Managing Scope Change Essay Example for Free

Managing Scope Change Essay After successfully planning and organizing the AD High Tech online store project, project manager Chris Johnson was promoted to vice president of e-business. Eric Robertson returned from his leave and assumed the position he had left as the project manager for the online store. In late summer 2003, Johnson began hearing whispers from his colleagues that the project was in trouble. On August 20, CIO Matt Webb frantically approached Johnson in his office. He had just fired Robertson and wanted Johnson to serve as the interim project manager. For more than three months, Robertson had told Webb that the project was on track, but suddenly he changed course and told Webb that he â€Å"guessed† it would be at least one month late and that costs would overrun by more than 20 percent. This was hardly acceptable, since it was imperative that the project be completed in time for the holiday shopping season. The project had strategic importance to the company and was integral to its holiday promotion strategy. Webb explained to Johnson that there was an additional challenge: the vice president of marketing wanted to create â€Å"promotional bundles† for the holiday season. Promotional bundles are a collection of items bundled together and sold at a lower cost than if the items were purchased individually. AD’s trial promotions with some retailers had shown an increase of 10 percent in sales with the addition of these promotional bundles, and the marketing plan called for them to be rolled out nationally. Thus, in order to maintain consistency in all sales channels, the bundles also needed to be available in the online store. Once again, Johnson was asked to quickly troubleshoot the project. He needed to analyze the true state of the project and gather his projections for cost and schedule. Johnson also needed to assess the possible impact of adding promotional bundles. Although deterred from his transition into his new job  as vice president, Johnson was nonetheless excited to once again put his project management expertise to use. Promotional Bundles The promotional bundles and the tasks associated with implementing them represented the only functional or scope change for the online store as Johnson set out to troubleshoot the project.  ©2006 by the Kellogg School of Management, Northwestern University. This case was prepared by Derek Yung ’03 and Alex Gershbeyn ’03 under the supervision of Professor Mark Jeffery in the Center for Research on Technology and Innovation. Cases are developed solely as the basis for class discussion. Some facts within the case have been altered for confidentiality reasons. Cases are not intended to serve as endorsements, sources of primary data, or illustrations of effective or ineffective management. To order copies or request permission to reproduce materials, call 800-545-7685 (or 617-783-7600 outside the United States or Canada) or e-mail [emailprotected] No part of this publication may be reproduced, stored in a retrieval system, used in a spreadsheet, or transmitted in any form or by any means—electronic, mechanical, photocopying, recording, or otherwise—without the permission of the Kellogg School of Management. This document is authorized for use only by Vivekanandan Thangamani in IDS 507: Advanced Systems Analysis and Design Project taught by Dr. Matthew Liotine from September 2012 to March 2013. The promotional bundles did not necessarily present a technical design challenge for the project. The product catalog from Microsoft Site Server had the flexibility to handle complex rules in dealing with different pricing schemes. However, since MS Site Server had to be configured and  tested, a new set of tasks not originally planned or estimated needed to be factored into the project plan. Sales planning called for a total of twelve promotional bundles. The technical lead on the team, Marc Sanders, estimated that after two to three days of training per person, ten to twelve â€Å"person-days† would be needed for his team to configure the pricing rules in the system. The testing lead estimated twenty to twenty-five person-days would be needed to test the new features and to regression-test the existing products in conjunction with the promotional bundles. Sanders was a bit worried about the size of his development team, since he was barely keeping up with his duties managing the existing tasks on the project. AD was currently charging shipping as a flat percentage depending on order size. The online store, however, was to be built to handle percentages and to specify shipping charges on a per-item basis. In the project outline, the baseline estimate of the Submit Order tasks for design and build included the work