PRISM

  

PRISM Assignment

This assignment has one artefact 

Justified research methodology proposal of  3000 words

Submit a 3000 word detailed research proposal fully justified.  Please read the full assignment brief in this folder 

Having chosen a research topic, you should complete the following parts:

1.    Introduction a. Provide a title and background

• Background: a brief overview of the topic or problem, including your motivation for selection of this research topic

2.    Literature review, drawing on some key pieces of topic-related literature, explain why researching the topic or problem is important using knowledge and understanding of key theories/models from Project Management or related domains. In addition to this you can provide a table in the Appendix summarizing at least 7-10 sources that your research will draw on to justify your research context and design decisions. The table should have columns for aims/objectives of paper, topics discussed and any areas identified for future research. Based on this table, you can present the possible area that your research will face based on a gap or suggestion in existing literature. An example is in enclosed in the folder b. Overall research question(s), aim(s) and objective(s): these should be clear, succinct and specific. They should also be related to Project Management. You should also provide a diagram of the conceptual or theoretical framework which shows the relationship between concepts. .

3.     Methodology a. Philosophical position b. Methodology (survey, case study …) and the reason why this methodology is suitable for this research c. A clear and suitable sampling method. d. A clear and suitable data collection method (including administration, including instrument design and a list of interview questions or an example of a questionnaire). e. A clear and suitable explanation of how the data will be analysed.

4.    Critical evaluation Going down through each layer of Saunders et al.’s (2019 or earlier) ‘Research Onion’, write a critical evaluation of your research proposal developed (drawing on a wide range of research methodology literature). As a result you should state based on your critique, why your approach is the most suitable approach for your chosen research topic and why other approach(es) are NOT suitable. This may be the quantitative or qualitative approach, you must decide and defend your choice. Remember you need to justify all the steps, eg. why have you chosen this specific methodology and data collection tool? Why they are appropriate for addressing your research question and research problem? PRISM1 asked for a general indication of your method, so this is the opportunity to give a detailed justification and demonstrate your application of deeper levels of critical ability applied to research design. N.B. For parts 3 & 4 you should use between 5 – 7 research method sources. Important note: you must NOT actually collect or analyse any data for this coursework  – this is just the proposal stage where you set out how you plan to collect and analyse the data. The general guidelines for marking this piece are given below – this will give you an indication of the weighting applied to each part (which will also guide you in terms of the word count for each part).

History Significant ID’s definitions.

  

The typical length of a solid significance ID response is 4-5 full sentences, basically one large paragraph. 

The most important thing to remember about ID’s is that you can use a single strategy for answering any term, by which I mean there is specific information we are looking for in every ID response. A solid significance ID response includes three main parts:

1. Identify the term. This is the most basic requirement; you can think of it as the “what” or “who” part of the response, i.e. “what (or who) was (insert term here)?” This should be how your response begins, and you should focus on giving the basic identifying information for the person, idea, event, etc.

2. Supply additional detail. This is the “body” of your response. Once you have identified the term, this is the place where you supply additional explanatory information. Focus on the most important details and facts. You do not need to supply every single piece of information you have on the term, so focus on those details that illuminate the significance of the term.

3. Explain the historical significance of the term. You can think of this is as the “why” part of your response, i.e. “why was (insert term here) historically significant?” This is the part where you contextualize the term, by which I mean placing it into historical context. Why are we asking you about this person, event, idea, etc?

Unit 3 DB MGMT 690

Primary Task Response: Within the Discussion Board area, write 600–800 words that respond to the following questions with your thoughts, ideas, and comments. This will be the foundation for future discussions by your classmates. Be substantive and clear, and use examples to reinforce your ideas.

You talk with Mike and Tiffany at lunch. “You’ve done some great research and brought up some good ideas to implement in the presentation,” you say. “There is one element that we are missing.”

“One of the most important aspects of the strategy: our competitors,” Tiffany states.

“I’ve already done some analysis, and there are many in the global market. It seems like there are several office furniture companies thriving, but not as many custom furniture manufacturers,” Mike elaborates. 

“Well, we need to provide the board with some solid competitors. I’ll work on finding our top two,” you say. Complete the following:

  • Who are your top 2 global competitors in the market? 
  • Provide a strengths, weaknesses, opportunities, and threats (SWOT) analysis for each competitor. 
  • Why are they direct competitors? 
  • What is their competitive advantage?   
  • Could you form a cooperative strategy with any of the competitors? 
    • If so, how? 
    • If not, why? 
  • What strategies could you use to build a competitive market profile? 
  • What is balanced scorecard? 

