by taking action to ensure that the opportunity occurs. Instead of transferring risks to another
    party, project managers often share positive risks to increase the likelihood that the opportunity can be
    exploited. Instead of mitigating negative risks, project managers will take action to enhance the likelihood that
    the opportunity will occur and/or increase the positive impact of the opportunity. Finally, project managers will
    often choose to accept both negative and positive risks but be prepared to respond if either occurs.

    A Closer Look

    Risk is inherent in every project. It is important to know that risk occurs in the future, not in the past. Anything
    that has already happened is no longer risky, even if it was a catastrophic event. There are two general
    categories of risks: (1) known unknowns and (2) unknown unknowns. Let’s use some examples to gain a
    better understanding of this.

    • The 2011 earthquake in Japan: Given that earthquakes happen frequently in the region, most would
    categorize it as a known unknown. How about the tsunami after the earthquake? It is evident that
    some earthquakes can cause tsunamis; thus, one can correctly assume that this is a known
    unknown. How about the threat of radiation leaks at the Fukushima plant after the tsunami washed
    ashore? The answer here is a bit tougher, and it depends on whether the plant officials had a
    contingency plan. If they did, it is a known unknown. If not, it is either incompetence or an unknown
    unknown.

    • Hurricane Katrina: The eye of the storm was shown on newscasts, and federal, state, and local
    officials ordered an evacuation from the region. One notable point here is that even though the
    danger was communicated, the severity was far more than expected. Thus, while the risk was a
    known unknown, the actual impact might be correctly labeled as an unknown unknown.

    The key takeaway here is that a risk management plan is essential when managing projects. The project
    manager should do whatever is possible to prevent negative risks from happening. Given that some risks will
    still arise, a contingency plan should always be in place.

    Importance of Scheduling Resources and Costs

    One of the leading causes of risks in a project is the failure of the project manager to schedule resources and
    costs before the project begins. Having a project resource schedule in place is important for the reasons listed
    below:

    • allows the project manager the chance to make sure that any existing resources are adequate and
    available for use because resources are often limited,

    • gives the project manager a chance to decide which resources have priority;
    • helps the project manager to determine where the real critical path of the project is and if there is

    anything that might slow down the progress of the project down the road,
    • helps the project manager determine if outside contractors will need to be used, and
    • helps the project manager decide if the imposed project duration is realistic (Larson & Gray, 2021).

    The failure to schedule resources properly can result in timely and costly delays in the project completion. The
    lack of availability in resources can mean that outside resources may need to be brought in to help complete
    the project, leading to higher costs to the organization.

    MGT 4301, Project Planning 3

    UNIT x STUDY GUIDE
    Title

    According to Larson and Gray (2021), resources can include the components listed below.

    Crashing a Project

    There are times when it may become necessary to crash a project or, in other words, reduce the duration of a
    project. For example, if your organization is producing a product and it is determined that your product must
    make it to market sooner rather than later, you may be asked to reduce the time necessary to complete
    production. There are several ways this can be done, which are listed below:

    • adding additional resources,
    • outsourcing some of the work,
    • scheduling overtime for employees,
    • establishing a core team who will only work on the project, or
    • creating a short-term quick solution and then going back and doing it correctly (Larson & Gray, 2021).

    While none of these solutions are the best, sometimes they are the best alternative to missing a project
    deadline.

    Unfortunately, crashing a project can sometimes increase the risk of a project being completed late. Crashing
    the project means that slack (float) on noncritical activities will be reduced. When slack of noncritical activities
    is reduced, the chance of new critical paths occurring increases; hence, the risk of the project becoming late
    increases. In addition, compressing will have the following impact on managing the project:

    • reduces flexibility by using slack,
    • increases number of critical activities,
    • increases interdependencies of paths,
    • makes resource scheduling tighter (critical), or
    • increases costs (Larson & Gray, 2021).

    MGT 4301, Project Planning 4

    UNIT x STUDY GUIDE
    Title

    Conclusion

    As you can see, risks come in many forms and can occur at any time. A successful project manager always
    ensures that he or she is prepared for risks to occur by having an action plan in place before the project
    begins.

    Reference

    Larson, E. W., & Gray, C. F. (2021). Project management: The managerial process (8th ed.). McGraw-Hill

    Education. https://online.vitalsource.com/#/books/9781260736205

    [https://online.vitalsource.com/#/books/9781260736205](https://online.vitalsource.com/#/books/9781260736205)

    – Course Learning Outcomes for Unit IV
    – Required Unit Resources
    – Unit Lesson
    – Risk
    – A Closer Look
    – Importance of Scheduling Resources and Costs
    – Crashing a Project
    – Conclusion
    – Reference

    **## UnitIV.pdf**

    MGT 4301, Project Planning 1

    Course Learning Outcomes for Unit IV

    Upon completion of this unit, students should be able to:

    6. Explain the risk management process, including risk identification, analysis, and response.
    6.1 Identify risks within a project and how they may affect the project.
    6.2 Describe how a project manager should respond to risks found in a project.

    Required Unit Resources

    Chapter 7: Managing Risk—Read the following sections:

    • Introduction
    • 7.1–7.9
    • Summary

    Chapter 8: Scheduling Resources and Costs—Read the following sections:

    • Introduction
    • 8.1–8.10
    • Summary

    Chapter 9: Reducing Project Duration—Read the following sections:

    • Introduction
    • 9.1–9.6
    • Summary

    Unit Lesson

    Risk

    All projects involve some form of risk. Risk factors are identified and classified as known or unknown and are
    accounted for accordingly. Risk factors include things that could possibly happen and that the project team is
    aware of, such as inclement weather, increased supplier costs, and personnel issues, as well as unforeseen
    things, such as drastic changes in market conditions, fire, and catastrophic weather in areas affecting the
    project or project suppliers, and changes in customer needs (Larson & Gray, 2021). Once a risk has been
    identified, it is analyzed both qualitatively and quantitatively. Qualitative analysis is based on historical
    information, expert judgment, meetings, focus groups, surveys, and ranking charts. Quantitative analysis uses
    statistical models and methods to determine the likelihood of a risk happening, the impact it would have on
    the schedule and the cost of the project, and how severe it would be in comparison to other identified risks.

    Risks have to be determined as acceptable or unacceptable for a project to continue. Unacceptable risks can
    stop a project before completion. Project managers have options for responding to acceptable risks should
    they occur; responses include avoiding, transferring, mitigating, or accepting the risk (Larson & Gray, 2021).
    Avoiding a risk usually involves changing the project management plan to eliminate the risk entirely.
    Transferring the risk gives it to someone else, usually a third party. Mitigating the risk involves finding ways to
    lessen its impact on the project, and accepting the risk does not require any action unless the risk actually
    occurs. The project team knows it might happen but does not do anything about it unless it does happen.