for the extra shipping functionality. Sanders estimated that he could reduce 50 percent of the work on the Submit Order tasks if the per-item shipping charge feature was removed. Doing so would likely free up a developer who could potentially work on the ERP interface. Project Staffing As far as Johnson knew, the IT staff was running at full capacity, which meant that any additional resources for the project would have to be contractors. AD did not traditionally use contractors for testing. The market rate for a contract developer had risen to $175 per hour, with an overtime rate of 150 percent. Johnson’s best guess was that it would take one week for a new developer to get acclimated and trained on the procedures of the project. Microsoft could provide consultants who were fully trained with the expertise to configure the pricing engine to accommodate the promotional bundles. Sanders had experience working with these consultants, and he estimated that they could do the configuration work and train another developer to maintain the rules in the system in no more than two to three days. The Microsoft consultants charged $500 per hour and required a minimum  of two weeks to arrange for the visit. Thus, for planning purposes, Microsoft consultants could be hired for two to three days’ work but required two weeks’ lead time to schedule. Review Meeting After reviewing his new assignment with Webb, Johnson quickly gathered all the online store project leads to get their input on the state of the project. He learned that there had been no measurement—and hence no evaluation—of project management metrics. This came as a surprise to Johnson, since Robertson had been known to be meticulous in measuring projects quantitatively in the past. KELLOGG SCHOOL OF MANAGEMENT This document is authorized for use only by Vivekanandan Thangamani in IDS 507: Advanced Systems Analysis and Design Project taught by Dr. Matthew Liotine from September 2012 to March 2013. For the exclusive use of V. THANGAMANI KEL158 AD HIGH TECH (B) After working with the leads for more than a week, Johnson painstakingly pieced together the historical data and got the actual time spent working for all relevant tasks as of August 26. See Exhibit 1 for the project â€Å"actuals.† He also had the earned value template from a previous assignment that could be used to analyze the project plan, if he could figure out how the earned value data could be extracted from the project software. See Exhibit 2. The project was originally scheduled to be implemented by mid-November, before the Thanksgiving weekend. The vice president of marketing and Webb agreed that it was possible to delay implementation until December 1 and still reap some of the benefits of the holiday season. Johnson realized that this was far from the ideal scenario, since the  project would miss the Thanksgiving shopping weekend. However, he needed to provide Webb with an accurate assessment on how and when the project could be completed. Johnson realized that he first needed to update the original Microsoft Project document. He was not sure what, if any, problems existed within the original project. In addition, he was not sure exactly how to incorporate the promotional bundles into the project plan. Johnson’s experience told him that something would need to be fixed, and that the last-minute scope change was going to cost the company. KELLOGG SCHOOL OF MANAGEMENT This document is authorized for use only by Vivekanandan Thangamani in IDS 507: Advanced Systems Analysis and Design Project taught by Dr. Matthew Liotine from September 2012 to March 2013.

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Molar mass is a fundamental and must-know term in chemistry. Anyone who studies chemistry begins the journey with this term. The molar mass of a substance is defined as â€Å"the mass of one mole of any substance where the carbon-12 isotope is assigned a value of exactly 12gmol-1. Its symbol is M. Molar mass is important because of its usefulness in various calculations. To chemistry students, it is a tool to solve many problems and exercises, as molar mass can be used to calculate the mass or the amount of a sample of a certain substance. Obviously, the most popular way to determine a substance’s molar mass is by using its chemical formula. Another way is to use a sample of that substance and calculate from the mass and the amount of substance. However, not many people would think of using titration and back titration to calculate the molar mass of a substance. Titration is the addition of a known-concentration solution, or the titrant, to a known-volume of a solution of unknown concentration, or the analyte, until the reaction reaches the equivalence point, which would be indicated vis...