The materials found in the M.U.S.E. may help you with this assignment. In addition to your textbook material, here are a few resources that may help you learn more about the basics of the balanced scorecard: 

respond to discussion question

The grant budget portrays your request in numbers and encompasses the whole of all costs – for merchandise and services extending from hardware and materials to overhead and executive expenses – needed to execute the program. You may likewise incorporate a support and revenue statement, which depicts what has money has also been disbursed and what goods or services have already been paid for and from whom you intend to request the remainder of the funds needed. A vital component of showing support and revenue is to comprehend in-kind support – noncash commitments of monetary value made by your organization, another grantor, unpaid workers, or different organizations. The last part is the budget narrative, which clarifies how you got to the final figures that make up the budget (if it’s not evident) and how often each detail or line item on your budget fits into the overarching project (Wason, 2004).

Program expenses comprise everything needed to run your project, ranging from employee compensation to the lease for the building that houses the program. Typically, expenses land in two common categories: direct costs and indirect costs (Wason, 2004).

Direct costs come when you buy any goods or services required to execute your current program. The average line-item budget incorporates the following direct-cost groups:

  • Employees
  • Gear / Equipment
  • Materials
  • Trips (Wason, 2004)

Each time an employee is needed to administer a part of your project, there is an expense connected with that person’s time. This person may be paid or unpaid staff – whether or compensated or uncompensated, or even a third-party vendor. Many grantors do not cover costs related to employees. Nonetheless, the costs for employees must have its line item in the budget. At the same time, be sure to ask the grantor when incorporating costs for employees in your grant proposal (Wason, 2004).

Capital expenses are the agency’s most significant costs and include such things as buildings and land. These things become assets and can increase in value over time. Such expenses must be explained in the budget narrative, and you may need paperwork to accompany the estimated value of the assets. Gear or equipment is a capital expense that the agency will either buy or lease, such as chairs, desks, computers, telephones, printers, copy machines or software. Depending on the program itself and its scope, equipment may also include cars or trucks. Materials or supplies are the daily-use items, like staplers, pens, pencils, file folders and paper-clips. Again, depending on the project supplies may include items needed for building or construction like paint, or paintbrushes (Wason, 2004).

Indirect costs are the needed to operate the agency every day, even if the program is not executed. Indirect costs are typically hard to grasp and calculate by commonly incorporates overhead and executive costs. The sum of indirect costs can be measured in one of two ways:

  • A portion of the whole of the direct costs
  • A part of the whole of the employee costs 

Again, check with the grantor as to what needs to be included in the grant proposal related to indirect costs (Wason, 2004). 

Some grantors call for grantees to include a support and revenue statement with the proposal. The support and revenue statement can be included in the grant proposal in a variety of ways (Wason, 2004). 

Revenue is any money the agency makes. Some things that constitute income is: 

  • Any money generated through fundraising and are used for the current project
  • Ticket sales (if applicable)
  • Association fees and dues (Wason, 2004)

Support can be defined as 

  • Grantmakers
  • Board of Directors
  • Individual contributions
  • In-kind donations – this can be bestowed supplies or services (such as landscaping services). You need to denote the market value of the good or service at the time the donation is made or given. If someone volunteers their time to say, rake leaves for your agency in the fall, you need to ask, “how much would we compensate someone we hired to do the same thing?” It is essential to include the in-kind donation in the support and revenue portion of the budget because this giving is the same as donating money to the agency (Wason, 2004).

Before writing out the budget, it is critical to making a list of all the costs and support. It will make the next step of organizing the line items easier when the time comes.

The typical way to present budget data is by a line-item budget, which lists all cost categories next to their correspondent costs. The organization can tweak the line-item budget based on the level of detail you are asked to convey. It’s good to keep in mind that the level of detail included in the budget will be dictated by the grantor. Some grantors will supply a budget template electronically, while still others will supply a blank budget sheet for the organization to fill out. When no forms or instruction is given, call the grantor to get an understanding of that they are looking for. It could be a basic expense statement or a complete budget that includes a support and revenue statement. 