    UNIT IV STUDY GUIDE
    Risks and How to Properly Respond to Them

    MGT 4301, Project Planning 2

    UNIT x STUDY GUIDE
    Title

    Essentially the same process that is used to manage negative risks is applied to positive risks. The major
    differences occur in the responses. Instead of avoiding negative risks, project managers often try to exploit
    positive risks by taking action to ensure that the opportunity occurs. Instead of transferring risks to another
    party, project managers often share positive risks to increase the likelihood that the opportunity can be
    exploited. Instead of mitigating negative risks, project managers will take action to enhance the likelihood that
    the opportunity will occur and/or increase the positive impact of the opportunity. Finally, project managers will
    often choose to accept both negative and positive risks but be prepared to respond if either occurs.

    A Closer Look

    Risk is inherent in every project. It is important to know that risk occurs in the future, not in the past. Anything
    that has already happened is no longer risky, even if it was a catastrophic event. There are two general
    categories of risks: (1) known unknowns and (2) unknown unknowns. Let’s use some examples to gain a
    better understanding of this.

    • The 2011 earthquake in Japan: Given that earthquakes happen frequently in the region, most would
    categorize it as a known unknown. How about the tsunami after the earthquake? It is evident that
    some earthquakes can cause tsunamis; thus, one can correctly assume that this is a known
    unknown. How about the threat of radiation leaks at the Fukushima plant after the tsunami washed
    ashore? The answer here is a bit tougher, and it depends on whether the plant officials had a
    contingency plan. If they did, it is a known unknown. If not, it is either incompetence or an unknown
    unknown.

    • Hurricane Katrina: The eye of the storm was shown on newscasts, and federal, state, and local
    officials ordered an evacuation from the region. One notable point here is that even though the
    danger was communicated, the severity was far more than expected. Thus, while the risk was a
    known unknown, the actual impact might be correctly labeled as an unknown unknown.

    The key takeaway here is that a risk management plan is essential when managing projects. The project
    manager should do whatever is possible to prevent negative risks from happening. Given that some risks will
    still arise, a contingency plan should always be in place.

    Importance of Scheduling Resources and Costs

    One of the leading causes of risks in a project is the failure of the project manager to schedule resources and
    costs before the project begins. Having a project resource schedule in place is important for the reasons listed
    below:

    • allows the project manager the chance to make sure that any existing resources are adequate and
    available for use because resources are often limited,

    • gives the project manager a chance to decide which resources have priority;
    • helps the project manager to determine where the real critical path of the project is and if there is

    anything that might slow down the progress of the project down the road,
    • helps the project manager determine if outside contractors will need to be used, and
    • helps the project manager decide if the imposed project duration is realistic (Larson & Gray, 2021).

    The failure to schedule resources properly can result in timely and costly delays in the project completion. The
    lack of availability in resources can mean that outside resources may need to be brought in to help complete
    the project, leading to higher costs to the organization.

    MGT 4301, Project Planning 3

    UNIT x STUDY GUIDE
    Title

    According to Larson and Gray (2021), resources can include the components listed below.

    Crashing a Project

    There are times when it may become necessary to crash a project or, in other words, reduce the duration of a
    project. For example, if your organization is producing a product and it is determined that your product must
    make it to market sooner rather than later, you may be asked to reduce the time necessary to complete
    production. There are several ways this can be done, which are listed below:

    • adding additional resources,
    • outsourcing some of the work,
    • scheduling overtime for employees,
    • establishing a core team who will only work on the project, or
    • creating a short-term quick solution and then going back and doing it correctly (Larson & Gray, 2021).

    While none of these solutions are the best, sometimes they are the best alternative to missing a project
    deadline.

    Unfortunately, crashing a project can sometimes increase the risk of a project being completed late. Crashing
    the project means that slack (float) on noncritical activities will be reduced. When slack of noncritical activities
    is reduced, the chance of new critical paths occurring increases; hence, the risk of the project becoming late
    increases. In addition, compressing will have the following impact on managing the project:

    • reduces flexibility by using slack,
    • increases number of critical activities,
    • increases interdependencies of paths,
    • makes resource scheduling tighter (critical), or
    • increases costs (Larson & Gray, 2021).

    MGT 4301, Project Planning 4

    UNIT x STUDY GUIDE
    Title

    Conclusion

    As you can see, risks come in many forms and can occur at any time. A successful project manager always
    ensures that he or she is prepared for risks to occur by having an action plan in place before the project
    begins.

    Reference

    Larson, E. W., & Gray, C. F. (2021). Project management: The managerial process (8th ed.). McGraw-Hill

    Education. https://online.vitalsource.com/#/books/9781260736205

    [https://online.vitalsource.com/#/books/9781260736205](https://online.vitalsource.com/#/books/9781260736205)

    – Course Learning Outcomes for Unit IV
    – Required Unit Resources
    – Unit Lesson
    – Risk
    – A Closer Look
    – Importance of Scheduling Resources and Costs
    – Crashing a Project
    – Conclusion
    – Reference

    **## 9.6VitalSourceBookshelf_ProjectManagement_TheManagerialProcess.pdf**

    Printed by: csw8578@yahoo.com. Printing is for personal, private use only. No part of this book may be reproduced
    or transmitted without publisher's prior permission. Violators will be prosecuted.

    Printed by: csw8578@yahoo.com. Printing is for personal, private use only. No part of this book may be reproduced
    or transmitted without publisher's prior permission. Violators will be prosecuted.

    **## unit4instructions.pdf**

    Unit 4 instructions

    Read Case 9.6 “The ‘Now’ Wedding-Part A and Part B” of your textbook, and imagine that you are in
    charge of planning the wedding discussed in the case.
    After reading the case, address the following prompts based on the case details.

    Determine and describe the known and unknown risks that may prevent the wedding from
    taking place on January 21, including those listed in Part B. What are some ways that these
    risks will affect the wedding planning project?
    Describe how you, as the wedding planner, will respond to these risks to ensure that the
    wedding will still occur on the predetermined date.

    Your response should be a minimum of one page in length and formatted as an essay. Citations and
    references are not required; however, if outside sources are used, please adhere to APA Style when
    creating citations and references for this assignment. APA formatting, however, is not necessary.

    **## UnitIV.pdf**

    MGT 4301, Project Planning 1

    Course Learning Outcomes for Unit IV

    Upon completion of this unit, students should be able to:

    6. Explain the risk management process, including risk identification, analysis, and response.
    6.1 Identify risks within a project and how they may affect the project.
    6.2 Describe how a project manager should respond to risks found in a project.

