Intestinal Crypt Organoids, The Effect of Diet on Metabolism

This will be a research article. I already have the data; but I have been postponing to write it for some time. What I need from you is to write a draft on intestinal crypt organoids and how they utilize different energy sources depending on where they are derived from, the effect of diet on metabolism and cancer, and Western style diet and its effect on colorectal cancer. You can most certainly use the references I gave in my previous published paper (attached). The techniques are similar: crypt isolation and the Seahorse metabolic assays and some more organoid growth assays and proliferation assays will be added. Briefly, I had mouse colonies (Black6) grown as age cohorts (6, 12 and 24months old) grown on three different diets: Western Style Diet, Rescue Diet, and Control Diet. Then I isolated crypts from these mouse (see my attached paper) and cultured in Matrigel until they became crypt organoids. Then, I designed an assay where I checked how these crypt organoids from different sources (mouse on different diets and age groups) utilize alternative energy sources (butyrate, glutamine, glucose). And this is assessed through Seahorse metabolic profiling assays (see the attached paper). I saw a differential utilization of the energy sources with crypts from different mouse cohorts. The additional experiments that were done were crypt growth, where I did not see a difference; apoptosis and cell proliferation assays for crypt organoids, again I did not see a difference. Please, look closely to references at my attached published paper to get a better idea. You can also take a look at the mouse cohorts and the Western style diet related papers.
Overall Structure: A typical research paper with Title, Abstract, Introduction, Materials and Methods, Results, Conclusion and References.

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Environmental studies and Forestry

Please see attachments Please use text book as a reference also….Lawrence & Weber: chs. 6–9 and the video audio by Dr. Fischer which should be used and listed as a reference. The reference should look as listed below:

Fischer, K. (n.d). Comtemporary Issues .

** 2 scholarly sources

**Integrate biblical ideas (the PointeCaste and video presentations provide solid Biblical analysis).

Please ensure you read the grading rubic to see areas of how they will be graded.
Please read the understanding it tells you how to write the discussion
The citation show you how to properly cite the reference. I have had issues with this on my last few papers with references not being cited correctly.

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Then, read Thornton Wilder’s Our Town on this website: centralschools.org/˜shs/OWour_town.pdf. Take notes about the characters and their actions and words as you read the play. *Procure a copy of Eugene O’Neill’s Long Day’s Journey into Night. Suggestion: Amazon.com has over two hundred copies of the play with a beginning price of $.56—that’s fifty-six cents! You pay for shipping, but the price is right. Please annotate the play as you read it, highlighting characters’ diction and the action of the play. √Write a paper of 500-800 words that answers the following prompt: In a well-organized essay (following MLA standards) argue and support your claim regarding which play is more relevant and more reflective of today’s society and family structure. Our Town reflects the basic standards of living and addresses those elements that repeat through the centuries: birth, education, marriage, children, and death. Long Day’s Journey into Night enters into those elements of life that Eugene O’Neill experienced in a dysfunctional family unit: addiction, lassitude, despair, and grief. Again, which play reflects today’s family structure in a more relevant manner? USE EXCERPTS/QUOTATIONS FROM THE PLAYS TO SUPPORT YOUR CLAIM. *YOU MAY ALSO USE OUTSIDE SOURCES LIKE STATISTICS, SOCIOLOGICAL ESSAYS, REVIEWS OF THE PLAYS—LIKE SPARKNOTES—OR ANY OTHER SOURCE WHICH WILL ADD SUPPORT TO YOUR CLAIM, BUT, PLEASE, REMEMBER TO DOCUMENT THESE SOURCES AND PROVIDE A WORKS CITED PAGE AT THE END OF YOUR PAPER.