References: 

Wason, S. (2004). Webster’s new world grant writing handbook. Hoboken, NJ: Wiley & Sons

must be at least 700 words

Business Plan Proposal (Due 36 hours)

 

1) Minimum 4 full pages  (No word count per page)- Follow the 3 x 3 rule: minimum three paragraphs per part.

             Part 1: Minimum 2 pages

             Part 2: minimum 2 pages

             

Submit 1 document per part

2)¨******APA norms

          All paragraphs must be narrative and cited in the text- each paragraph

          Bulleted responses are not accepted

          Don’t write in the first person 

          Don’t copy and paste the questions.

          Answer the question objectively, do not make introductions to your answers, answer it when you start the paragraph

Submit 1 document per part

3)****************************** It will be verified by Turnitin (Identify the percentage of exact match of writing with any other resource on the internet and academic sources, including universities and data banks) 

********************************It will be verified by SafeAssign (Identify the percentage of similarity of writing with any other resource on the internet and academic sources, including universities and data banks)

4) Minimum 5 references per part not older than 5 years

5) Identify your answer with the numbers, according to the question. Start your answer on the same line, not the next

Example:

Q 1. Nursing is XXXXX

Q 2. Health is XXXX

6) You must name the files according to the part you are answering: 

Example:

Part 1.doc 

Part 2.do

__________________________________________________________________________________

Part 1:   Mental Health of Older Person’s Service 

Your Role: APRN

Proposal Focus: Mental Health of Older Person’s Service

City: Miami

Population Focus:  Older Person’s  and their families 

Business Proposal. 

It is a plan / a deadline proposal, your impact to the business/the position you are applying for. This instructor wants you to think in a type of practice you want to apply to work with and think in a business proposal you will offer to improve their business or to start your own practice. Based on this develops your business proposal or plan.

Use the examples provided to understand what a business proposal requires and briefly apply those to your own tentative business proposal.

-Examples of the business proposal can be found at:

https://www.profitableventure.com/nurse-practitioner-clinic-business-plan/

https://storehousefinancial.com/wp-content/uploads/2015/04/Storehouse-Financial-Education-Establishing-Your-Own-NP-Practice.pdf

Mandatory:

1. Industry Overview

2.  Mission and Vision Statement 

3. Job Roles and Responsibilities ( as APRN according to your topic)

4. Target Market 

5. Publicity and Advertising Strategy 

6. Sustainability and Expansion Strategy

Part 2: Education Service about IV Therapy Nursing: A Health Trend

Your Role: APRN- This is your proposal

Focus Proposal: Education Service about IV Therapy Nursing: A Health Trend

City: Miami

Focus Proposal: Community

Business Proposal. 

It is a plan / a deadline proposal, your impact to the business/the position you are applying for. This instructor wants you to think in a type of practice you want to apply to work with and think in a business proposal you will offer to improve their business, or to start your own practice. Based on this develops your business proposal or plan.

You can use the examples provided to understand what a business proposal requires and briefly apply those to your own tentative business proposal.

-Examples of the business proposal can be found at:

https://www.profitableventure.com/nurse-practitioner-clinic-business-plan/

https://storehousefinancial.com/wp-content/uploads/2015/04/Storehouse-Financial-Education-Establishing-Your-Own-NP-Practice.pdf

Mandatory:

1. Industry Overview

2.  Mission and Vision Statement 

3. Job Roles and Responsibilities ( as APRN according to your topic)

4. Target Market ( Pending)

5. Publicity and Advertising Strategy 

6. Sustainability and Expansion Strategy

2 peer review of the 2 attached PowerPoint 1200 words. due 5/2/21

  

Provide a peer review (600 words for each peer review total of 1200 words for both) of the two attached PowerPoint based on the questions below. There should be two separate peer review on to different word documents for each individual PowerPoint. Must use at least 3 reference per peer review. 

1. 200 words —- In your reviews ( the two attached PowerPoint ) please provide in-depth critical thinking, constructive comments and professional knowledge application from the perspective of a knowledgeable professional as stated above – [This is what I will be looking for!]-

You are required to address all points below:

· What is your understanding of the author’s policy proposal, purpose or intent?

· What information is missing or needed to further understand the issue?

· Was there any bias or assumptions apparent that have an effect on the topic being presented?

· What are the possible positive and/or negative outcomes of recommendations that the author did not consider?

· In what way[s] were the resources used in persuasion?

· How does YOUR position and / or arguments on the topic differ from the authors perspective?

