Discuss critical success factors ·

Group Assignment – Execution,Monitoring, and ControllingAttached Files:File Continuation_Week 5_Case Study(2).pdf Continuation_Week 5_Case Study(2).pdf – Alternative Formats (47.908 KB)File PJM6000_Wk5_ChangeReport_GradingRubric.pdf PJM6000_Wk5_ChangeReport_GradingRubric.pdf – Alternative Formats (49.094 KB)Assignment Overview:For this assignment, you will be assessing a proposed change to the scope of the project, proposing an overview of a change management process, drafting a change request form, and discussing how the change will be communicated to the stakeholders inclusive of the sponsor.Learning Connection:This assignment is directly linked to the following key learning outcomes from the course syllabus:· Discuss critical success factors · Introduce leading vs. lagging indicators· Discuss why the Integrated Change Control process is so critical· Discuss risk and issue escalation process to project sponsors and stakeholdersIn addition to these key learning outcomes, you will also have the opportunity to evidence the following skills through completing this assignment:Critical thinkingProblem solvingQuantitative analysisProfessional writingAssignment Instructions:For this assignment, you will be assessing a requested change to the scope, preparing a change request form, and utilizing your stakeholder analysis, to determine how the information should be disseminated. Please be sure to start this assignment early to allow for sufficient time. Below are the assignment guidelines and files.Assignment Files:To complete this assignment, you will use the following file:1. Continuation Week Five Case Study document which is attached above. This is a continuation of the case study introduced in Week Two.Guide to FilesThe Case Study file attached here and the original case study document from Week Two can be leveraged for this assignment. This will provide you some context to the evaluation you will be using and allow you to make some reasonable assumptions about the context of the changes to the project.Using the information gathered from the original case study, and the new information provided, write a 4 – 5 page paper using the following structure:Report / Executive Summary – Summarize the finding of the impact of the change briefly (1 or 2 paragraphs); this should include the finding of your report, as well as, your recommendations to your sponsor regarding the implementation of the change. It should be concise and direct.Current Status of Project — In this section, you want to provide details regarding the current status. Which indicators from the case study are you leveraging to describe the current status?Identify any leading vs. the lagging indicators in your analysis. Provide an overview of the change process you will follow to incorporate the change including the approval process. Will there be a change control board? Will the PM review prior to submission for approval? Does the sponsor need to approve your change request form? Consider including a flow chart and a summary explaining the flow chart.Recommendations – Based on your analysis of the change, tell us what areas of the project are of concern. Is cost or time a concern in these areas? Does the scope need be considered? What are some possible solutions for cost and schedule related impacts of the change that might be applicable?Please insert a draft change request form in your submitted assignment completed with the relevant information that your sponsor will need to approve the change.Here are some general guidelines for formatting:Use section headers so that it is clear what the sections of the report areMake good use of tables and/or charts to report the dataBe concrete; reference the case study and specifics regarding performanceInclude page numbersSubmit ONE copy of your assignment to your instructor using the Turnitin link below. Keep a copy for yourself and send a copy to the entire group.All Assignment files are due by 12:00pm noon, Sunday.Remember completion of an assignment does not guarantee an ‘A’. Please refer to the attached grading rubric as a guide to how the assignment will be assessed.

Within the context of protecting a client’s assets from harm or loss, PLP also expects you to address the following general topics in the Risk Assessment/Security and Safety Plan:Cyber/communications security.