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After Selecting Your Work and It Is Approved, Do Your Museum Assignment HereOriginalityCheck enabled Instructions Using the work you selected (make sure no one else selected it first), write about it in Microsoft Word following the example of works in your Lessons. When done attach the file (then cut and paste it into the comments box as we did in our other assignments). This will be graded with the Museum Assignment rubic seen here. AFTER YOUR WORK IS APPROVED in your Discussion board and using the work you selected (make sure no one else selected it first) write about it following the example of works in your Lessons. This will be graded with a rubric under “Museum Assignment”. Use information from the museum site and your own analysis. Write in your own words; if you copy and paste you receive no credit. If you do not find enough information on the museum site, use Wikipedia for content and context information. Review a Lesson to make sure you understand what to write about. Review the topic terms in your Lesson glossary. Write the minimum, use sentences, and make sure your information fits the topic. Each topic becomes a short paragraph separated by a line space. Make sure you do the topics in the order below. Cover what you think is most important in each topic. This is worth 6 points. Indicate title, culture, artist (if known) and date. 1. Subject: what is depicted (5 sentences, 1 point) 2. Content: what does the work mean (5 sentences, 1 point) 3. Context: write about the culture or artist’s life that relates to your work (5 sentences, 1 point) 4. Style: describe the identifying appearance of your work using at least 5 style terms from your glossary (5 sentences, 1 point) 5. Medium: indicate medium and technique. Discuss how the medium is used. (5 sentences, 1 point) 6. Formal Analysis: use 5 different formal terms from your glossary to describe the work (5 sentences, 1 point) Start Date Jul 22, 2016 12:00 AM Due Date Aug 10, 2016 11:30 PM Hide Rubrics Rubric Name: Museum Assignment Museum Assignment Satisfactory Needs Improvement Unsatisfactory Subject 1 point Student describes what is depicted in five or more sentences. If any sentence describes something else, it does not count. If student copies any part of the assignment without rewording – 0 points on entire assignment. 0.5 points Student describes what is depicted in less than 5 sentences or it is partially incorrect. 0 points Student does not describe what is depicted. Content 1 point Student describes what the work means in five or more sentences. If any sentence describes something else, it does not count. 0.5 points Student describes in less than 5 sentences describe what the work means or is partially incorrect. 0 points Student does not describe what the work means. Context 1 point Student relates the culture or the artists life to his/her work in five or more sentences. If any sentence describes something else, it does not count. 0.5 points Student writes about the culture or artist’s life that relates to the work in less than 5 sentences or it is partially incorrect. 0 points Student does not write about the culture or artist’s life that relates to the work. Style 1 point Student describes the identifying appearance of their work in five or more sentences using five different style terms from the glossary. If any sentence describes something else, it does not count. 0.5 points The identifying appearance of the work is described using style terms in less than 5 sentences or it is partially incorrect. 0 points The identifying appearance of the work is not described using style terms. Medium 1 point Student describes the medium and how it is used in five or more sentences. If any sentence describes something else, it does not count. 0.5 points The medium and technique is indicated in less than 5 sentences or it is partially incorrect. 0 points The medium and technique is not indicated. Formal Analysis 1 point Student describes the work in five or more sentences using five different formal terms from the glossary (such as line, shape, scale, etc.). If any sentence describes something else, it does not count. 0.5 points Formal terms were used to describe the work in less than 5 sentences or it is partially incorrect. 0 points Formal terms were not used to describe the work. Overall Score Satisfactory 4.5 or more Unsatisfactory 0 or more Submit Files

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Do Your Museum Assignment Here Hide Submission Folder Information Submission Folder

After Selecting Your Work and It Is Approved, Do Your Museum Assignment HereOriginalityCheck enabled
Instructions

Using the work you selected (make sure no one else selected it first), write about it in Microsoft Word following the example of works in your Lessons. When done attach the file (then cut and paste it into the comments box as we did in our other assignments). This will be graded with the Museum Assignment rubic seen here.

AFTER YOUR WORK IS APPROVED in your Discussion board and using the work you selected (make sure no one else selected it first) write about it following the example of works in your Lessons. This will be graded with a rubric under “Museum Assignment”.