2. 200 words— a. Discuss how the topic may or may not be appropriate for the current health care arena

         b. How well the author proved this point? **

3. 200 words—What was your impression of the affects this policy would have on the selected population and [their] healthcare?      b. Was the focus of the analysis appropriate in your opinion,- why or why not?-

Art History

 

Take a virtual trip to Metropolitan Museum Of Art in New York City!  For this assignment, your job is to navigate their site and search for an appropriate artifact from their collections (Early Medieval).  Choose an item (or items if you want to explore more than one!), and write an essay about it.  Observe its traits, identify the origin, and interpret its execution in regards to the time’s artistic tendencies.  Illustrate your knowledge of the art by evaluating an artifact of your liking:

Analyze your object formally, speculate on how you think it was made, and explain how it meets the aesthetic criteria of its respective era.

Please include a picture and citation of the piece you chose to write about. All papers should be 1 ½ – 2 pages (of text).

CRITERIA

Deficient

(0-5points)

Proficient to Development Needed

(6-8 points)

Exemplary to Proficient (9-10 points)

Points Earned

(100 points)

Overview of the topic.

20 points

Does not provide an adequate overview or is missing

Overview is presented, though may not be clear or complete

Overview is clearly presented including all criteria outlined above

Interpretation

25 points

Missing major content areas, unable to recognize cultural motifs

Recognizes basic content of cultural motifs

Critiques content of cultural motifs with insight

Evaluation

25 points

Fails to draw conclusions between online content and Met collection item(s)

Identifies some conclusions between online content and Met collection item(s)

Examines conclusions between online content and Met collection item(s)

Presentation

5 points

Misrepresents issues or draws faulty conclusions

Identifies or generalizes issues

Discusses issues thoroughly and shows intellectual honesty

Evidence of learning outcomes

15 points

Unclear or contradictory evidence of learning this unit’s style of  art

Some evidence of learning this unit’s style of art.

Complete evidence of learning all about this unit’s style of art.

Creating a Progress Report

 

This week’s assignment focuses on Chapter 7: Progress Reports. In this assignment you will review an informal proposal and create progress report.

·  Progress reports document the status of a project.  These reports describe the various tasks that make up the project and analyze the progress that has been made toward completing each task (Finkelstein, Chapter 7, p 112)

·  Writing a progress report typically requires three things: review, describe, and evaluate (Finkelstein, Chapter 7, p 112). 

Part I.  Create a progress report

Create a progress report for the Student Proposal for a Class Project – A Proposal For A Research Report on the MegatubeXL (by Sabrina B. McFInkel) – This is the additional example (6.3) in the textbook chapter on Proposals. Time-Frame for this project 5 weeks

·  Download the Progress Report template and complete.

·  Progress report is for Week 3 of the project.

You are the project manager for this project, so you are creating the progress report. 

Source citations

Finkelstein, L. (2008) Pocket Book of Technical Writing for Engineers and Scientists (3rd ed.) New York, NY: McGraw-Hill.

Source citations

Finkelstein, L. (2008) Pocket Book of Technical Writing for Engineers and Scientists (3rd ed.) New York, NY: McGraw-Hill.

Format Requirements:  Use progress report template

Assignment checklist:

1.            Check that all elements of a progress report are included in your document

2.            Proofread and spell check your work

Week 6: Assignment – The Challenger and Columbia Shuttle Disasters

The Challenger and Columbia Shuttle Disasters

To be considered complete, all written assignments must include proper citations within the body of the paper when relevant, as well as a References section. Failure to cite outside sources is plagiarism and will be treated as such! You must also include a title page. Do not include pictures or graphics. All documents must be in Word format and in APA writing styles. The completed assignment must be uploaded in the ASSIGNMENT area by the specified deadline.

The title page must include Student Name, Course Name and Number, Assignment Name, Professor’s Name, and Assignment Date.

The introduction provides sufficient background on the topic and previews major points.

Assignment Description/Scenario

  1. Read the story about the Challenger and Columbia Shuttle Disasters below, and respond to the attached questions, using the specifications above. Each response must be at least a paragraph in length.

