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Long-Term And Short-Term Plans

Summarize

A summary shrinks a large amount of information into only the essentials, using original writing; although shorter than the original piece of writing, a summary should still communicate all the key points and key support of the original document (Crowther et all, 2015).

Analyze

An analysis, on the other hand, separates complex materials into their different parts and studies how the parts relate to one another. In the sciences, for example, the analysis of simple table salt would require a deconstruction of its parts—the elements sodium (Na) and chloride (Cl). Then, scientists would study how the two elements interact to create the compound NaCl, or sodium chloride: simple table salt.
In an academic analysis, instead of deconstructing compounds, the essay takes apart a primary source (an essay, a book, an article, etc.) point by point. It communicates the main points of the document by examining individual points and identifying how the points relate to one another.

Synthesize

The third type of writing—synthesis—combines two or more items to create an entirely new item. Take, for example, the electronic musical instrument aptly named the synthesizer. It looks

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Event Management

Task description:
For this assignment you are to attend the event that you nominated and described in Assignment 2.
Your assignment should identify and critically analyse the positive and negative impacts of the event and evaluate aspects of its operational management to determine whether it has successfully realised its goals and resulted in stakeholder satisfaction.
The information for this assignment can be obtained from your own personal observations whilst attending the event, from discussions with event stakeholders (attendees, event organisers, staff and volunteers, stallholders, local government etc.) and from secondary information such as newspaper reports, social media commentary etc)
The event should be evaluated using the principles of sustainability and the triple bottom line approach (refer to and cite the academic literature when defining and explaining these concepts).
A reference list should be provided for any academic literature cited. At least 3 academic references should be cited.
This assignment can be presented as either a 1500 word essay or as a report.  It is recommended that students include photos of the event that demonstrate the impacts they observe whilst attending the event.
Please note: This is an independent, self-directed assessment task and therefore students will be responsible for attending, negotiating any permissions if appropriate, their own transportation and any expenses incurred attending the event.

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CHEVRON’S INFRASTRUCTURE EVOLUTION-Information Systems Infrastructure

Summary:
Read Case Study #2  and answer all five “Discussion Points” in a clear but concise way. Be sure to cite all external references.
-Double space your paper
-The paper must use APA format (6th edition)
-Minimum of 2 pages, excluding any cover page. That is, the 2 pages must be content related.
Please remember this needs to be in your words.  No cut and paste, No turning in other’s work.  No rewriting with SpinBot. Rephraser, or other tools.
Any similarity scores of 30 or more may not be graded.
 

C6-1
CASE STUDY 6
CHEVRON’S INFRASTRUCTURE
EVOLUTION
Chevron Corporation (www.chevron.com) is one of the world’s leading
energy companies. Chevron’s headquarters are in San Ramon, California.
The company has more than 62,000 employees and produces more than
700,000 barrels of oil per day. It has 19,500 retail sites in 84 countries. In
2012, Chevron was number three on the Fortune 500 list and had more than
$244 billion in revenue in 2011 [STAT12].
IT infrastructure is very important to Chevron and to better support all
facets of its global operations, the company is always focused on improving
its infrastructure [GALL12]. Chevron faces new challenges from increased
global demand for its traditional hydrocarbon products and the need to
develop IT support for new value chains for liquid natural gas (LNG) and the
extraction of gas and oil from shale. Huge investments are being made
around the world, particularly in Australia and Angola on massive projects of
unprecedented scale. Modeling and analytics are more important than ever
to help Chevron exploit deep water drilling and hydrocarbon extraction in
areas with challenging geographies. For example, advanced seismic imaging
tools are used by Chevron to reveal possible oil or natural gas reservoirs
beneath the earth’s surface. Chevron’s proprietary seismic imaging

