Explain process of subdivision of activities in tree diagram
1. What percentage of total project effort do you believe must be devoted to planning? Why? Explain process of subdivision of activities and events which composes tree diagram known as Work Breakdown Structure.
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In your own words describe the purpose of the project manager (PM)? Describe why projects manager are in such demand? What kind of person do you believe could be the PM?
Using the matrix or chart, compare and contrast the pros and cons of the following: Reflect on your findings and the implication on curriculum design and social studies instruction in meeting today's standards.
How does the kind of project organization affect each of the kinds of conflicts which happen over the project life cycle?
With regard to planning for contingencies. Would you plan at top level of WBS or the lower levels of WBS? Why or Why not?
Explain process of subdivision of activities and events which composes tree diagram known as Work Breakdown Structure.
Discuss how children, teachers, programs and parents benefit from Learning Standards. Include your own insights on how Learning Standards contribute to your curriculum/activity planning process and assessment strategies.
For this discussion, please choose either focus on fostering fine motor or gross motor skill development. Make a curriculum or activity plan designed to foster either fine motor or gross motor development in two year old children.
Understand processes involved in cost budgeting and creating cost estimate and budget for information technology project. Explain how project management software can help in project cost management.
Children show interest and curiosity in counting and grouping objects as well as numbers. Critically discuss how preschool learning areas can support mathematical learning standards.
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Problem: Developmental Assessments Cognitive Tests: Assessments like the Wechsler Intelligence Scale for Children (WISC)
Behavioral Checklists and Rating Scales Standardized Rating Scales: Tools like the Child Behavior Checklist (CBCL) or the Conners Rating Scales
Observation Naturalistic Observation: Clinicians observe the child in their natural environment, such as home or school, to understand their behavior in context
Adolescents (13-18 years) Techniques: Open-Ended Questions: Adolescents often respond well to open-ended questions that invite them
Middle Childhood (9-12 years) Techniques: Cognitive Assessments: Clinicians can utilize structured interviews combined with cognitive tests
Developmentally Appropriate Language: Clinicians simplify their language, avoiding jargon, and using short sentences to ensure comprehension.
Observational Techniques: Since infants may not be able to verbally articulate their feelings, clinicians often rely on observation of behaviors,