STORY:

The Challenger Disaster

On January 28, 1986, the space shuttle Challenger rose into the sky, its seven crew members strapped into their padded seats while the 2,000-ton vehicle vibrated as it gained speed and altitude. The launch was going perfectly. Seventy seconds had passed since lift-off, and the shuttle was already 50,000 feet above the earth. From NASA Mission Control at Houston’s Johnson Space Center, Spacecraft Communicator Richard Covey instructed, “Challenger, go at throttle up.” “Roger, go at throttle up,” replied Challenger Commander Dick Scobee.

In the next few seconds, however, Challenger experienced some increasingly violent maneuvers. The pilot, Mike Smith, expressed his sudden apprehension: “Uh-oh.” In MissionPage 376 Control, the pulsing digits on the screen abruptly stopped. Mission Control spokesman Steve Nesbitt sat above the four console tiers. For a long moment he stared around the silent, softly lit room. The red ascent trajectory line was stationary on the display screen. Finally he spoke: “Flight controllers here looking very carefully at the situation. Obviously a major malfunction.”

Headed by former Secretary of State William Rogers, the Presidential Commission that was set up to investigate the cause of the Challenger disaster had little trouble identifying the physical cause. One of the joints on a booster rocket failed to seal. The “culprit” was one of the synthetic rubber O-rings that were designed to keep the rockets’ superhot gases from escaping from the joints between the booster’s four main segments. When one of the O-rings failed, the resulting flames burned through the shuttle’s external fuel tank. Liquid hydrogen and liquid oxygen then mixed and ignited, causing the explosion that destroyed Challenger.

However, the so-called Rogers Commission investigations also revealed a great deal about the internal workings of NASA. It was a geographically dispersed matrix organization. Headquarters were in Washington, DC, where its most senior managers, including its head, NASA administrator James Beggs, were mainly involved in lobbying activity, reflecting the dependence on federal funds (and its vulnerability to fluctuations in funding). Mission Control was located at the Johnson Space Center in Houston, Texas. All propulsion aspects—main engines, rocket boosters, fuel tanks—were the responsibility of the Marshall Space Center in Huntsville, Alabama. Assembly and launch took place at the Kennedy Space Center in Cape Canaveral, Florida.

These various centers existed in an uneasy alliance of cooperation and competition. The Marshall Center in particular was known for its independent stance based on its proud tradition going right back through the Apollo program to the early days of rocketry with Wernher von Braun. One manifestation of this pride, reinforced by its autocratic leader William Lucas, was that loyalty to Marshall came before all. Any problems that were identified were to be kept strictly “in-house,” which at Marshall meant within Marshall. Those who failed to abide by this expectation—perhaps by speaking too freely to other parts of NASA—could expect to receive a very public admonishment. Marshall was also at the center of a “can-do” attitude within NASA, supporting the idea that great objectives are achievable if only the will is there. Born of the Apollo success, this took form in Marshall as pride in the achievement of objectives and strongly held views that if a flight was to be delayed for any reason, it would never be because of something caused by Marshall.

The Rogers Commission also concluded that NASA was working with an unrealistic flight schedule. The formal schedule demanded twelve flights in 1984, fourteen in 1985, seventeen in 1986 and again in 1987, and twenty-four in 1988. In practice, NASA had managed five launches in 1984 and eight in 1985. Congressional critics had begun to question the appropriateness of continuing the current (high) level of program funding when NASA was falling so far short in meeting its own goals. However, rather than revise its schedules, these were retained and senior NASA managers increased the pressure on staff and contractors to meet the schedules.

Most of the design and construction work in the shuttle program was contracted out. One of the contractors was Morton-Thiokol, a Brigham City, Utah-based company that had won the contract to produce the solid rocket boosters. At the time of the Challenger launch, Thiokol and NASA were in the middle of contract renewal negotiations.

Page 377

The Rogers Commission revealed that there had been doubts about the reliability of the O-rings for some time. Since 1982, they had been labelled a “criticality 1” item, a label reserved for components whose failure would have a catastrophic result. However, despite evidence of O-ring erosion on many flights and requests from O-ring experts from both NASA and Thiokol that flights be suspended until the problem was resolved, no action had been taken. There was no reliable backup to the O-rings. This violated a long-standing NASA principle, but each time a flight was scheduled, this principle was formally waived.

A cold front hit Cape Canaveral the day before the scheduled launch. Temperatures as low as 18ºF were forecast for that night. Engineers from Thiokol expressed their serious reservations about the wisdom of launching in such conditions because the unusually cold conditions at the launch site would affect the O-rings’ ability to seal. As a result, a teleconference was called for that evening.