Use information from the museum site and your own analysis. Write in your own words; if you copy and paste you receive no credit. If you do not find enough information on the museum site, use Wikipedia for content and context information.

Review a Lesson to make sure you understand what to write about. Review the topic terms in your Lesson glossary. Write the minimum, use sentences, and make sure your information fits the topic.

Each topic becomes a short paragraph separated by a line space. Make sure you do the topics in the order below. Cover what you think is most important in each topic.

This is worth 6 points.

Indicate title, culture, artist (if known) and date.
1. Subject: what is depicted (5 sentences, 1 point)

2. Content: what does the work mean (5 sentences, 1 point)

3. Context: write about the culture or artist’s life that relates to your work (5 sentences, 1 point)

4. Style: describe the identifying appearance of your work using at least 5 style terms from your glossary (5 sentences, 1 point)

5. Medium: indicate medium and technique. Discuss how the medium is used. (5 sentences, 1 point)

6. Formal Analysis: use 5 different formal terms from your glossary to describe the work (5 sentences, 1 point)

Start Date

Jul 22, 2016 12:00 AM
Due Date

Aug 10, 2016 11:30 PM
Hide Rubrics
Rubric Name: Museum Assignment
Museum Assignment Satisfactory Needs Improvement Unsatisfactory
Subject 1 point
Student describes what is depicted in five or more sentences. If any sentence describes something else, it does not count.

If student copies any part of the assignment without rewording – 0 points on entire assignment.

0.5 points
Student describes what is depicted in less than 5 sentences or it is partially incorrect.

0 points
Student does not describe what is depicted.

Content 1 point
Student describes what the work means in five or more sentences. If any sentence describes something else, it does not count.

0.5 points
Student describes in less than 5 sentences describe what the work means or is partially incorrect.

0 points
Student does not describe what the work means.

Context 1 point
Student relates the culture or the artists life to his/her work in five or more sentences. If any sentence describes something else, it does not count.

0.5 points
Student writes about the culture or artist’s life that relates to the work in less than 5 sentences or it is partially incorrect.

0 points
Student does not write about the culture or artist’s life that relates to the work.

Style 1 point
Student describes the identifying appearance of their work in five or more sentences using five different style terms from the glossary. If any sentence describes something else, it does not count.

0.5 points
The identifying appearance of the work is described using style terms in less than 5 sentences or it is partially incorrect.

0 points
The identifying appearance of the work is not described using style terms.

Medium 1 point
Student describes the medium and how it is used in five or more sentences. If any sentence describes something else, it does not count.

0.5 points
The medium and technique is indicated in less than 5 sentences or it is partially incorrect.

0 points
The medium and technique is not indicated.

Formal Analysis 1 point
Student describes the work in five or more sentences using five different formal terms from the glossary (such as line, shape, scale, etc.). If any sentence describes something else, it does not count.

0.5 points
Formal terms were used to describe the work in less than 5 sentences or it is partially incorrect.

0 points
Formal terms were not used to describe the work.

Overall Score Satisfactory
4.5 or more Unsatisfactory
0 or more
Submit Files

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Week #8 – To Do List

READ: PowerPoint Chapters: Enhance Presentations with Graphics (starting on p578) and Present Data Using Tables, Charts, and Animation (starting on p612)

VIEW: Audio PowerPoints and Demonstration Videos for the “Powerpoint” subchapters 3 and 4.

COMPLETE: 1) “Skills Challenge 2” on page 611 of your text. Save this file as Lastname_hwk8P1. 2) Create a word document for the “Matching” (just the answers) on page 637 of your text.