    Required Unit Resources

    Chapter 7: Managing Risk—Read the following sections:

    • Introduction
    • 7.1–7.9
    • Summary

    Chapter 8: Scheduling Resources and Costs—Read the following sections:

    • Introduction
    • 8.1–8.10
    • Summary

    Chapter 9: Reducing Project Duration—Read the following sections:

    • Introduction
    • 9.1–9.6
    • Summary

    Unit Lesson

    Risk

    All projects involve some form of risk. Risk factors are identified and classified as known or unknown and are
    accounted for accordingly. Risk factors include things that could possibly happen and that the project team is
    aware of, such as inclement weather, increased supplier costs, and personnel issues, as well as unforeseen
    things, such as drastic changes in market conditions, fire, and catastrophic weather in areas affecting the
    project or project suppliers, and changes in customer needs (Larson & Gray, 2021). Once a risk has been
    identified, it is analyzed both qualitatively and quantitatively. Qualitative analysis is based on historical
    information, expert judgment, meetings, focus groups, surveys, and ranking charts. Quantitative analysis uses
    statistical models and methods to determine the likelihood of a risk happening, the impact it would have on
    the schedule and the cost of the project, and how severe it would be in comparison to other identified risks.

    Risks have to be determined as acceptable or unacceptable for a project to continue. Unacceptable risks can
    stop a project before completion. Project managers have options for responding to acceptable risks should
    they occur; responses include avoiding, transferring, mitigating, or accepting the risk (Larson & Gray, 2021).
    Avoiding a risk usually involves changing the project management plan to eliminate the risk entirely.
    Transferring the risk gives it to someone else, usually a third party. Mitigating the risk involves finding ways to
    lessen its impact on the project, and accepting the risk does not require any action unless the risk actually
    occurs. The project team knows it might happen but does not do anything about it unless it does happen.

    UNIT IV STUDY GUIDE
    Risks and How to Properly Respond to Them

    MGT 4301, Project Planning 2

    UNIT x STUDY GUIDE
    Title

    Essentially the same process that is used to manage negative risks is applied to positive risks. The major
    differences occur in the responses. Instead of avoiding negative risks, project managers often try to exploit
    positive risks by taking action to ensure that the opportunity occurs. Instead of transferring risks to another
    party, project managers often share positive risks to increase the likelihood that the opportunity can be
    exploited. Instead of mitigating negative risks, project managers will take action to enhance the likelihood that
    the opportunity will occur and/or increase the positive impact of the opportunity. Finally, project managers will
    often choose to accept both negative and positive risks but be prepared to respond if either occurs.

    A Closer Look

    Risk is inherent in every project. It is important to know that risk occurs in the future, not in the past. Anything
    that has already happened is no longer risky, even if it was a catastrophic event. There are two general
    categories of risks: (1) known unknowns and (2) unknown unknowns. Let’s use some examples to gain a
    better understanding of this.

    • The 2011 earthquake in Japan: Given that earthquakes happen frequently in the region, most would
    categorize it as a known unknown. How about the tsunami after the earthquake? It is evident that
    some earthquakes can cause tsunamis; thus, one can correctly assume that this is a known
    unknown. How about the threat of radiation leaks at the Fukushima plant after the tsunami washed
    ashore? The answer here is a bit tougher, and it depends on whether the plant officials had a
    contingency plan. If they did, it is a known unknown. If not, it is either incompetence or an unknown
    unknown.

    • Hurricane Katrina: The eye of the storm was shown on newscasts, and federal, state, and local
    officials ordered an evacuation from the region. One notable point here is that even though the
    danger was communicated, the severity was far more than expected. Thus, while the risk was a
    known unknown, the actual impact might be correctly labeled as an unknown unknown.

    The key takeaway here is that a risk management plan is essential when managing projects. The project
    manager should do whatever is possible to prevent negative risks from happening. Given that some risks will
    still arise, a contingency plan should always be in place.

    Importance of Scheduling Resources and Costs

    One of the leading causes of risks in a project is the failure of the project manager to schedule resources and
    costs before the project begins. Having a project resource schedule in place is important for the reasons listed
    below:

    • allows the project manager the chance to make sure that any existing resources are adequate and
    available for use because resources are often limited,

    • gives the project manager a chance to decide which resources have priority;
    • helps the project manager to determine where the real critical path of the project is and if there is

    anything that might slow down the progress of the project down the road,
    • helps the project manager determine if outside contractors will need to be used, and
    • helps the project manager decide if the imposed project duration is realistic (Larson & Gray, 2021).

    The failure to schedule resources properly can result in timely and costly delays in the project completion. The
    lack of availability in resources can mean that outside resources may need to be brought in to help complete
    the project, leading to higher costs to the organization.

    MGT 4301, Project Planning 3

    UNIT x STUDY GUIDE
    Title

    According to Larson and Gray (2021), resources can include the components listed below.

    Crashing a Project

    There are times when it may become necessary to crash a project or, in other words, reduce the duration of a
    project. For example, if your organization is producing a product and it is determined that your product must
    make it to market sooner rather than later, you may be asked to reduce the time necessary to complete
    production. There are several ways this can be done, which are listed below:

    • adding additional resources,
    • outsourcing some of the work,
    • scheduling overtime for employees,
    • establishing a core team who will only work on the project, or
    • creating a short-term quick solution and then going back and doing it correctly (Larson & Gray, 2021).

    While none of these solutions are the best, sometimes they are the best alternative to missing a project
    deadline.

    Unfortunately, crashing a project can sometimes increase the risk of a project being completed late. Crashing
    the project means that slack (float) on noncritical activities will be reduced. When slack of noncritical activities
    is reduced, the chance of new critical paths occurring increases; hence, the risk of the project becoming late
    increases. In addition, compressing will have the following impact on managing the project:

    • reduces flexibility by using slack,
    • increases number of critical activities,
    • increases interdependencies of paths,
    • makes resource scheduling tighter (critical), or
    • increases costs (Larson & Gray, 2021).

    MGT 4301, Project Planning 4

    UNIT x STUDY GUIDE
    Title

    Conclusion

    As you can see, risks come in many forms and can occur at any time. A successful project manager always
    ensures that he or she is prepared for risks to occur by having an action plan in place before the project
    begins.

    Reference

    Larson, E. W., & Gray, C. F. (2021). Project management: The managerial process (8th ed.). McGraw-Hill

    Education. https://online.vitalsource.com/#/books/9781260736205

    [https://online.vitalsource.com/#/books/9781260736205](https://online.vitalsource.com/#/books/9781260736205)

    – Course Learning Outcomes for Unit IV
    – Required Unit Resources
    – Unit Lesson
    – Risk
    – A Closer Look
    – Importance of Scheduling Resources and Costs
    – Crashing a Project
    – Conclusion
    – Reference

    **## 9.6VitalSourceBookshelf_ProjectManagement_TheManagerialProcess.pdf**

    Printed by: csw8578@yahoo.com. Printing is for personal, private use only. No part of this book may be reproduced
    or transmitted without publisher's prior permission. Violators will be prosecuted.