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technology contributed to it achieving a 69% discovery rate in
2011[CHEV12].
Supervisory Control and Data Acquisition (SCADA)
Systems
Chevron refineries are continually collecting data from sensors spread
throughout the facilities to maintain safe operations and to alert operators to
potential safety issues before they ever become safety issues. Data from the
sensors is also used to optimize the way the refineries work and to identify
opportunities of greater efficiency. IT controls 60,000 valves at Chevron’s
Pascagoula, Mississippi refinery; the efficiency and safety of its end-to-end
operations are dependent on advanced sensors, supervisory control and data
acquisition (SCADA) systems, and other digital industrial control systems
[GALL12].
SCADA systems are typically centralized systems that monitor and
control entire sites and/or complexes of systems that are spread out over
large areas such as an entire manufacturing, fabrication, power generation,
or refining facility. The key components of SCADA systems include:
 Programmable logic units (PLCs) that and remote terminal units (RTUs)
connected to sensors that convert sensor signals to digital data and
send it to the supervisory system
 A supervisory computer system that acquires data about the process
and sends control commands to the process
 A human-machine interface (HMI) that presents process to the human
operators that monitor and control the process.
 Process meters and process analysis instruments
 Communication infrastructure connecting the supervisory system and
RTUs and PLCs.
These are illustrated in Figure C6.1.
C6-3
Data acquisition occurs at the PLC or RTU level. This includes meter
readings and equipment status reports that are sent to the supervisory
system. The collected data is compiled and formatted by the HMI to enable
the operator to make determine whether adjustments to normal PLC or RTU
settings are needed. Current data may also be compared to historical data in
a SCADA database to assess trends or perform analytical auditing.
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In addition to Chevron refineries, SCADA are extremely important in
national infrastructures such as water supplies, pipelines, and electric grids.
Because attacks or damage to SCADA systems can affect large numbers of
people, ensuring adequate security is important.
Business Infrastructure Transformation
Because of the complexity of its operational processes and the IT that is
needed to support them, Chevron has traditionally been more infrastructure
than business focused. SCADA systems and digital industrial control systems
are critical IT infrastructure at Chevron’s refineries and will always play an
important role in monitoring and managing facility-based processes. These
also are among the first IT systems needed to support Chevron’s new value
chains for LNG and shale oil extraction. However, like any large corporation,
Chevron relies on a wide variety of business applications to run its
businesses.
As it is for most global businesses, SAP ERP is a key transaction
processing system at Chevron. Chevron has been using SAP for more than
two decades and it has played an important role in the development of SAP’s
vertical solutions for the hydrocarbon industry. There are more than 50
instances of SAP used by Chevron [SCRI11]. Most of these run on Oracle
databases. Some other key enterprise applications at Chevron include Ariba
Buyer, EMC Documentum, Informatica, MicroStrategy, multiple Oracle
applications [SCRI11].
Going forward, IT executives at Chevron would like to flip the company’s
traditional IT priorities so that the majority of the IT staff’s time and
attention is focused on improving business capabilities [GALL12]. To do this,
Chevron’s IT leaders have increasingly turned their attention to Web
services, software as a service (SaaS), and cloud computing to help it run its
business. Chevron considers mobility to be a game changer in how it
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delivers information and provides solutions and it is convinced that it can do
both without sacrificing security or reliability.
IT infrastructure at Chevron pervades every facet of its operations.
However, Chevron’s executives have not lost sight of the fact that IT is not
the company’s core competency. By moving business solutions to the cloud,
Chevron executives hope to help the company maintain its focus on its core
competencies.
C6-6
Chevron has used business-oriented Web services for several years.
Ariba Buyer, Salesforce.com, and Ketera’s price negotiation system are just
a few of the SaaS solutions that Chevron has woven into its IT architecture.
Chevron is interested in developing an integrated information network
that includes all of its major supply chain partners, both upstream and
downstream. Identify management has emerged as a priority at Chevron to
ensure secure data transfer among its business partners. A generic example
of an identify management system is illustrated in Figure C6.2. When users
at Chevron partners need to access Chevron’s intranet and/or SaaS data or
solutions, they are first cleared by an identity broker. The identity broker
authenticates the user and transparently provides a single sign on (SSO)
token that enables the partner to access Chevron’s intranet (2) or the
company’s SaaS solution providers (3).
Chevron hopes to better align its operations with those of its business
partners via its migration of business applications to the cloud. It hopes that
the business infrastructure transformation that is currently underway will
also lead to better IT and business alignment. As a global company, the
cloud may be an ideal platform for running the business.
In the years ahead, Chevron’s IT leaders expect mobility, analytics and
visualization, and social media to become critical aspects of its business
infrastructure. At the facilities level, advanced sensors and deeper
embedding of RTUs and PLCs within operations are foreseen [GALL12].
Technical appreciation of convergence network infrastructure will continue to
be important, but business literacy/savvy will be most important to the long-
term success of Chevron’s IT leaders.
Discussion Points
1. Do some Internet research on Chevron’s use of seismic imaging
technology. Briefly explain how it works and how it has helped
Chevron discover new oil and gas reservoirs.
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2. Do some Internet research on security vulnerabilities associated with SCADA and digital industrial control systems. Summarize the major
security concerns associated with these systems and steps than can be taken to enhance their security.
3. Discuss the pros and cons of moving enterprise-wide applications that
have traditionally been supported on premises to the cloud.
4. Do some Internet research on identify management and single sign on systems. Briefly explain how these work and why they are important in
business intranets and extranets.
5. Why is it increasing most important for a CIO or IT executive who oversees geographically distributed enterprise networks to be business
literate?
Sources
[CHEV12] Chevron.com “Seismic Imaging.” Retrieved online: at http://www.chevron.com/deliveringenegy/oil/seismicimaging.
[GALL12] Gallant, J. ”Chevron’s CIO Talks Transformation and Why IT
Leaders Should Smile.” April 12, 2012. Retrieved online at: http://www.cio.com/article/print/704095.
[SCRI11] Scribd.com. “Chevron Corporation CRUSH Report.” August 17,
2011. Retrieved online at http://www.scribd.com/doc/62481977/Chevron- CRUSH-Report-09A1.
[STAT12] Statistic Brain. “Chevron Company Statistics.” February 12, 2102.
Retrieved online at: http://www.statisticbrain.com/chevron-company- statistics/.
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Analyzing Cultural Relevance