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Economics

Read the following short essay, and then write a 3-5 page response (12-point font, double-spaced,
normal margins, no cover page, no binders). Your response should do the following three things: (1)
state what the main conclusion of the essay is; (2) state what the most important premises (including
sub-conclusions) are—i.e., state which premises are most important if the argument is to rationally
convince its audience; (3) evaluate the quality of the argument, giving detailed reasons to justify your
evaluation. For purposes of evaluation, assume that the speaker is a philosopher named Tim
Schroeder, and that the audience is you, the class, as a group.
Love
Tim Schroeder
Here are three things that everyone knows about love: love is an emotion, you don‟t have emotions
while you are in dreamless sleep, and you don‟t stop loving someone when you fall into a dreamless
sleep. But these three things are clearly inconsistent. Consequently, at least one of these commonly
believed ideas cannot be correct.
That you do not have emotions while you are in dreamless sleep is, I assume, obvious. No one
would point to a person in a coma and say, “Gee, he‟s really emotional!” Emotions are things that
essentially involve certain experiences, like feeling your heart pound, or feeling great, or whatnot. So
I won‟t say any more about this idea.
What about the idea that you don‟t stop loving someone when you fall into a dreamless sleep? This, I
assume, is even more obvious than the previous idea about emotions. Just imagine that one person
cheated on another, and then gave the excuse, “Well, you were asleep, so you didn‟t love me. Why
did I owe you anything?” Or imagine that someone told you “Don‟t go to sleep: I want our love to last
as long as it can!”
It must be the case that love is not an emotion. But if love is not an emotion, what is it? Many
different answers have been given. Some people say that to love is to be the kind of person who has
certain feelings. But which feelings would those be? You might love someone and feel happy
(because things are going well), or feel sad (because they aren‟t), or feel angry (because your
beloved is toying with you) or anything else. Loving someone doesn‟t guarantee that you will have
any particular feelings in a particular context. Some people say that to love is a special closeness
between two people. Certainly, love is a special closeness, but “a special closeness” is a bit unclear.
The word „close‟ here is a metaphor—you don‟t become closer to someone in this sense by being
stapled together—and the word „special‟ is fairly non-specific. So while love certainly is a special
closeness, there is a lot more to be said about it.
Here is a proposal: for A to love B is for A to very much want what is best for B, and to want it for B‟s
own sake. Let me explain. The first thing to say is that A and B don‟t have to be people. Of course,
rocks and stones can‟t love, but maybe chimpanzees and dogs can, and other animals, for all I
know. More interestingly, people aren‟t the only things that can be loved. Non-human animals can
certainly be loved, and a person can love her country, or justice, or even a stone, I suppose. All that
is necessary is that the person very much want what is best for that country, for justice, or for that
stone. Now, I should mention here that people often use the word „love‟ in a more metaphorical
sense, saying “I love triple ripple vanilla road monkey ice cream” or “I love my job” or whatever.
These people are normally just saying they like these things, not that they literally love them. But it is
possible to literally love an inanimate object, or even an abstract concept: all that is required is to
care very much about the welfare of that thing. This naturally brings me to the issue of what is best
for something. For a person, it is understandable how a parent could want what is best for his child,
or how a girlfriend could want what is best for her boyfriend: this just comes to what the person
thinks is best. But how can you want what is best for justice? Well, I assume that you would want
justice to be done, you would want people to pay attention to whether there is injustice in the world
and care about injustice, and so on. What‟s important to love is not whether there is some objective