    Printed by: csw8578@yahoo.com. Printing is for personal, private use only. No part of this book may be reproduced
    or transmitted without publisher's prior permission. Violators will be prosecuted.

    **## unit4instructions.pdf**

    Unit 4 instructions

    Read Case 9.6 “The ‘Now’ Wedding-Part A and Part B” of your textbook, and imagine that you are in
    charge of planning the wedding discussed in the case.
    After reading the case, address the following prompts based on the case details.

    Determine and describe the known and unknown risks that may prevent the wedding from
    taking place on January 21, including those listed in Part B. What are some ways that these
    risks will affect the wedding planning project?
    Describe how you, as the wedding planner, will respond to these risks to ensure that the
    wedding will still occur on the predetermined date.

    Your response should be a minimum of one page in length and formatted as an essay. Citations and
    references are not required; however, if outside sources are used, please adhere to APA Style when
    creating citations and references for this assignment. APA formatting, however, is not necessary.

    **## UnitIV.pdf**

    MGT 4301, Project Planning 1

    Course Learning Outcomes for Unit IV

    Upon completion of this unit, students should be able to:

    6. Explain the risk management process, including risk identification, analysis, and response.
    6.1 Identify risks within a project and how they may affect the project.
    6.2 Describe how a project manager should respond to risks found in a project.

    Required Unit Resources

    Chapter 7: Managing Risk—Read the following sections:

    • Introduction
    • 7.1–7.9
    • Summary

    Chapter 8: Scheduling Resources and Costs—Read the following sections:

    • Introduction
    • 8.1–8.10
    • Summary

    Chapter 9: Reducing Project Duration—Read the following sections:

    • Introduction
    • 9.1–9.6
    • Summary

    Unit Lesson

    Risk

    All projects involve some form of risk. Risk factors are identified and classified as known or unknown and are
    accounted for accordingly. Risk factors include things that could possibly happen and that the project team is
    aware of, such as inclement weather, increased supplier costs, and personnel issues, as well as unforeseen
    things, such as drastic changes in market conditions, fire, and catastrophic weather in areas affecting the
    project or project suppliers, and changes in customer needs (Larson & Gray, 2021). Once a risk has been
    identified, it is analyzed both qualitatively and quantitatively. Qualitative analysis is based on historical
    information, expert judgment, meetings, focus groups, surveys, and ranking charts. Quantitative analysis uses
    statistical models and methods to determine the likelihood of a risk happening, the impact it would have on
    the schedule and the cost of the project, and how severe it would be in comparison to other identified risks.

    Risks have to be determined as acceptable or unacceptable for a project to continue. Unacceptable risks can
    stop a project before completion. Project managers have options for responding to acceptable risks should
    they occur; responses include avoiding, transferring, mitigating, or accepting the risk (Larson & Gray, 2021).
    Avoiding a risk usually involves changing the project management plan to eliminate the risk entirely.
    Transferring the risk gives it to someone else, usually a third party. Mitigating the risk involves finding ways to
    lessen its impact on the project, and accepting the risk does not require any action unless the risk actually
    occurs. The project team knows it might happen but does not do anything about it unless it does happen.

    UNIT IV STUDY GUIDE
    Risks and How to Properly Respond to Them

    MGT 4301, Project Planning 2

    UNIT x STUDY GUIDE
    Title

    Essentially the same process that is used to manage negative risks is applied to positive risks. The major
    differences occur in the responses. Instead of avoiding negative risks, project managers often try to exploit
    positive risks by taking action to ensure that the opportunity occurs. Instead of transferring risks to another
    party, project managers often share positive risks to increase the likelihood that the opportunity can be
    exploited. Instead of mitigating negative risks, project managers will take action to enhance the likelihood that
    the opportunity will occur and/or increase the positive impact of the opportunity. Finally, project managers will
    often choose to accept both negative and positive risks but be prepared to respond if either occurs.

    A Closer Look

    Risk is inherent in every project. It is important to know that risk occurs in the future, not in the past. Anything
    that has already happened is no longer risky, even if it was a catastrophic event. There are two general
    categories of risks: (1) known unknowns and (2) unknown unknowns. Let’s use some examples to gain a
    better understanding of this.

    • The 2011 earthquake in Japan: Given that earthquakes happen frequently in the region, most would
    categorize it as a known unknown. How about the tsunami after the earthquake? It is evident that
    some earthquakes can cause tsunamis; thus, one can correctly assume that this is a known
    unknown. How about the threat of radiation leaks at the Fukushima plant after the tsunami washed
    ashore? The answer here is a bit tougher, and it depends on whether the plant officials had a
    contingency plan. If they did, it is a known unknown. If not, it is either incompetence or an unknown
    unknown.

    • Hurricane Katrina: The eye of the storm was shown on newscasts, and federal, state, and local
    officials ordered an evacuation from the region. One notable point here is that even though the
    danger was communicated, the severity was far more than expected. Thus, while the risk was a
    known unknown, the actual impact might be correctly labeled as an unknown unknown.

    The key takeaway here is that a risk management plan is essential when managing projects. The project
    manager should do whatever is possible to prevent negative risks from happening. Given that some risks will
    still arise, a contingency plan should always be in place.

    Importance of Scheduling Resources and Costs

    One of the leading causes of risks in a project is the failure of the project manager to schedule resources and
    costs before the project begins. Having a project resource schedule in place is important for the reasons listed
    below:

    • allows the project manager the chance to make sure that any existing resources are adequate and
    available for use because resources are often limited,

    • gives the project manager a chance to decide which resources have priority;
    • helps the project manager to determine where the real critical path of the project is and if there is

    anything that might slow down the progress of the project down the road,
    • helps the project manager determine if outside contractors will need to be used, and
    • helps the project manager decide if the imposed project duration is realistic (Larson & Gray, 2021).

    The failure to schedule resources properly can result in timely and costly delays in the project completion. The
    lack of availability in resources can mean that outside resources may need to be brought in to help complete
    the project, leading to higher costs to the organization.

    MGT 4301, Project Planning 3

    UNIT x STUDY GUIDE
    Title

    According to Larson and Gray (2021), resources can include the components listed below.