At the teleconference, Roger Boisjoly, Thiokol’s O-ring expert, argued that temperature was a factor in the performance of the rings and Robert Lund, Thiokol’s vice president for engineering, stated that unless the temperature reached at least 53ºF, he did not want the launch to proceed. This position led to a strong reaction from NASA; from Lawrence Mulloy, Marshall’s chief of the solid rocket booster program; and George Hardy, Marshall’s deputy director of science and engineering. Hardy said that he was “appalled” at the reasoning behind Thiokol’s recommendation to delay the launch, and Mulloy argued that Thiokol had not proven the link between temperature and erosion of the O-rings, adding, “My God, Thiokol, when do you want me to launch, next April?” A view expressed at the Commission was that the Thiokol engineers had been put in a position where, for a delay to be approved, they were being required to prove that the O-rings would fail, rather than to prove that they would be safe at the low temperatures, before a go-ahead was approved.

The teleconference took a break, to allow the Thiokol management team to consider their position. The Thiokol engineers were still unanimously opposed to a launch. Jerald Mason, Thiokol’s senior vice president, asked Robert Lund to “take off his engineering hat and put on his management hat.” Polling just the senior Thiokol managers present, and not any of the engineers, Mason managed to get agreement to launch. The teleconference was then reconvened, the Thiokol approval was conveyed, no NASA managers expressed any reservations, and the OK to launch was given.

Post-Challenger Changes at NASA

The Rogers Commission’s recommendations included that NASA restructure its management to tighten control, set up a group dedicated to finding and tracking hazards with regard to shuttle safety, and review its critical items as well as submitting its redesign of the booster joint to a National Academy of Sciences group for verification. The official line within NASA was that the necessary changes had been successfully implemented. A NASA news release on January 22, 1988, stated:

In response to various reviews of NASA safety and quality programs conducted in the aftermath of the Challenger accident and associated recommendations for improvements, NASA has acted to elevate agency emphasis on safety and implement organizational changes to strengthen SRM&QA [Safety, Reliability, Management & Quality Assurance] programs. There has been a 30 percent increase in NASA personnel assigned to SRM&QA functions since January 1986.

Page 378

The Columbia Disaster

On February 1, 2003, the space shuttle Columbia’s braking rockets were fired as the shuttle headed toward a landing at Kennedy Space Center. As it passed over the United States, observers spotted glowing pieces of debris falling from the shuttle. At 8:59 am EST, commander Rick Husband replied to a call from Mission Control, but his acknowledgment ceased mid-transmission. About a minute later, Columbia broke up, killing its seven astronauts.

The Columbia Accident Investigation Board (CAIB or Board) was formed to identify what had happened. In its August 2003 final report, it identified the physical cause of the accident. A 1.67-pound slab of insulating foam fell off the external fuel tank 81.7 seconds after Columbia was launched (on January 16), hit the left wing, and caused a breach in the tiles designed to protect the aluminum wing from the heat of reentry. On reentry, the breach allowed superheated gas into the wing, which, as a result, melted in critical areas.

But the Board also addressed the nonphysical factors that contributed to the disaster. Because of no improvement in the level of NASA funding, NASA Administrator Daniel Goldin pushed a “Faster, Better, Cheaper” (FBC) initiative that impacted on the shuttle program.

The premium placed on maintaining an operational schedule, combined with ever-decreasing resources, gradually led shuttle managers and engineers to miss signals of potential danger. Foam strikes on the orbiter’s thermal protection system (TPS), no matter what the size of the debris, were “normalized” and accepted as not being a “safety-of-flight risk.”

The shuttle workforce was downsized, and various program responsibilities (including safety oversight) were outsourced. Success was measured through cost reduction and the meeting of schedules and the shuttle was still being mischaracterized as an operational rather than a developmental technology.

The Board particularly identified NASA’s organizational culture as being as much to blame as the physical causes. According to the Board:

Though NASA underwent many management reforms in the wake of the Challenger accident, the agency’s powerful human space flight culture remained intact, as did many practices such as inadequate concern over deviations from expected performance, a silent safety program, and schedule pressure.

Cultural traits and organization practices detrimental to safety and reliability were allowed to develop, including: reliance on past success as a substitute for sound engineering practices (such as testing to understand why systems were not performing in accordance with requirements/specifications); organizational barriers which prevented effective communication of critical safety information and stifled professional differences of opinion; lack of integrated management across program elements, and the evolution of an informal chain of command and decision-making processes that operated outside the organization’s rules.