Scenario: As a new aspiring professional with PLP Security Solutions, an upstart consulting firm specializing in conducting risk assessments and developing effective management strategies for mitigating threats and protecting assets from harm or loss, you have been assigned your first project after completing your initial company orientation and on-the-job-training. You are advised that PLP Security Solutions has contracted with the University of Maryland University College (UMUC) to conduct risk assessments of their multiple facilities and operations that include a security plan designed to effectively protect the institution’s assets, including any real or personal property, tangible or intangible. Your specific assignment is to complete a risk assessment and develop a security plan for the facility and operations at the UMUC Academic Center at Largo, 1616 McCormick Drive, Largo, Maryland, 20774.(http://www.umuc.edu/locations/regional/academic-center-at-largo.cfm) The initial briefing you receive about the site is that UMUC purchased the 236,000 square-foot building in 2008 and it is located in Prince George’s County, Maryland. The building has high visibility since it is situated near major thoroughfares, including the Capital Beltway, Interstate 495, and is close to the Largo Town Center Metro station. The building is located on a 20-acre site and houses classrooms, conference rooms, computer laboratories and servers, faculty and supporting staff offices, financial aid offices, a Veterans office, a physical fitness room and associated equipment, vending machines, study and lounge areas for students and staff, and maintenance offices and storage. The property includes ample parking for faculty, staff, students, and visitors. The property is large enough to accommodate the construction of another good-sized building. Those entering the property in their vehicles to work, attend class, or otherwise conduct business at the facility are not routinely subjected to any external security checks prior to entering the building. Although this is a good start, you know there is much more to know about the institution and its current security operation and how effective it has been in protecting UMUC assets. Thorough, independent research is the key component to the successful completion of this project. Students are encouraged to begin their research using the URL listed above for the UMUC Academic Center at Largo. From that site, students can access UMUC Safety and Security Policies, UMUC Frequently Asked Security Questions, Emergency Preparedness, Police Coordination, Health and Safety, Crime and Personal Safety, and Response Emergency Assessment Crisis Team. The UMUC 2017 Annual Safety and Security Report should also be reviewed for relevant information. It can be found at https://www.umuc.edu/documents/upload/annual-safety-and-security-report-2017.pdf. There are various UMUC and other online resources students must employ to gather the information about the facility and its operation required to assess physical and cyber security risks. One such source is the Facility Executive Magazine: Creating Intelligent Buildings, located at https://facilityexecutive.com/. Students should consider consulting with the UMUC Librarian for research assistance. III. Project Background and Requirements: According to the Department of Homeland Security, “risk management is the process for identifying, analyzing, and communicating risk and accepting, avoiding, transferring, or controlling it to an acceptable level considering associated costs and benefits of any actions taken” (DHS Risk Lexicon, September, 2010, p. 31). As result of your academic study at UMUC and your military and civilian work experiences, you know that enterprise risk assessment and management are key job responsibilities for security practitioners. More significantly, you recognize that assessing and managing risk are actually critical competencies required of a security practitioner, such as yourself, and proficiency in completing these tasks must be demonstrated consistently throughout one’s security career to be fully successful as a bona fide security professional (Enterprise Security Risks and Workforce Competencies: Findings from an Industry Roundtable on Security Talent, Summer 2013, p. 8).As a part of any risk management process, PLP Security Solutions requires you to employ your knowledge, skills, and abilities in applying the risk assessment and management principles and methodology outlined by ASIS International’s “General Security Risk Assessment Guideline,” which includes the following: identifying all the assets requiring protection at the site you have selected and “understanding” the organization you are evaluating; determining all the possible criminal and non-criminal risk events confronting the organization; establishing the probability and impact of loss risk events; identifying physical, procedural, and virtual security control options for mitigating risks; assessing the feasibility of implementing those security options; and conducting a cost-benefit analysis of the security options under consideration or specifically recommended. Within the context of protecting a client’s assets from harm or loss, PLP also expects you to address the following general topics in the Risk Assessment/Security and Safety Plan:Cyber/communications securityWorkplace violence prevention and response, including active shooter threatsCrisis (emergency) management and response (natural disasters, fire, terrorism, lone wolf attacks, etc.); business continuity planningEmployee selection, screening, rescreening (insider threats) Physical plant intrusion (e.g., burglary)Property damage, interior and exterior (e.g., vandalism, theft, etc.)Personal security (e.g., assault, personal property loss/damage, robbery, etc.)Information/records physical securityLitigation for inadequate security, including negligent hiring/supervision/retention, and other legal issues unique to the siteOSHA safety standards potentially applicable at the site and violationsTraining practicesUnethical business practicesLiaison activities with first responders, security professional organizationsOther security issues germane to the site.These topics were discussed throughout the course of study and include, in broad terms, the various risks to assets; security and safety control operating standards, guidelines, and procedures; and management and operational issues and challenges confronting security practitioners. You will incorporate into the Risk Assessment/Security and Safety Plan a succinct discussion for each of the topics as they relate to the organization and the site under review. PLP also expects that you include in the project “deliverable” (paper) specific recommendations for enhancing security and protecting the organization’s assets from harm or loss. As the consultant on site, you understand the client is entitled to the results of any and all analyses you complete, along with a description of any necessary actions the client should consider in view of your observations and findings. Since this is your first project with PLP, you are keenly aware of the significant