    Crashing a Project

    There are times when it may become necessary to crash a project or, in other words, reduce the duration of a
    project. For example, if your organization is producing a product and it is determined that your product must
    make it to market sooner rather than later, you may be asked to reduce the time necessary to complete
    production. There are several ways this can be done, which are listed below:

    • adding additional resources,
    • outsourcing some of the work,
    • scheduling overtime for employees,
    • establishing a core team who will only work on the project, or
    • creating a short-term quick solution and then going back and doing it correctly (Larson & Gray, 2021).

    While none of these solutions are the best, sometimes they are the best alternative to missing a project
    deadline.

    Unfortunately, crashing a project can sometimes increase the risk of a project being completed late. Crashing
    the project means that slack (float) on noncritical activities will be reduced. When slack of noncritical activities
    is reduced, the chance of new critical paths occurring increases; hence, the risk of the project becoming late
    increases. In addition, compressing will have the following impact on managing the project:

    • reduces flexibility by using slack,
    • increases number of critical activities,
    • increases interdependencies of paths,
    • makes resource scheduling tighter (critical), or
    • increases costs (Larson & Gray, 2021).

    MGT 4301, Project Planning 4

    UNIT x STUDY GUIDE
    Title

    Conclusion

    As you can see, risks come in many forms and can occur at any time. A successful project manager always
    ensures that he or she is prepared for risks to occur by having an action plan in place before the project
    begins.

    Reference

    Larson, E. W., & Gray, C. F. (2021). Project management: The managerial process (8th ed.). McGraw-Hill

    Education. https://online.vitalsource.com/#/books/9781260736205

    [https://online.vitalsource.com/#/books/9781260736205](https://online.vitalsource.com/#/books/9781260736205)

    – Course Learning Outcomes for Unit IV
    – Required Unit Resources
    – Unit Lesson
    – Risk
    – A Closer Look
    – Importance of Scheduling Resources and Costs
    – Crashing a Project
    – Conclusion
    – Reference

    – 1
    – 2
    – 3

  • [Solved] The Literature Review

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    What is the importance of a literature review and what should you avoid when conducting a literature review? \ Screenshot2025-07-09at8.30.36PM.png](https://www.sweetstudy.com/files/screenshot2025-07-09at8-30-36pm-png "Screenshot2025-07-09at8.30.36PM.png") \ Screenshot2025-07-09at8.31.01PM.png](htt…

    Instant Solution Download

    $6.99

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

    Need a Fresh Custom Paper?

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

    Order on TutorsGallery →

    Assignment Prompt & Instructions

    What is the importance of a literature review and what should you avoid when conducting a literature review?
    \
    Screenshot2025-07-09at8.30.36PM.png](https://www.sweetstudy.com/files/screenshot2025-07-09at8-30-36pm-png "Screenshot2025-07-09at8.30.36PM.png")
    \
    Screenshot2025-07-09at8.31.01PM.png](https://www.sweetstudy.com/files/screenshot2025-07-09at8-31-01pm-png "Screenshot2025-07-09at8.31.01PM.png")

  • [Solved] VII

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    See attached. – ## VII.docx – ## UnitVII1.pdf **## VII.docx** 2 Assignment Scenario: You have just been promoted to IT security manager at TechSecure Corp, a mid-size business that deals in the development of financial software. A recent security threat to the company saw the leakage of some vital i…

    Instant Solution Download

    $6.99

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

    Need a Fresh Custom Paper?

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

    Order on TutorsGallery →

    Assignment Prompt & Instructions

    See attached.

    – ## VII.docx

    – ## UnitVII1.pdf

    **## VII.docx**

    2

    Assignment Scenario: You have just been promoted to IT security manager at TechSecure Corp, a mid-size business that deals in the development of financial software. A recent security threat to the company saw the leakage of some vital information of clients because of obsolete security measures in the System/Application Domain.

    This breach convinced the executive team to order a review and redesign of the company’s compliance requirements for securing infrastructure and information security. Management has requested enhancements to improve the confidentiality, integrity, and availability of systems and applications. As a part of your responsibilities, you are required to develop and execute security measures to combat these problems.

    Conduct an analysis of the current infrastructure and compliance requirements relevant to the System/Application Domain within TechSecure Corp’s IT infrastructure. Your analysis should include a review of applicable regulations and standards (e.g., GDPR, HIPAA, ISO/IEC 27001) that impact the company's operations. Identify gaps between the current security measures and the compliance requirements. Make recommendations for achieving compliance, including necessary changes to policies, procedures, and technologies.

    · How will you determine the common wide area network (WAN) equipment currently deployed in the WAN Domain? Explain the roles and functionalities that the WAN Domain should include. Explain industry best practices for maintaining WAN Domain compliance with relevant standards and regulations.

    · Provide a summary of requirements for the local area network or LAN Domain configuration to ensure network reliability and performance. Explain industry best practices when creating documentation for planning security procedures. Include any legal requirements that apply.

    · Provide instruction for developing a roadmap outlining the steps TechSecure Corp should take to meet the identified compliance requirements. This roadmap should include a timeline for implementing changes. Roles and responsibilities for key stakeholders. Key performance indicators (KPIs) to measure progress.

    · Propose a vulnerability management strategy that addresses the confidentiality, integrity, and availability (C-I-A) of the company’s systems and applications. Your strategy should include methods for identifying, assessing, and prioritizing vulnerabilities within the System/Application Domain. Include approaches for mitigating or remediating identified vulnerabilities. Describe procedures for continuous monitoring and reporting on the security posture of systems and applications.

    The assignment must be at least six pages. Use APA Style for citations and references. At least three scholarly sources from the CSU Online Library must be included.

    **## UnitVII1.pdf**

    SEC 4302, Planning and Audits 1

    Course Learning Outcomes for Unit VII

    At the end of this unit, you should be able to:

    2. Create documentation for planning security procedures.
    2.6 Summarize the information systems security compliance requirements within the

    System/Application Domain of a typical IT infrastructure.
    2.7 Explain the confidentiality, integrity, and availability (C-I-A) of systems and applications by

    applying vulnerability management strategies and change management processes.

    Required Unit Resources

    Chapter 14: Compliance Within the System/Application Domain (ULOs 2.6 and 2.7)

    Unit Lesson

    Lesson: System/Application Domain Compliance (ULOs 2.6 and 2.7)

    Application audits are performed to verify that business software operates correctly, adheres to organizational
    policies, and holds valid licenses. By meeting these audit criteria, the software’s value is enhanced, helping
    the organization achieve its objectives while minimizing the risk of business interruptions and cybersecurity
    threats. In this unit, we will explore the essential aspects of conducting application and systems audits.

    Access Control

    Ensuring only authorized individuals can access specific systems and applications is crucial for maintaining
    compliance. Access control mechanisms include user authentication, authorization, and auditing user
    activities.