Research Study on Gender Bias in Education

Gender Biases in Education: Math Nicole S. Tester Bryant University Abstract This research project conducted was to find out whether women were more affected by gender based expectations than men. This was done by giving both young men and young women a simple standardized math test which most likely they had all been taught and exposed to in the past. This particular test was designed to be at or below the performance level of most college students. There was two versions of the test instructions, with one version providing information about men typically outperforming women on the test, and the other version stating the opposite.These instructions were used as a form of deception to prove my hypothesis. My hypothesis was that women would be more affected by this deception than would the men. My results proved otherwise. Results showed there was little difference in the way the women and men performed on these tests on either version. The ANOVA testing showed these clear results. Do es Performance Reflect Success? Gender biases are present in the American culture. Women are put in a stereotype as the one to stay at home cleaning and cooking while men are believed to have to bring home the paychecks. How we live though is not the only area with gender biases.There are biases when it comes to sports, who can do what jobs and even education. Women are believed to be better at the education aspects having to do with words and comprehension while men are believed to be better at numbers or math. In the research world there is much controversy on whether the bias presented is true or not. Researchers have not been able to support this belief or disregard it due to the many conflicting results. A study done with the purpose of determining whether gender expectations still exist in present time, resulted in the idea that more and more genders are becoming equal in education (Jordan 2008).It was found that both sexes are more likely than ever to complete their high scho ol education and even be able to obtain higher degree. The study also showed the gender gap in scores on the National Association of Education Progress becoming more and more narrow over time. Jordan does not refute the idea of gender bias in education but supported the idea that it is diminishing. These two researchers on the other hand, Fisher (2008) and Johnston (2005), have studies supporting their beliefs that gender biases in teaching are simply a myth.Both constructed research to support the idea that neither females nor males perform differently according to gender expectation or that these gender expectations are implemented at all. Fisher more, specifically, researching in math and Johnston in math and education. Chapman (2012) and Goetz (1996) though, both have studies that seem to prove otherwise. Chapman conducted a study, in Canada, which lead to the belief that gender discrepancies in teaching and education focus more positively on females. Chapman believes males are the ones taking losses in education expectancies.Goetz on the other hand, researched and came up with results which led him to believe American educators focus their attention more on males allowing them a positive advantage. After learning so much from previous research it can be accurately inferred that the gender bias in education does exist. A psychologist, Ghandi (2006) stated in his study the truth behind the bias. He used this truth to conduct a study in which he found that women not only believe the bias but are subject to it when they are told they will fail due to their gender.This particular study is what laid down the foundation for my research study. All of the above researchers knew the biased existed and all tried to support it or disprove it. This research project has one purpose; to find out not if gender biases exist but whether women are affected by these gender based expectations more than men. In many colleges and universities women are very comfortable with the ir gender; they are powerful, and successful. There are clubs devoted to women’s sexuality, success, and even fashion senses.There are awards given to women who have gotten superior grades, been offered great jobs, or are simply a success. Knowing this, what I want to learn is whether these women who are so highly praised and allowed the same success as men are still subjects to gender based expectations, more specifically in learning and education. In my study I will be deceiving the participants into thinking that only women will be successful in this study or to another group I will be saying only men will be successful. The way this will be done is by using simple high school level math tests. Before he test I will be falsely informing half of my participants (equal number of females and males) that only men will pass this test, and then I will repeat this with the other half of my participants but falsely informing them of the opposite. The fact that I will play on women ’s vulnerability will allow me to learn whether these very empowered and successful women will still be so after being told they will fail before even trying. My hypothesis is that these women will be affected by such a statistic and depending on the false statistic they get, they will fulfill it. Methods ParticipantsForty eight undergraduate volunteers (24 males and 24 females) from Bryant University took part in this study. The average age of participants was recorded at 20. 