opportunity you have for demonstrating your technical and analytic competence in assessing and managing risk and applying the associated core principles. Moreover, the project also serves to establish your literacy in other crucial areas of the security industry, including business and financial management, written and oral communication skills, anticipatory and strategic planning, decision-making, critical thinking, persuasive influencing, and maximizing others’ performance (Security Industry Survey of Risks and Professional Competencies, Fall 2013, p. 9). For you, the “bottom line” is to provide a credible, comprehensive product to the client and, at the same time, show the PLP Security Solutions corporate executives that your skills, abilities, and work ethic and product adds tremendous value to the PLP organization. IV. Risk Assessment/Security and Safety Planning Instrument: Instructions for Conducting Site Observations and Research Note: Typically, PLP consultants would be expected to complete site visits during the day and evening hours to gather the information required to complete this project. Because student-consultants presented the supervisor-instructor bonafide challenges that prohibit them from making site visits, none are required in this Alternate Final Project. Since consultants cannot make personal, on-site observations at the facility, they must rely totally on their course classroom resources and the thoroughness and capacity of their library and online research to: Understand the organization and its facility, operations, and possible assetsIdentify the various risk events possible and likely to occur at the siteAssess the impact or harm (criticality) that can result from those risk eventsDevelop feasible risk mitigation options that potentially include physical, procedural, and logical security controlsAssess cost/benefit of recommended security enhancements. PLP consultants are required to use the “Risk Assessment/Security and Safety Planning Instrument” as a template or guide when conducting independent research to record the following: Research and observations in response to the survey questions and other information required to be collectedInterviews and discussions with security or company executives about general security procedures and processes (that might be applicable to the UMUC site), only if arrangements can be made by the consultantDrafts of any necessary diagrams that will be finalized and included in the final projectCompleted research notes and accompanying draft references.Note: PLP consultants may be unable to collect all the information listed on the planning instrument for a number of reasons. This is particularly true when site visits cannot be made and/or interviews with security officials are not conducted. However, with thorough research, along with the review and application of the concepts, principles, and standards presented in all the online educational resources listed in the classroom, PLP consultants will be able to gather and record sufficient information to successfully complete this project. Consultants may disregard any reference in the planning instrument to onsite visit dates and site security representative names and contact numbers.Refer to the instructions for completing the “Risk Assessment/Security and Safety Planning Instrument” for additional information and guidance for this project. This document will be maintained as a “work paper” and submitted to the supervisor as described below.V. Writing Assignment Requirements: PLP consultants will write a Risk Assessment/Security and Safety Plan primarily based on their general and specific research conducted about the UMUC Academic Center at Largo. This includes interviews and discussions with security or other organization executives consultants might be able to obtain that focus on general and security procedures and processes.The paper will total between 1,700 (minimum) to 2,500 (maximum) words (about 7-10 pages, not including the title page, abstract, reference page, or attachments depicting photographs and diagrams). Consultants must select Microsoft Word’s Tools >Word Count to confirm conformity with word count requirements. Consultants are required to systematically apply the risk management principles and processes discussed throughout the course and as discussed above. Consultants will also ensure:The Risk Assessment/Security and Safety Plan includes a strong introductory section at the beginning that thoroughly explains the purpose of the document and incorporates a brief summary of the facility under review (organization name, address, building description, business and/or purpose of building, hours/days of operation, etc.). Included in the introductory section should be a brief overview of security issues that will be addressed in the security plan. You should review the project description to complete this section. The loss prevention measures and security controls currently in place must be described based on your research.Include in a section of the paper a brief discussion of the risk management methodology used to rank order or quantify security risks to ascertain the most serious risks based on the probability of occurrence and impact (e.g. very likely to occur, extreme impact), requiring the organization’s urgent action and those less critical and/or less likely to occur that may be addressed later. Note: To enhance the presentation of the risk assessment findings, consultants will devise and present a criticality/probability matrix for all identified risks.The general topic areas previously described are discussed in the Risk Assessment/Security and Safety Plan as they relate to the organization and the site under review.Based on the results of the risk assessment, consultants will identify and detail security vulnerability areas in the paper and provide recommendations for security improvement by initiating and/or updating specific physical, procedural, and virtual controls, contingency procedures for emergencies or other non-criminal and criminal risk events, along with any policy revisions required to enhance the organization’s overall security apparatus.VI. Format and Related Requirements: Consultants will include a minimum of four (4) attachments of photographs or sketches capturing security concerns or general references in the Risk Assessment/Security and Safety Plan. Do not incorporate these attachments into the narrative of the paper. Locate them after the last page of the narrative, before REFERENCES, and be sure to number them so you can effectively refer to them in your narrative. When doing so, be sure to provide a cogent explanation of the attachments. Also be sure to provide citations for each of the photos and sketches. Note: Attachments and the descriptive information listed on them are not included in the project word count constraints. Other requirements include:References must include at least three (3) external (not class instructional material) scholarly sources. that support the points made in the report. Refer to the following UMUC link for information about scholarly sources: http://sites.umuc.edu/library/libhow/articles.cfm .