According to the Board: “NASA’s blind spot is that it believes it has a strong safety culture [when in fact it] has become reactive, complacent, and dominated by unjustified optimism.” The Board found that while NASA managers said that staff members were encouraged to identify safety issues and bring these to the attention of management, there was evidence to the contrary, including insufficient deference to engineers and other technical experts. Also, while NASA’s safety policy specified oversight at headquartersPage 379 combined with decentralized execution of safety programs at the program and project levels, the Board found that NASA had not been willing to give the project teams the independent status for this to actually work.

The external tank of the shuttle was designed with a layer of insulation tiles that were designed to stick to the tank, not to be shed. Similarly, the shuttle’s heat shield was not designed to be damaged; the tiles were fragile, such that the shuttle was not allowed to fly in rain or stay outside in hail.

However, the experience of previous launches was that foam sometimes did fall off and tiles sometimes were damaged. But this was occurring without any noticeable negative effect on the functioning of the shuttle. Of 112 flights prior to the fatal Columbia flight, foam had been shed 70 times and tiles had come back damaged every time. Over time, NASA managers got used to the idea that such damage would occur and convinced themselves there was no safety-of-flight issue. The Board reported that “program management made erroneous assumptions about the robustness of a system based on prior success rather than on dependable engineering data and rigorous testing.”

The report cites eight separate “missed opportunities” by NASA during the 16-day flight to respond to expressions of concern or offers that could have assisted. For example, engineer Rodney Rocha’s email four days into the mission, asking Johnson Space Center if the crew had been directed to inspect Columbia’s left wing for damage, had been left unanswered. Also, NASA had failed to accept the U.S. Defense Department’s offer to obtain spy satellite imagery of the damaged shuttle.

The Board faulted NASA managers for assuming that there would be nothing that could be done if the foam strike had indeed caused serious damage to the TPS. After the accident, NASA engineers, working at the request of the Board, concluded that it might have been possible either to repair the wing using materials on board Columbia, or to rescue the crew through a sped-up launch of the shuttle Atlantis. The Board also criticized NASA managers for not taking steps to ensure that minority and dissenting voices were heard, commenting:

All voices must be heard, which can be difficult when facing a hierarchy. An employee’s location in the hierarchy can encourage silence. Organizations interested in safety must take steps to guarantee that all relevant information is presented to decision makers. This did not happen in the meetings during the Columbia mission. Program managers created huge barriers against dissenting opinions by stating preconceived conclusions based on subjective knowledge and experience, rather than on solid data.

The NASA Intercenter Photo Working Group had recommended that the loss of foam be classified as an in-flight anomaly—a much more critical designation than it currently had—but this was not approved by the program requirements control board. The engineers were placed in the situation of having to prove that a safety-of-flight issue existed before the shuttle program management would take action to get images of the left wing. The Board found that this was just one example of a more general situation where those concerned with safety found themselves having to prove that a situation was unsafe, whereas it might be reasonably expected that the emphasis would be on proving instead that a high level of safety existed. The Board also concluded that there was an unofficial hierarchy among NASA programs and directorates that hindered the flow of communications:

Page 380

Management decisions made during Columbia’s final flight reflect missed opportunities, blocked or ineffective communication channels, flawed analysis, and ineffective leadership. Perhaps most striking is the fact that management displayed no interest in understanding a problem and its implications. Because managers failed to avail themselves of the wide range of expertise and opinion necessary to achieve the best answer to the debris strike question—“was this a safety-of-flight concern?”—some space shuttle program managers failed to fulfil the implicit contract to do whatever is possible to ensure the safety of the crew. In fact, their management techniques unknowingly imposed barriers that kept at bay both engineering concerns and dissenting views, and ultimately helped create “blind spots” that prevented them from seeing the danger the foam strike posed.

The Board concluded that the post-Challenger changes “were undone over time by management actions” and that “the pre-Challenger layers of processes, boards and panels that had produced a false sense of confidence in the system and its level of safety returned in full force prior to Columbia.”

Case Sources

Berger, B. 2003. Columbia report faults NASA culture, government oversight. Space.com, August 26. http://www.space.com/missionlaunches/caib_preview_030707-1.html.