22 years (SD=1. 13). No cultural or ethnic backgrounds were recorded. With help from different psychology professors a general description was given out within psychology classes and volunteers were recruited. To these participants in particular extra credit was allotted. The rest of the participants were recruited through word of mouth and e-mail in which they were once again given a general description of the study and asked whether they would be willing to volunteer.Each participant was tested indivi dually and required approximately 15 minutes to complete study. Materials The study consisted of participants completing a standardized math test, four survey questions, and a deceptive article which can all be found in the appendix. The math test was found in an SAT math test practice site. This math test worked as the channel for the dependent variable (result on the test). The survey questions asked were simply used for collecting information. The questions did not ask sensitive information or anything that would put any participant at risk.Finally, the short article was written by myself and is completely fictional. It falsely informed the participants on information regarding SAT tests and reported false statistics on men outperforming women for half of the studies and the opposite for the other half. This was used as the deception part of the research which inconspicuously provided the participant with the independent variable (whether females or males pass this test) Procedur es Forty eight students were recruited (24 females and 24 males) from Bryant University as the participants of my study.They were all recruited through psychology classes in which Professors gave a brief overview of what my study entailed and from there proceeded to recruit. The participants recruited in such a manner were rewarded with extra credit points in their class. The rest of the participants were recruited through word of mouth and group e-mails. With each participant recruited I have a brief explanation of what the study was comprised of, what it entailed, and more specifically what each participant would have to contribute. Once I recruited all participants which were necessary I began the research itself.At the start of their participation, each participant was handed a consent for in which they were asked to read thoroughly and if they agreed to the terms and conditions they were to sign and date. In the consent form participants were informed of their ability to leave the study at any time, their entitlement to any information and debriefing, on the confidentiality of the study and many more safety factors. To show the validity of the form I signed and dated on the same page each participant did right in front of them.Each participant agreed to the consent form allowing the study to continue. Once the consent form process was finished I would hand each participant the study packet. At this point they were told that each study was to be completed alone. The packet started off with an article which was entirely false and used to deceive each participant. On it there was made up information on the performance of genders on the SAT test throughout the past years. Each participant was informed that they would not be able to continue with the packet if they did not read these instructions.Once the instructions were read each participant could continue to the next section which consisted of the survey questions. These questions were purely used to colle ct data for analysis. Once the second part was completed each participant would continue on to the math portion of this study. The math portion of the test was a high school level standardized math test previously tested by college level participants. Each participant completed the math portion and would come to me to hand it in. when each individual would approach me I made sure to let them know the true nature of the study and informed them of the deceit.It was very important that no participant left the study with the false idea of one gender outperforming the other. I made sure each participant was thoroughly debriefed and had any questions they had answered. Results The data were analyzed using an ANOVA with the alpha level set at . 05. The main effect of gender participation was not significant, ? (1,44)=. 12, p=. 73, ? 2=. 003 and the main effect of gender test taking was not significant, ? (1,44)=. 00, p=1. 0, ? 2=. 00. However, the interaction between the gender participati on and gender test was marginally significant, ? (1,44)=2. 97, p=. 9, ? 2=. 