Do you believe that public social media outlets (or private operators) have any responsibility to the public for limiting the content on the servers?

I. BackgroundOn March 15th 2019, a gunman entered a Mosque in Christchurch, New Zealand and opened fire killing everyone inside. Upon leaving, the gunman continued firing from his car in front of a second mosque. In all, 51 people were killed by the gunman. What made this case unique, was that the assailant wore a portable video camera during the rampage and livestreamed the entire episode. The Office of Film and Literature in New Zealand immediately cast the video as objectionable. (In New Zealand, it is an offense to possess, share or host a video labelled as ‘objectionable’ by the Film & Literature office. Under this New Zealand law, distributing ‘objectionable’ material to another person carries a prison sentence and an offender can receive up to 14 years in prison.) Instantly, websites hosting the video in New Zealand were shut down and in addition, American companies YouTube and Google frantically removed video copies of the incident that were appearing online at a rate of more than one per second. Google went so far as to actively meddle in private websites in order to prevent people from accessing it. II. Guidelines / GradingYou will write a persuasive essay answering the following questions/prompts:• Do you believe that public social media outlets (or private operators) have any responsibility to the public for limiting the content on the servers?• Based on your understanding of First Amendment protection that we enjoy in the United States, decide whether we ought to expect the entire world to adhere to this standard?• Feel free to use theories and sources discussed in class, but you will be required to provide at least two additional sources from beyond the scope of our discussions.

Discuss the American Economy in the late 1920 s and the Great Crash (lecture outline)

For the paper assignment select one of the primary source documents from Reading the American Past and construct an essay where you examine the author’s thesis and then put the document in its historical context. This will require that you successfully integrate the primary source you select with material from the main course text, lectures notes and class discussions. Finally at the end of your paper you should critique the argument raised in the document you selected. While your paper should focus on only one of the primary source readings you should feel free to use evidence from other readings as support for your conclusions. You should also feel free to write on any of the documents which were not assigned but that you found interesting.

To give you an example of how you might think about the assignment. If you selected Charles Nordhoff s The Cotton States, 1875 you might want to begin by providing Nordhoff s background. Who was he? What was his position on Reconstruction? What was his thesis (in this case the solution to the lingering problem over reconstruction)? What evidence does he give to support his conclusions? Once you have provided an overview of Nordhoff s argument you need to place his statements in context. What is the state of Reconstruction in 1875? What factors might be playing into the position Nordhoff is taking on the process? Why is it significant that he describes himself as a Republican? The paper should end with a discussion of Nordhoff s argument. Is he correct that now that African Americans have the right to vote they will have the same chance as any other American to improve their lives? Does history bear out Nordhoff s claims?

In a few cases, such as that of the textile laborer Thomas O Donnell s testimony before the Senate, individuals are not advancing an argument of their own but are providing a testimonial about general conditions and quality of life issues. If you select one of these documents you will need to fit it into the arguments of the day. How would Carnegie and Gould respond to O Donnell s statements as opposed to union organizers like Samuel Gompers or social reformers?