    Application Performance Monitoring

    Application performance monitoring tools help monitor and manage the performance of software applications
    to ensure they meet business requirements and compliance standards. These tools can detect issues like
    slow response times or system outages that could affect compliance.

    Applications

    Applications must be developed, configured, and maintained following compliance requirements. This
    involves secure coding practices, regular updates, and patches to address vulnerabilities.

    Business Drivers

    Business drivers like regulatory requirements, risk management, and operational efficiency often dictate the
    need for compliance in the System/Application Domain. Understanding these drivers is key to aligning IT
    initiatives with business goals.

    UNIT VII STUDY GUIDE
    System/Application Domain Compliance

    SEC 4302, Planning and Audits 2

    UNIT x STUDY GUIDE
    Title

    Compliance Laws

    Organizations must adhere to various compliance laws and regulations, such as HIPAA, GDPR, or SOX,
    which mandate specific controls and practices within the System/Application Domain to protect data and
    ensure its integrity and availability.

    Confidentiality, Integrity, and Availability

    The core principles of information security confidentiality, integrity, and availability (C-I-A) are essential for
    compliance. Applications and systems must protect sensitive information (confidentiality), ensure data
    accuracy (integrity), and be accessible when needed (availability).

    Data Storage Device

    Data storage devices, whether part of a storage area network (SAN) or standalone, must be secured and
    managed to comply with data protection regulations. This includes encryption, access control, and regular
    audits.

    Storage Area Network (SAN)

    SANs provide a dedicated network for data storage, and their security is critical for compliance. This involves
    implementing access controls, encryption, and regular audits to ensure data integrity and availability.

    Vulnerability Management

    Identifying, assessing, and mitigating vulnerabilities within the System/Application Domain is essential for
    maintaining compliance. Regular vulnerability scans, patch management, and incident response are key
    components of a robust vulnerability management process.

    Reference

    Johnson, R., Weiss, M. M., & Solomon, M. G. (2024). Auditing IT infrastructures for compliance (3rd ed.).

    Jones & Bartlett Learning.

    – Course Learning Outcomes for Unit VII
    – Required Unit Resources

    – Chapter 14: Compliance Within the System/Application Domain (ULOs 2.6 and 2.7)

    – Unit Lesson
    – Lesson: System/Application Domain Compliance (ULOs 2.6 and 2.7)

    – Access Control
    – Application Performance Monitoring
    – Applications
    – Business Drivers
    – Compliance Laws
    – Confidentiality, Integrity, and Availability
    – Data Storage Device
    – Storage Area Network (SAN)
    – Vulnerability Management

    – Reference

    **## UnitVII1.pdf**

    SEC 4302, Planning and Audits 1

    Course Learning Outcomes for Unit VII

    At the end of this unit, you should be able to:

    2. Create documentation for planning security procedures.
    2.6 Summarize the information systems security compliance requirements within the

    System/Application Domain of a typical IT infrastructure.
    2.7 Explain the confidentiality, integrity, and availability (C-I-A) of systems and applications by

    applying vulnerability management strategies and change management processes.

    Required Unit Resources

    Chapter 14: Compliance Within the System/Application Domain (ULOs 2.6 and 2.7)

    Unit Lesson

    Lesson: System/Application Domain Compliance (ULOs 2.6 and 2.7)

    Application audits are performed to verify that business software operates correctly, adheres to organizational
    policies, and holds valid licenses. By meeting these audit criteria, the software’s value is enhanced, helping
    the organization achieve its objectives while minimizing the risk of business interruptions and cybersecurity
    threats. In this unit, we will explore the essential aspects of conducting application and systems audits.

    Access Control

    Ensuring only authorized individuals can access specific systems and applications is crucial for maintaining
    compliance. Access control mechanisms include user authentication, authorization, and auditing user
    activities.

    Application Performance Monitoring

    Application performance monitoring tools help monitor and manage the performance of software applications
    to ensure they meet business requirements and compliance standards. These tools can detect issues like
    slow response times or system outages that could affect compliance.

    Applications

    Applications must be developed, configured, and maintained following compliance requirements. This
    involves secure coding practices, regular updates, and patches to address vulnerabilities.

    Business Drivers

    Business drivers like regulatory requirements, risk management, and operational efficiency often dictate the
    need for compliance in the System/Application Domain. Understanding these drivers is key to aligning IT
    initiatives with business goals.

    UNIT VII STUDY GUIDE
    System/Application Domain Compliance

    SEC 4302, Planning and Audits 2

    UNIT x STUDY GUIDE
    Title

    Compliance Laws

    Organizations must adhere to various compliance laws and regulations, such as HIPAA, GDPR, or SOX,
    which mandate specific controls and practices within the System/Application Domain to protect data and
    ensure its integrity and availability.

    Confidentiality, Integrity, and Availability

    The core principles of information security confidentiality, integrity, and availability (C-I-A) are essential for
    compliance. Applications and systems must protect sensitive information (confidentiality), ensure data
    accuracy (integrity), and be accessible when needed (availability).

    Data Storage Device

    Data storage devices, whether part of a storage area network (SAN) or standalone, must be secured and
    managed to comply with data protection regulations. This includes encryption, access control, and regular
    audits.

    Storage Area Network (SAN)

    SANs provide a dedicated network for data storage, and their security is critical for compliance. This involves
    implementing access controls, encryption, and regular audits to ensure data integrity and availability.

    Vulnerability Management

    Identifying, assessing, and mitigating vulnerabilities within the System/Application Domain is essential for
    maintaining compliance. Regular vulnerability scans, patch management, and incident response are key
    components of a robust vulnerability management process.

    Reference

    Johnson, R., Weiss, M. M., & Solomon, M. G. (2024). Auditing IT infrastructures for compliance (3rd ed.).

    Jones & Bartlett Learning.

    – Course Learning Outcomes for Unit VII
    – Required Unit Resources

    – Chapter 14: Compliance Within the System/Application Domain (ULOs 2.6 and 2.7)

    – Unit Lesson
    – Lesson: System/Application Domain Compliance (ULOs 2.6 and 2.7)

    – Access Control
    – Application Performance Monitoring
    – Applications
    – Business Drivers
    – Compliance Laws
    – Confidentiality, Integrity, and Availability
    – Data Storage Device
    – Storage Area Network (SAN)
    – Vulnerability Management

    – Reference

    **## VII.docx**

    2

    Assignment Scenario: You have just been promoted to IT security manager at TechSecure Corp, a mid-size business that deals in the development of financial software. A recent security threat to the company saw the leakage of some vital information of clients because of obsolete security measures in the System/Application Domain.

    This breach convinced the executive team to order a review and redesign of the company’s compliance requirements for securing infrastructure and information security. Management has requested enhancements to improve the confidentiality, integrity, and availability of systems and applications. As a part of your responsibilities, you are required to develop and execute security measures to combat these problems.