06. Figure 1 shows a cross-over interaction in which the two variables almost perfectly interact. My hypothesis stated that women’s scores would be more affected by the test gender and the deception then would the men’s. The results of the tests did not vary according to the gender of the participant or gender of the test. My hypothesis was not supported by the above data. There was, however, a notable factor in the results and the fact that they were similar in score for both genders. Discussion No significant main effect for test gender or participant gender occurred in this study.When taking a math test right after reading a deceitful article about the tendency of males or females to outperform the opposite sex, neither gender’s score seemed to be affected. This particular result is not what I predicted in my original hypothesis. Straying away from my belief that women would underperf orm the men once they were deceived into believing they would be outperformed, the results disproved my hypothesis. This outcome is consistent with the research of Fisher (2008) and Johnston (2005) in finding there is no significant gab in the performance of females and males in the subject of math.The results are not consistent though with those findings by Ghandi (2006) a researcher whose findings state that women do poorly on math when they are told their gender is to blame. Some factors which may have led to the inconsistency between my hypothesis and my results can be attributed to the limitation when conducting this research. Being part of such a small university, my research was very limited in the sample size it could use. Three thousand undergraduate students was a small population to choose just forty eight participants from.This also lead to what I believe was a biased sample since each and every participant was also my friend. The fact that the participants had a relatio nship with me could have caused an over performance level which would not usually happen. Some internal validity which should be looked at was the fact that many variables were simply not recorded. These factors include the race and ethnicity of the participant, whether English was their native language, if they understood the deceiving article in the start, and whether they understood every question asked in the math portion.Another internal validity factor is the way in which data was recorded. If this study were to be repeated, observation should definitely be an alternative way of recording data. There was so much happening as I observed each and every participant complete my study. Participants would get frustrated or smile the whole way through. Sometimes they would try to help each other out when I looked the other way or simply just guessed the answers since they did not want to be taking a math test.Using a standardized that does not give anything in return to these partici pants, should not have been my only source of data since it was not the best way to find results. Regardless of the limitations, new studies and research in the field of gender differences in education have resulted with outcomes very similar to mine. Although my hypothesis was not supported, the consistency it has with the studies of Fisher (2008) and Johnston (2005) only come to show that this study will be supporting much research in the psychology world.My results will be one more way to support the idea that there is little or no difference in gender performance in math. In addition to replicating my results, future research might extend the finding by examining other subjects in the world of education. Expanding the testing to be possibly in language, critical thinking, sciences and also math may give a better understanding on whether there is a discrepancy in women’s performance when they are told they are going to fail. Future research might also want to expand their sample by moving to younger generations in school, possibly in igh school, and older generations in and out of school. By doing so the outcome may result more accurately and allow a better understanding of the prediction. In conclusion, gender performance on standardized math tests do not have a direct link to the subject or the belief that one gender will outperform the other. After testing 48 participants (24 female and 24 male), giving each the same exact standardized math test but deceiving each to think they would outperform or underperform the opposite sex, no gender seemed to truly outperform. Each gender resulted close to equal.The results did not support my hypothesis but it led the way to a new hypothesis and a completely new approach to this study. References Goetz, J. (1996). In Education Expert: Classroom Gender Bias Persists. Cornell Cronicle. Retrieved from http://www. news. cornell. edu/chronicle/96/4. 25. 