No matter which document you choose to write on you need to carefully organize your material, proofread your final draft and above all include citations for any sources you use. You are welcome to look at outside sources for assistance in analyzing the document however; the essay should not be a report on the person or group who created the document, or the period in which it was created, or even on the document itself. Instead, it should be a close reading and analysis of what the document says, and how it makes its argument.

The American Economy in the late 1920 s and the Great Crash
(lecture outline)
The 1928 election (Herbert Hoover vs. Alfred Smith)
The Republican candidate for the 1928 election was Herbert Hoover the engineer and the platform looked all but unbeatable as the party took credit for the economy, prosperity debt and tax reduction and maintaining the tariff which was supposedly beneficial to both industry and agriculture. The Democrats ran former NY Governor Al Smith on a platform virtually identical to that of the Republicans. Both parties promised to continue Prohibition.
Hoover won the election easily with 21 million votes to Smith s 15 and an even wider majority in the Electoral College (444 to 87).
The end of prosperity
Many workers in light manufacturing did not enjoy the booming economy of the mid to late 1920 s. Farm prices also fell at the start of the decade rebounding by 1925 and then fell again in late 1920 s. Overproduction was a huge problem in both agriculture and manufacturing.
Business saw much of the 1920 s as a golden age and manufacturing and industry reached goals they had sought for 50 years. They crushed organized labor. By 1929 most union members are craft workers and the unions are becoming increasingly conservative. The use of machinery and new systems of management increased resulting in increased production for heavy industries. Politically Republicans controlled both the presidency and congress and competition between big businesses was limited. The spread of mass cultural concepts via radio and the movies produced increased domestic markets and consumer demand for goods.
During the 1920 s, the American economic system depended on maintaining the status quo. While precursors to the Crash were certainly present in 1927-28, elected officials, businessmen and investors/speculators refused to acknowledge problems. Many of the signs of an approaching downturn were ignored. In 1928 housing construction fell as did consumer spending. As a result business layoffs increased and many industries cut production. Public sector spending was also down and farmers were also hurting.
Banking and the crash
Banking was also in trouble by 1928-29. Banks were overextended because of loans made to stock brokers, which were used to purchase stocks on speculation. Banks also had loaned large amounts of money for mortgages and for business expansion dash; loans which could not be paid off after the crash in 1929. The major trigger for the crash was the collapse of the stock market speculation bubble which had grown out of control during the 1920 s.
Adding to the impending crash were Federal Reserve Bank policies. The Fed. attempted to manipulate the demand for loans by changing the interest rates charged. This fluctuation was done partly to bolster foreign currency and markets. The Fed pleaded with private banks to stop excessive speculation and loans but too little effect. In 1928 some stocks had tripled in price despite corporate earnings statements which showed mounting financial problems. The market continued to rise and then it took off going from 200 in January 1928 to 381.17 in September 1929 when selling started. Major problems developed. Stocks bought with borrowed money were pledged for collateral for additional loans. There was not enough real money present to pay off all debts. Prices began to fall on the London Stock Exchange and nervous investors began to sell off on the NY stock exchange as well.
The selloff grew and by October 15, 1929 was going full force. On October 24, 1929 the House of Morgan (founded by J. P. Morgan) and other financiers tried to organize a banker s pool to buy low price stocks and stabilize the market. This worked for several days but not enough to reverse panic selling and on October 29, 1929 (Black Tuesday ) the bottom fell out of the market. 16 million shares were traded (3 times normal amount). Leading industrials dropped 40 points in one day. This was about 12% drop in one day. By October 31st stocks that had been worth a total of $87 billion were now worth $55 billion. The market fell to 200 in November then rebounded to 300 in April 1930 when the real nosedive started.
The crash created liquidity problems and many bonds proved worthless as the selling progressed. Many companies laid off workers then tried to dump their inventories. Unfortunately, companies that were suppliers to other companies found orders cancelled or there were no future orders. Laid off workers had no income left to buy dash; even at cut rate prices. Result was the collapse of the commodities market as investors sold off futures in order to raise cash. Bad as all this was the factor that affected most Americans was the failure of the banking system. Many banks did not have cash on hand to answer call for deposits, especially when speculative loans fell through.
Early government response