    Conduct an analysis of the current infrastructure and compliance requirements relevant to the System/Application Domain within TechSecure Corp’s IT infrastructure. Your analysis should include a review of applicable regulations and standards (e.g., GDPR, HIPAA, ISO/IEC 27001) that impact the company's operations. Identify gaps between the current security measures and the compliance requirements. Make recommendations for achieving compliance, including necessary changes to policies, procedures, and technologies.

    · How will you determine the common wide area network (WAN) equipment currently deployed in the WAN Domain? Explain the roles and functionalities that the WAN Domain should include. Explain industry best practices for maintaining WAN Domain compliance with relevant standards and regulations.

    · Provide a summary of requirements for the local area network or LAN Domain configuration to ensure network reliability and performance. Explain industry best practices when creating documentation for planning security procedures. Include any legal requirements that apply.

    · Provide instruction for developing a roadmap outlining the steps TechSecure Corp should take to meet the identified compliance requirements. This roadmap should include a timeline for implementing changes. Roles and responsibilities for key stakeholders. Key performance indicators (KPIs) to measure progress.

    · Propose a vulnerability management strategy that addresses the confidentiality, integrity, and availability (C-I-A) of the company’s systems and applications. Your strategy should include methods for identifying, assessing, and prioritizing vulnerabilities within the System/Application Domain. Include approaches for mitigating or remediating identified vulnerabilities. Describe procedures for continuous monitoring and reporting on the security posture of systems and applications.

    The assignment must be at least six pages. Use APA Style for citations and references. At least three scholarly sources from the CSU Online Library must be included.

    **## UnitVII1.pdf**

    SEC 4302, Planning and Audits 1

    Course Learning Outcomes for Unit VII

    At the end of this unit, you should be able to:

    2. Create documentation for planning security procedures.
    2.6 Summarize the information systems security compliance requirements within the

    System/Application Domain of a typical IT infrastructure.
    2.7 Explain the confidentiality, integrity, and availability (C-I-A) of systems and applications by

    applying vulnerability management strategies and change management processes.

    Required Unit Resources

    Chapter 14: Compliance Within the System/Application Domain (ULOs 2.6 and 2.7)

    Unit Lesson

    Lesson: System/Application Domain Compliance (ULOs 2.6 and 2.7)

    Application audits are performed to verify that business software operates correctly, adheres to organizational
    policies, and holds valid licenses. By meeting these audit criteria, the software’s value is enhanced, helping
    the organization achieve its objectives while minimizing the risk of business interruptions and cybersecurity
    threats. In this unit, we will explore the essential aspects of conducting application and systems audits.

    Access Control

    Ensuring only authorized individuals can access specific systems and applications is crucial for maintaining
    compliance. Access control mechanisms include user authentication, authorization, and auditing user
    activities.

    Application Performance Monitoring

    Application performance monitoring tools help monitor and manage the performance of software applications
    to ensure they meet business requirements and compliance standards. These tools can detect issues like
    slow response times or system outages that could affect compliance.

    Applications

    Applications must be developed, configured, and maintained following compliance requirements. This
    involves secure coding practices, regular updates, and patches to address vulnerabilities.

    Business Drivers

    Business drivers like regulatory requirements, risk management, and operational efficiency often dictate the
    need for compliance in the System/Application Domain. Understanding these drivers is key to aligning IT
    initiatives with business goals.

    UNIT VII STUDY GUIDE
    System/Application Domain Compliance

    SEC 4302, Planning and Audits 2

    UNIT x STUDY GUIDE
    Title

    Compliance Laws

    Organizations must adhere to various compliance laws and regulations, such as HIPAA, GDPR, or SOX,
    which mandate specific controls and practices within the System/Application Domain to protect data and
    ensure its integrity and availability.

    Confidentiality, Integrity, and Availability

    The core principles of information security confidentiality, integrity, and availability (C-I-A) are essential for
    compliance. Applications and systems must protect sensitive information (confidentiality), ensure data
    accuracy (integrity), and be accessible when needed (availability).

    Data Storage Device

    Data storage devices, whether part of a storage area network (SAN) or standalone, must be secured and
    managed to comply with data protection regulations. This includes encryption, access control, and regular
    audits.

    Storage Area Network (SAN)

    SANs provide a dedicated network for data storage, and their security is critical for compliance. This involves
    implementing access controls, encryption, and regular audits to ensure data integrity and availability.

    Vulnerability Management

    Identifying, assessing, and mitigating vulnerabilities within the System/Application Domain is essential for
    maintaining compliance. Regular vulnerability scans, patch management, and incident response are key
    components of a robust vulnerability management process.

    Reference

    Johnson, R., Weiss, M. M., & Solomon, M. G. (2024). Auditing IT infrastructures for compliance (3rd ed.).

    Jones & Bartlett Learning.

    – Course Learning Outcomes for Unit VII
    – Required Unit Resources

    – Chapter 14: Compliance Within the System/Application Domain (ULOs 2.6 and 2.7)

    – Unit Lesson
    – Lesson: System/Application Domain Compliance (ULOs 2.6 and 2.7)

    – Access Control
    – Application Performance Monitoring
    – Applications
    – Business Drivers
    – Compliance Laws
    – Confidentiality, Integrity, and Availability
    – Data Storage Device
    – Storage Area Network (SAN)
    – Vulnerability Management

    – Reference

    **## VII.docx**

    2

    Assignment Scenario: You have just been promoted to IT security manager at TechSecure Corp, a mid-size business that deals in the development of financial software. A recent security threat to the company saw the leakage of some vital information of clients because of obsolete security measures in the System/Application Domain.

    This breach convinced the executive team to order a review and redesign of the company’s compliance requirements for securing infrastructure and information security. Management has requested enhancements to improve the confidentiality, integrity, and availability of systems and applications. As a part of your responsibilities, you are required to develop and execute security measures to combat these problems.

    Conduct an analysis of the current infrastructure and compliance requirements relevant to the System/Application Domain within TechSecure Corp’s IT infrastructure. Your analysis should include a review of applicable regulations and standards (e.g., GDPR, HIPAA, ISO/IEC 27001) that impact the company's operations. Identify gaps between the current security measures and the compliance requirements. Make recommendations for achieving compliance, including necessary changes to policies, procedures, and technologies.

    · How will you determine the common wide area network (WAN) equipment currently deployed in the WAN Domain? Explain the roles and functionalities that the WAN Domain should include. Explain industry best practices for maintaining WAN Domain compliance with relevant standards and regulations.

    · Provide a summary of requirements for the local area network or LAN Domain configuration to ensure network reliability and performance. Explain industry best practices when creating documentation for planning security procedures. Include any legal requirements that apply.