thing that is best for the beloved, but whether the lover genuinely wants what the lover takes to beCritical Thinking PHIL 1290 Final Exam 2
best for the beloved. Finally, when I say the lover has to want what is best for the beloved for the
beloved‟s own sake, I am ruling out cases in which one person cares about another‟s well-being, but
only for some other reason. A bodyguard might want the person she guards to be healthy,
successful, etc., but only (generally) because that gets the bodyguard money. The bodyguard
(generally) doesn‟t care about the guarded person for the guarded person‟s own sake, and so does
not (generally) love the guarded person.
My theory about the nature of love does not come with any strong philosophical credentials. There is
one famous philosopher, Harry Frankfurt of Princeton University, who has proposed quite a similar
theory, but it is not identical. Other philosophers with well-known theories of love, such as Robert
Solomon or, to go back a bit, Plato, have quite different theories. So I cannot claim any particular
support from powerful authorities. On the other hand, it does seem to me that the more you think about
this theory of mine, the more right it will seem. It just fits.
For one example, consider the relation between love and feelings. As I said a moment ago, love can
make you feel happy, sad, angry, and so on. If loving someone is very much wanting what is best for
that person, these feelings make sense. If your lover gets what is best for him, that naturally makes
you happy, because it is something you very much want. If your literally loved cause is harmed,
naturally you will feel sad, because you very much wanted that not to happen. If your romantic partner
toys with you, you may feel angry because she or he is endangering something which you think is good
for her or him, namely, the relationship. Of course, you may also be angry for a simpler reason,
namely, that you don‟t want to be treated like that. But this just allows us to illustrate the difference
between emotions you feel when you love someone (or something) because of your love, versus those
you feel which are incidental to your love. If you feel happy when your beloved wins the lottery, that can
be an expression of your love (you see that the money will benefit your beloved), or it can be an
expression of your materialistic nature (you look forward to all the neat stuff you will be bought). If we
follow this line of thinking, we can see that some emotions which often come with love, like jealousy,
are never expressions of love, because they are not reactions to the beloved being better or worse off.
Instead, they are expressions of selfishness, or of natural possessiveness: other concerns, which are
normal, but which are certainly not love.
Tips: If you think the argument is bad, focus most of your attention on the most important premises
(showing why they are false claims or insufficient evidence), and consider possible counter-examples
you might raise. If you think the argument is good, focus most of your attention on showing that
potentially controversial premises really are true (provide supporting arguments for the truth of the
premises) or on considering objections that might be raised, going on to show that these objections do
not work to defeat the conclusion.
Note: You may wish to consult your fellow students, parents, or friends about your assignment. Feel
free to do so. However (and this is crucial), any help you get must be acknowledged in your paper. If
your mom reads your paper over to check your grammar, include a footnote or endnote thanking her
for this service. If you discuss the general ideas you have with a friend, write “Thanks to Lisa Kudrow
for a helpful discussion” or something of the sort. If you borrow a specific idea from someone, put in a
footnote saying “I got this idea from Mark Improvement” or whoever. Also important: although I‟m all
in favour of talking about philosophy assignments with others, you are not permitted to actually write
papers together, or to write up shared outlines, or to share written work with one another. Be sensible
here: don‟t give a photocopy of your essay to someone else who “just wants to get an idea” for his own
paper. Conversation is good for thought; shared written work is a good way to get charged with
plagiarism