96/gender. html. Jordan, J (2008) The Myth of Gender Bias in School. Retrieved March 8, 2012. From http://www. parentdish. com/2008/05/20/the-myth-of-gender-bias-in-school/ Fisher, M (2008) Study: No gender differences in math performance. University of Wisconsin-Madison News. Retrieved from http://www. news. wisc. edu/15412Johnston, T (2005) No evidence of innate gender differences in math and science, scholars assert. Stanford University News. Retrieved from http://news. stanford. edu/news/2005/february9/math-020905. html Gandhi, U. (2006) Gender bias in math skills doesn’t add up, scientists say. The Globe and Mail. Retrieved from http://www. theglobeandmail. com/news/technology/science/article197902. ece Chapman, A. (2012) Gender bias in education. Research Room. Retrieved from http://www. edchange. org/multicultural/papers/genderbias. html Table 1 Cross over interaction [pic] Appendix Survey questions Male/ Female (circle one)Date of Birth __________ Anticipated graduation year __________ Have you ever taken a standardized test (e xample: SAT) Math questions (standardized test) http://www. majortests. com/sat/problem-solving-test01 1. Of the following, which is greater than ? ? [pic]A. 2/5 [pic]B. 4/7 [pic]C. 4/9 [pic]D. 5/11 [pic]E. 6/13 2. If an object travels at five feet per second, how many feet does it travel in one hour? [pic]A. 30 [pic]B. 300 [pic]C. 720 [pic]D. 1800 [pic]E. 18000 3. What is the average (arithmetic mean) of all the multiples of ten from 10 to 190 inclusive? [pic]A. 90 [pic]B. 95 [pic]C. 100 [pic]D. 105 pic]E. 110 4. A cubical block of metal weighs 6 pounds. How much will another cube of the same metal weigh if its sides are twice as long? [pic]A. 48 [pic]B. 32 [pic]C. 24 [pic]D. 18 [pic]E. 12 5. In a class of 78 students 41 are taking French, 22 are taking German and 9 students are taking both French and German. How many students are not enrolled in either course? [pic]A. 6 [pic]B. 15 [pic]C. 24 [pic]D. 33 [pic]E. 54 6. If f(x) = Â ¦(x? – 50)Â ¦, what is the value of f(-5) ? [pic]A. 75 [pic]B. 25 [pic]C. 0 [pic]D. -25 [pic]E. -75 7. ( v2 – v3 )? = [pic]A. 5 – 2v6 [pic]B. 5 – v6 [pic]C. 1 – 2v6 [pic]D. 1 – v2 pic]E. 1 8. 230 + 230 + 230 + 230 = [pic]A. 8120 [pic]B. 830 [pic]C. 232 [pic]D. 230 [pic]E. 226 [pic] 9. Amy has to visit towns B and C in any order. The roads connecting these towns with her home are shown on the diagram. How many different routes can she take starting from A and returning to A, going through both B and C (but not more than once through each) and not travelling any road twice on the same trip? [pic]A. 10 [pic]B. 8 [pic]C. 6 [pic]D. 4 [pic]E. 2 [pic] 10. In the figure above AD = 4, AB = 3 and CD = 9. What is the area of triangle AEC ? [pic]A. 18 [pic]B. 13. 5 [pic]C. 9 [pic]D. 4. 5 [pic]E. 3

Miss Havisham and Magwitch from Great Expectations Essay

Discuss the relationship between character and location in the case of Magwitch and the marshes; Miss Havisham and Satis House (chapters 1-19) Both the characters Miss Havisham and Magwitch are linked closely with their respective surroundings, as Dickens employs imagery and pathetic fallacy to illustrate this. Although many characters in Great Expectations reflect their environments, the relationship of Miss Havisham and Magwitch offer a particular contrast. The novel echoes many of Dickens’s own life experiences, and the reader is given a strong flavour of Victorian history and commonplace. There is no doubt that when Dickens describes the marshes in the early stages of the novel, he is influenced by his own passion for the†¦show more content†¦Pip’s imagination is left to run wild, and by blending a child’s view of things with the more detached attitude of an adult narrator, Dickens creates a world of violence and humour. Magwitch and the marshes are similar in the way they are both shrouded in mystery. On the one hand, we have the mist and the natural elements of the marshes which make the environment appear mysterious, and then the convict, who Pip knows little of, and indeed it is not until the end of the novel that Pip realises Magwitch has been supplying him with secret sums of money. Miss Havisham’s relationship with Satis House is deeper, perhaps more sinister. When Pip first witnesses Miss Havisham, he remembers being taken to see, â€Å" a skeleton in the ashes of a rich dress, that had been dug out of a vault.† Like the interior of the house, the overgrown garden and the disused brewery are suggestive of Miss Havisham’s own decayed and barren, misused body. The idea of the emptiness of possessions, which is to be a recurring theme in the novel, is also underlined by the meaning concealed in Miss Havisham’s name. The, â€Å"Have a sham† reflects how this gaunt woman has been warped in time by the pretence of the wedding. The â€Å"Satis† name of the house means â€Å"enough† and one could conclude that the building is tired of all the neglect. Miss Havisham’s body reflects the festering of herShow MoreRelatedCreating Tension Through the Presentation of Magwitch and Miss Havisham in Great Expectations1182 Words   |  5 PagesHow does Dickens create tension through his presentation of Magwitch and Miss Havisham in Great Expectations? Introduction ============ Great Expectations is about a young boy, Pip, who lives in a deprived town with his sister (Mrs Joe) and her husband (Mr Joe). Pip meets a fugitive, Magwitch and after meeting with this runaway he fears from his life. Pip is then summoned to go and play at Miss Havisham’s house. 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