    · Provide instruction for developing a roadmap outlining the steps TechSecure Corp should take to meet the identified compliance requirements. This roadmap should include a timeline for implementing changes. Roles and responsibilities for key stakeholders. Key performance indicators (KPIs) to measure progress.

    · Propose a vulnerability management strategy that addresses the confidentiality, integrity, and availability (C-I-A) of the company’s systems and applications. Your strategy should include methods for identifying, assessing, and prioritizing vulnerabilities within the System/Application Domain. Include approaches for mitigating or remediating identified vulnerabilities. Describe procedures for continuous monitoring and reporting on the security posture of systems and applications.

    The assignment must be at least six pages. Use APA Style for citations and references. At least three scholarly sources from the CSU Online Library must be included.

    **## UnitVII1.pdf**

    SEC 4302, Planning and Audits 1

    Course Learning Outcomes for Unit VII

    At the end of this unit, you should be able to:

    2. Create documentation for planning security procedures.
    2.6 Summarize the information systems security compliance requirements within the

    System/Application Domain of a typical IT infrastructure.
    2.7 Explain the confidentiality, integrity, and availability (C-I-A) of systems and applications by

    applying vulnerability management strategies and change management processes.

    Required Unit Resources

    Chapter 14: Compliance Within the System/Application Domain (ULOs 2.6 and 2.7)

    Unit Lesson

    Lesson: System/Application Domain Compliance (ULOs 2.6 and 2.7)

    Application audits are performed to verify that business software operates correctly, adheres to organizational
    policies, and holds valid licenses. By meeting these audit criteria, the software’s value is enhanced, helping
    the organization achieve its objectives while minimizing the risk of business interruptions and cybersecurity
    threats. In this unit, we will explore the essential aspects of conducting application and systems audits.

    Access Control

    Ensuring only authorized individuals can access specific systems and applications is crucial for maintaining
    compliance. Access control mechanisms include user authentication, authorization, and auditing user
    activities.

    Application Performance Monitoring

    Application performance monitoring tools help monitor and manage the performance of software applications
    to ensure they meet business requirements and compliance standards. These tools can detect issues like
    slow response times or system outages that could affect compliance.

    Applications

    Applications must be developed, configured, and maintained following compliance requirements. This
    involves secure coding practices, regular updates, and patches to address vulnerabilities.

    Business Drivers

    Business drivers like regulatory requirements, risk management, and operational efficiency often dictate the
    need for compliance in the System/Application Domain. Understanding these drivers is key to aligning IT
    initiatives with business goals.

    UNIT VII STUDY GUIDE
    System/Application Domain Compliance

    SEC 4302, Planning and Audits 2

    UNIT x STUDY GUIDE
    Title

    Compliance Laws

    Organizations must adhere to various compliance laws and regulations, such as HIPAA, GDPR, or SOX,
    which mandate specific controls and practices within the System/Application Domain to protect data and
    ensure its integrity and availability.

    Confidentiality, Integrity, and Availability

    The core principles of information security confidentiality, integrity, and availability (C-I-A) are essential for
    compliance. Applications and systems must protect sensitive information (confidentiality), ensure data
    accuracy (integrity), and be accessible when needed (availability).

    Data Storage Device

    Data storage devices, whether part of a storage area network (SAN) or standalone, must be secured and
    managed to comply with data protection regulations. This includes encryption, access control, and regular
    audits.

    Storage Area Network (SAN)

    SANs provide a dedicated network for data storage, and their security is critical for compliance. This involves
    implementing access controls, encryption, and regular audits to ensure data integrity and availability.

    Vulnerability Management

    Identifying, assessing, and mitigating vulnerabilities within the System/Application Domain is essential for
    maintaining compliance. Regular vulnerability scans, patch management, and incident response are key
    components of a robust vulnerability management process.

    Reference

    Johnson, R., Weiss, M. M., & Solomon, M. G. (2024). Auditing IT infrastructures for compliance (3rd ed.).

    Jones & Bartlett Learning.

    – Course Learning Outcomes for Unit VII
    – Required Unit Resources

    – Chapter 14: Compliance Within the System/Application Domain (ULOs 2.6 and 2.7)

    – Unit Lesson
    – Lesson: System/Application Domain Compliance (ULOs 2.6 and 2.7)

    – Access Control
    – Application Performance Monitoring
    – Applications
    – Business Drivers
    – Compliance Laws
    – Confidentiality, Integrity, and Availability
    – Data Storage Device
    – Storage Area Network (SAN)
    – Vulnerability Management

    – Reference

    – 1
    – 2

  • [Solved] Assigment .Apa seven . All instructions attached.

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    **Case Study 1: Hypertension Management in a 50-Year-Old Patient** **Objective: Understand the pharmacologic treatment of hypertension, evaluate drug interactions, and individualize care plans.** **Patient Profile**: – Age: 50 – Gender: Male – Height/Weight: 5’9”, 230 lbs – Current Medications: Metf…

    Instant Solution Download

    $6.99

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

    Need a Fresh Custom Paper?

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

    Order on TutorsGallery →

    Assignment Prompt & Instructions

    **Case Study 1: Hypertension Management in a 50-Year-Old Patient**
    **Objective: Understand the pharmacologic treatment of hypertension, evaluate drug interactions, and individualize care plans.**
    **Patient Profile**:
    – Age: 50
    – Gender: Male
    – Height/Weight: 5’9”, 230 lbs
    – Current Medications: Metformin 500 mg BID, Atorvastatin 20 mg daily
    – Blood Pressure: 160/98 mmHg
    **Instructions for Students**:
    1. **Assess** the patient’s current medications and identify potential interactions.
    2. **Recommend** a pharmacologic treatment plan for hypertension. Consider first-line and alternative medications.
    3. **Justify** your medication choice based on patient history and current guidelines.
    4. **Discuss** any adjustments needed in the patient’s other medications (e.g., statins, diabetes medications) if new drugs are introduced.
    5. **Monitor**: List parameters for monitoring the efficacy and safety of the chosen therapy (e.g., BP, kidney function, side effects).
    6. **Counsel**: Create patient education points focusing on medication adherence, lifestyle changes, and potential side effects.

  • [Solved] Research methodology

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    In-depth study guidance and analytical solution covering Research methodology.

    Instant Solution Download

    $6.99

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

    Need a Fresh Custom Paper?

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

    Order on TutorsGallery →

    Assignment Prompt & Instructions

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

  • [Solved] english

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    In-depth study guidance and analytical solution covering english.

    Instant Solution Download

    $6.99

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

    Need a Fresh Custom Paper?

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

    Order on TutorsGallery →

    Assignment Prompt & Instructions

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