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To complete your posts, follow these steps: Review the following from this unit’s required readings in The Prentice Hall Essential Guide for College Writers. This is a summary and response to the article, “Teach Diversity—With a Smile,” by Barbara Ehrenreich, on pages 82–84. While the student summary and response falls on different pages, you will consider pages 85–88 to be the sample Summary and Response essay (the type of essay you are finalizing this week). “Summary of ‘Teach Diversity—With a Smile,'” pages 85–86. “Response to ‘Teach Diversity—With a Smile,'” pages 87–88. Write an original post about this essay giving your answers to the following questions, make specific references in your post to the student paper in your text book. Has the writer followed the guidelines for writing summaries (page 85)? Is the summary objective, rather than personal? Does the writer use author tags to let the reader know that the ideas are those of the original, not of the writer? What is your reaction to the writer’s response? Do you find the evidence for the writer’s opinion to be convincing?

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Course Project Part 1—Due Week 2 For Part 1 of the Course Project, assume you have been appointed project manager of a new project for your organization. Your first assignment is to create a scope statement and WBS for this project.

For this part of the Course Project, you select a project of your choosing. This selected project will be used in Project Part 1 and Project Part 2. I suggest you verify with your instructor the suitability of your selected project by the end of Week 1.

Select a project of personal interest. For example, select a project where you can identify realistic cost and scheduling concerns. Opening a small retail storefront or a franchise is one example. When selecting your project, keep in mind the goal of CP-1 is to create a scope statement and WBS. In Project Part 2, you will need to create a budget and schedule for this project. Choose something relatively straightforward. For example, simple start-ups, such as pizza or fast-food franchises, work well because information is readily available. It is preferred that you do NOT pick remodeling a house, but building a house or flipping a house is acceptable.

The CP-1 Project Proposal will be structured with the following sections.

Cover page including assignment, project title, course, and student contact information
Executive summary that summarizes the content from the entire document with quantifiable highlights, such as overall cost, duration, and so on
Project scope statement describing the project
Resource loaded WBS and schedule with proper grouping, indenting, and coding for approximately 25 to 40 line items
Submission Requirements

The scope statement should be written following guidelines for writing a scope as found in the PMBOK® Guide in Chapter 5.
The WBS should be created in MS Projects following standard indent and outdent practices used in WBS creation.
The assignment should be submitted as two files: one MS Word file for the scope statement and one MS Project file containing the project WBS.
Course Project Part 2—Due Week 4

In project Part 2, we create a schedule and accurate budget for your project. You need to focus on detailed cost estimating, scheduling, and cost justification. Estimating includes specific assumptions made during the estimating process, as well as quantities, unit prices, hourly rates for tasks, and accumulated totals. You must justify all of your costs; this includes direct, indirect, variable, fixed, and overhead.

The CP-2 Project Proposal will be structured with the following sections.

Cover page including assignment, project title, course, and student contact information
Executive summary summarizing the content from the entire document with quantifiable highlights, such as overall cost, duration, and so on
Project scope statement describing the project
Resource loaded WBS and schedule with proper grouping, indenting, and coding for approximately 25 to 40 line items. This also needs to include a work package, deliverables, and activities, activity relationships, activity durations, and activity resources.
Cost estimates for each activity. Capital cost estimates should include building, franchise fees, equipment, and so on, if required for your project.
Cost assumptions including a list of assumptions made when deriving your estimates
NOTE: Each section should include the detail as described above, along with a proper discussion about the included data as well as the project manager’s analysis and interpretation of the information.

Submission Requirements

The assignment should be submitted as two files: one MS Word file for the scope statement and documentation excerpt for the WBS; and one MS Project file containing the project WBS, schedule, resource loading, and budget information.
CP-2 must include a cover page.
As a guide, the body of CP-2 should be between five and 10 pages in length (i.e., not including cover page, appendix, and MS Project file).
Submit the Word document to theWeek 4: Course Project, Part 2Dropbox.
Course Project Part 3—Due Week 7

For CP-3, we will leave CP-2 behind and start fresh. CP-3 is a performance review of a new indoor theme park project. You will utilize the provided project information and data to create a new project schedule, which will represent your project at a specific point during implementation. You will load the information and data into Microsoft Project where the data will serve as the basis for project monitoring and control and earned value analysis. The output of the analysis, combined with a control plan, will be used to support the continuation of your project.

The CP-3 Project Performance Report will be structured with the following sections.

Cover page including assignment, project title, course, and student contact information
Executive summary summarizing the content from the entire document with quantifiable highlights, such as overall project cost and schedule performance and estimate to completion, and making the pitch to project stakeholders to continue the project
Schedule 1 an MSP Gantt chart schedule (required) that incorporates the provided project data, established baseline, and proper review date representing the anticipated 50% completion date
Performance analysis utilizing earned value data to analyze the project cost and schedule performance
Estimate at completion including a forward-looking estimate of the project completion date and the final project costs
Cost and schedule control plan providing a corrective action plan to bring the project back in line with your project baseline
Revised estimate at completion including the corrective actions from the control plan along with the resulting cost impact and schedule impact
Schedule 2 including revised MSP Gantt chart schedule (required) that reflects the impact of your corrective actions
NOTE: Each section should include the detail as described above, along with a proper discussion about the included data as well as the project manager’s analysis and interpretation of the information.