The economic reality was that from October 1929 to October 1930 investments declined 35%, the GNP declined 8% and unemployment tripled from 3-9%. During this first year of financial problems, when direct intervention might have stemmed the slide Hoover stood on his non-interference principles of individual and local responsibility. He advocated voluntary cooperation and asked business leaders to keep prices and wages at pre October 1929 levels. The Chamber of Commerce backed this request but most business leaders refused.
In 1930 Hoover s Government mounted a variety of responses to the crisis.
• Hoover set up voluntary compliance agencies and also increased the amount of money given to states which they could use for public building projects.
• Hawley-Smoot Tariff bill passed. The tariff raised duties which resulted in international retaliation against US companies and products.
• Congress (both houses controlled by Republicans and conservative Democrats) passed temporary tax cuts.
• Congress than adds $400million in Federal spending.
• Hoover gets the AFL to agree to no strike plan.
A brief recovery occurred in spring of 1930. Hoover tells the Chamber of Commerce that recovery was on the way. By summer downturn had resumed. Bank failures continued.
Drought begins in the South and Hoover set up the National Drought Committee and President s Emergency Committee for Employment. Once again he calls for private business cooperation. The president continues to claim that federal intervention will hurt private/individual action. Many voters see this as rejecting humanitarian aid to fellow Americans in order to uphold theoretical principles and the Democrats win control of the House.
• In 1931 Hoover vetoes bills that would put federal dollars into the economy.
• In September/October England goes off the gold standard. Many Americans fear US will follow and pull their money out of banks then buy and hoard gold. From January dash; October 1931, 827 more banks fail.
• December 1931 Hoover asks for the establishment of an emergency reconstruction finance corporation. This institution would lend money to banks, insurance companies, and large financial institutions which could then loan money to businesses. The president also continues to give speeches stressing moral fiber and social principles while millions of Americans are out of work.
• By 1931 desperation was setting in across many parts of the country. The Communist Party begins to draw increasing crowds at events and many fear the country is becoming ripe for revolution.
• In January 1932 Hoover signed a bill establishing the Reconstruction Finance Corporation. This body was funded with $500 million and authority to borrow $2 billion by issuing tax exempt bonds. Hoover is still worried over this approach. Business leaders and conservative politicians are against the measure arguing that business cycles have built-in self-correcting mechanisms that would turn the economy around.
• The Chamber of Commerce says the way out is to end anti-trust enforcement and return to World War One type governmental direction of business planning. They advocate codes of fair competition and for the federal government to allocate market shares, fix prices and set minimum wages. Hoover rejects this plan.
• Hoover signs a new banking act (Glass-Stengall) in February which lets the Federal Reserve Board expand credit and lets the Fed release some government gold to business in an attempt to increase the money supply. The measure fails.
• By early 1932 most relief agencies are overwhelmed and out of money. Only 25% of the jobless are receiving aid. 13 million unemployed and total wages earned equal 40% of the 1929 level.
• By the end of 1932 5,000 banks failed.
• By the end of 1932 relief is a joke. In New York the average family grant is now $2.39 a week and fewer than 50% of the eligible families were receiving aid.
• In the spring of 1932 the government faced another highly public appeal for relief when 15,000 destitute World War One veterans, many accompanied by their families, marched on the capital. The Bonus Marchers as they were called demanded payment of a bonus Congress had promised to veterans in 1924. Hoover refused to meet with the marchers and in late July when many of them had constructed a shanty town and showed no sign of returning home he ordered the Washington police department, supported by the army to disperse them.
• In 1932 Hoover tried to save himself politically. He signs the Relief and Reconstruction Act (July 1932), puts another $1 billion into Reconstruction Finance Corporation and also releases some funds to local and state relief agencies.
• The Controller of Currency declares a moratorium on foreclosures on first mortgages. While this saves many people’s homes it hurts savings and loans.
• Hoover was exhausted by the effort of fighting the depression but also acknowledged his personal limitations admitting to aids. This sense of depression and desperation was not alleviated by Americans making grim jokes at the president s expense.
• November 8, 1932 Hoover gets destroyed in the presidential election losing to Franklin Delano Roosevelt. The popular vote is 22, 809,638 to 15,758,901 (Electoral College 472-59). The socialists (Norman Thomas) get 882,000 votes and the communists (William Foster) get 103,000.
• Democrats gained control of Congress. (Senate 59 Democrats vs. 37 Republicans and house 312 Democrats vs. 123 Republicans).