Columbia Accident Investigation Board. 2003. Columbia Accident Investigation Board Report, ­Volumes I to VI. Washington, DC: National Aeronautics and Space Administration and the Government Printing Office.

Covault, C. 2003. Failure an option?: NASA’s shallow safety program put Columbia and her crew on same path as Challenger. Aviation Week & Space Technology 159(9):27–35.

McConnell, M. 1987. Challenger: A serious malfunction. London: Simon & Schuster.

Magnusson, E. 1986. A serious deficiency. Time (March 10):34–36.

Morring, F. Jr. 2003. Culture shock. Aviation Week & Space Technology 159(9):31–34.

Assignment Questions:

  1. What aspects of NASA practices following the Columbia disaster suggest that the changes that were recommended following the Challenger disaster were not sustained?  Explain in a comprehensive manner, in no less than one paragraph, as to what aspects of NASA practices following the Columbia disaster suggest that the changes that were recommended following the Challenger disaster were not sustained.

2. The chapter discussed actions that can be taken to sustain change. In your judgment, which of the following would have been most useful to NASA after the Challenger disaster? Elaborate in a comprehensive manner, in no less than one paragraph, in your judgment, the items that would have been most useful to NASA after the Challenger disaster.

  • Redesign roles.
  • Encourage voluntary acts of initiative.
  • Redesign reward systems.
  • Link selection to organizational objectives.
  • Measure progress.
  • Fine-tuning.
  • Walk the talk.

3. The chapter also explained “words of warning” in terms of what to be alert to in regard to sustaining change. Which of the following do you see as most applicable to NASA? Elaborate, in no less than one paragraph, your thoughts on sustaining change over time.

  • Recognize productive, praiseworthy failures.
  • Expect the unanticipated.
  • Beware the limitations of measurement.
  • Beware premature declaration of victory.
  • Beware the escalation of commitment.

The conclusion is logical, flows from one question to the next question, and reviews the major points.

Paper Mechanics
Include a reference page for source(s): The textbook is always a reference.
Follow APA formatting for writing, citing, and the reference page.
Put the paper title information on a separate page.
Do not include extra lines between paragraphs, and so forth.
Grammar, punctuation, spelling, and so forth will all be taken into consideration when awarding points.
Proofread your paper before submitting. Spell-check is not foolproof.
Re-content, if you make a statement; for example, “All people who break the law should improve their communication skills to stay out of jail,” you need to substantiate that statement. If that statement is not your own thought or a statistic, cite it. If it is your opinion, state that and explain what led you to that opinion. Provide enough information to validate and explain your statement of opinion.
Treat these assignments as real-world situations. This will give you the opportunity to practice how you would research and provide information as an HR professional.

ITSD424U41P

 

Assignment Details

Assignment Description

Part 1

Modify your Java application so that it is an easy-to-use GUI application where all of the interaction is performed on one screen. You will now take the individual components and translate them to a single interactive GUI interface using the following GUI components, container, the event listeners, and event subclasses to enhance your application as a more GUI-appropriate interface:

  • GUI components
  • Container
  • Event listeners
  • Event subclasses (at least 3–4 utilized)
    • ActionEvent
    • ItemEvent
    • FocusEvent
    • KeyEvent
    • MouseEvent
    • WindowEvent
  • ActionPerformed Method

Part 2

For this assignment, you are being asked to make sure you are exception handling by verifying that all of the customer-entered information is valid before the order is submitted to ensure order accuracy.

The customer information that the customer must now enter that should be validated includes the following:

  • Entered user name (must fill in a name)
  • Entered at least one sub to order
  • Selected all three attributes for sub (such as bread type, sub type, and sub size)
  • Entered delivery address that includes street, city, state, and zip code
  • Entered telephone number xxx-xxx-xxxx

In this assignment, you are adding in error handling to make sure the customer is filling in all of the required information.

To accomplish this task, you will be utilizing the following Java classes:

  • Methods in the character class and StringBuilder class to validate and manipulate characters in a string
  • Try… Catch for the exception handling of all input fields

Deliverable

The following are the Unit 4 Individual Project deliverables:

  • Update the title page for the Design Document with the project name (Unit 4 IP) and the date.
  • Add the following section header: Phase 4 Revised Application Screenshots.
  • Add screenshots of each distinct screen from your running application.
  • Name the document yourname_ITSD424_IP4.doc.
  • Submit the design document and the zipped Java project files for grading.