Background data for the CP-3 project can be found in Doc Sharing under the Course Project category or from this link: PROJ592_CourseHome_CP3_Start_Data.docx.

Submission Requirements

CP-3 must be submitted as a single document in MS Word. Information or details created with other tools like Excel or MS Project, such as tables, charts, or graphs, must be incorporated into the MS Word file submittal as an inserted object, such as a JPEG. (For help with MS Project, see the Video Tutorial link below.) Failure to follow this requirement will result in the return of the proposal for re-formatting to the requested MS Word format.
You may insert objects into the body of your paper to support your discussion if they are half a page or less. Larger items should be included in an appendix with appropriate references to this information.
CP-3 must include a cover page.
As a guide, the body of CP-3 should be between five and 10 pages in length (i.e., not including cover page, appendix, etc.).
Submit the Word document to the Week 7: Course Project, Part 3 Dropbox.

Category

Points

%

Description

Scope Statement

20

40

The scope statement should be written following the guidelines for writing a scope as found in the PMBOK® Guide in Chapter 5.
Resource Loaded WBS and Schedule

20

40

The WBS should be created in MS Project following standard indent and outdent practices used in WBS creation.
The WBS and schedule must have proper grouping, indenting, and coding for approximately 25 to 40 line items.
Cover Page and Summary

10

20

Summarizes the content from the entire document with quantifiable highlights
Total

50

100

A quality paper will meet or exceed all of the above requirements.

Assignment title: Project Part 2

Category

Points

%

Description

Scope Statement

10

8

The scope statement should be written following the guidelines for writing a scope as found in the PMBOK® Guide in Chapter 5.
WBS and Schedule

30

25

The WBS should be created in MS Project following standard indent and outdent practices used in WBS creation.
The WBS and schedule must have proper grouping, indenting, and coding for approximately 25 to 40 line items.
This also needs to include work package, deliverables and activities, activity relationships, activity durations, and activity resources.
Cover page and Summary

10

8

Summarizes the content from the entire document with quantifiable highlights
Cost Estimates

40

34

Cost estimates for each activity. Capital cost estimates should include building, franchise fees, equipment, and so on, if required for your project. All costs must be accounted for.
Cost Assumptions

30

25

Cost assumptions including a list of assumptions made when deriving your estimates.
Total

120

100

A quality paper will meet or exceed all of the above requirements.

Assignment title: Project Part 3

Category

Points

%

Description

General Business Presentation and Format

10

8

A professional, well-worded paper with cover page that meets requirements and maintains continuity from start to finish. The paper uses proper references to important information, including items contained in the appendix. It uses appropriate citing and notation.

Executive Summary

10

8

Summarizes the content from the entire document with quantifiable highlights, such as overall project cost and schedule performance, estimate to completion, and makes the pitch to project stakeholders to continue the project. This is where you have to act as a project manager and a business person.

Schedule 1

10

8

Demonstrates proper use of Microsoft Project and ability to correctly incorporate the provided data and establish a schedule with established baseline and review date at the planned 40% completion date

Performance Analysis

30

25

Utilizes earned value data to analyze and provide proper interpretation of the project cost and schedule performance to date. It includes analysis of poorly performing tasks, critical path, and total project performance using earned value indicators such as PV, EV, AC, CV, SV, CPI, and SPI.

EAC

15

13

Includes a forward-looking estimate of the project completion date and the final project costs based on the performance analysis

Cost and Schedule Control Plan

20

17

Proposes appropriate corrective action(s) that should be taken at this point to put the project back on track based on the performance analysis

Revised EAC

15

13

Includes the corrective actions from the control plan, along with the resulting cost impact and schedule impact; uses a cost versus benefit approach

Schedule 2

10

8

Includes a revised MSP Gantt chart schedule (required) that reflects the impact of your corrective actions

Total

120

100

A quality paper will meet or exceed all of the above requirements.

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