In Chapter 12, Wardle (2013) summarizes the important characteristics of a culturally relevant teacher. Use this information as a guide or resource throughout this assignment to help inspire your thinking as you apply your knowledge of culturally relevant pedagogy toward specific solutions to problems facing a teacher with a very diverse student population. This exercise provides excellent practice over the application of culturally relevant principles in the design of effective instructional solutions. You will need to design such instructional solutions within the Final Project, so it is very important to practice such skills here. Specifically, for this assignment, you will view a brief video taken with a cell phone by a student in a high school social studies class. Student “Jeff Bliss” Mad at Teacher at Duncanville High  https://www.youtube.com/watch?v=iflIOklflrg&feature=youtu.be(Bliss, 2013) documents a meltdown Bliss experienced during his World History course at Duncanville High School in Duncanville, Texas.
Review the Instructor Guidance before this task. In your paper, include the following:

  • Address the items below based on your inferences and ideas after viewing the events captured in the cellphone video. (2 points)
    • Describe the problem from Jeff Bliss’s perspective as well as from Ms. Phung’s perspective.
    • Explain what probably caused it.
    • Identify who benefits and who loses.
    • Indicate your position on this issue.
    • Discuss how a more equitable, culturally relevant approach to the class could improve the situation.
    • Express how Ms. Phung might respond differently to Jeff’s concerns.
    • Describe any equity strategies you noticed or inferred being implemented in the video. (2.5 points)
    • Suggest at least one strategy for each of the following four categories that the teacher could have utilized to help meet student needs in a more equitable fashion:
      • Instruction
      • Classroom Environment
      • Student Grouping
      • Student Recognition/leadership
    • Describe evidence of any culturally relevant pedagogy in action in the cellphone video. (2.5. points)
    • List at least three strategies that could be used to create a more culturally relevant classroom. Such strategies might be drawn from the following areas:
      • Maximizing academic success through relevant instructional experiences
      • Addressing cultural competence through reinforcing students’ cultural integrity
      • Involving students in the construction of knowledge
      • Building on students’ interests and linguistic resources
      • Tapping home and community resources
      • Understanding students’ cultural knowledge
      • Using interactive and constructivist teaching strategies
      • Examining the curriculum from multiple perspectives
      • Promoting critical consciousness through opportunities to challenge predominant elements of the students’ social norms

Must be two double-spaced pages in length (not including title and references pages) and formatted according to APA style
 

  • Must include a separate title page with the following:
    • Title of paper
    • Student’s name
    • Course name and number
    • Instructor’s name
    • Date submitted

 Instructor Guidance for additional information about completing this assignment.  
This week’s assignment focuses on your analysis and evaluation of an actual problem observed in a Texas high school social studies classroom.  Video footage was captured from a cell phone that depicts a very brief, heated interchange between a student and his teacher.  Closer examination of the classroom environment and the student’s complaints reveal quite a bit about the nature of the instructional experiences designed.  You will analyze the situation and submit a brief evaluation for other students in the class to review.
This two-minute video https://www.youtube.com/watch?v=sdZErccjQiEwas recorded by a student in a Texas high school social studies class.  It depicts a student, Jeff Bliss, being asked to leave the class because he was apparently disruptive in some way.  Watch the video several times and carefully observe what the student is saying, how the teacher responds, and what the other students seem to be doing within the class.  A transcript of the short video is provided below.
Jeff Bliss: [I’m tired of] hearing this freakin’ lady go off on kids because they don’t get this crap.  If you can just get up and teach them instead of handing them a freakin’ packet, yo.  There are kids in here who don’t learn like that, they need to learn face-to-face.  You’re just getting mad because I’m pointing out the obvious. [Teacher says “Bye” throughout…]
Teacher Julie Phung: (mumbling) No.  ‘Cause you’re wasting my time.
Jeff Bliss: I’m not wasting your time. I’m telling you what you need to do.  You want kids to come in your class, you want them to get excited for this?  You gotta’ come in here and you gotta’ make ’em excited.  You want a kid to change and start doing better?  You gotta’ touch his freakin’ heart!  Can’t expect a kid to change if all you do is just tell him.  You gotta’ take this job serious.  This is the future of this nation.  And when you come in here like you did last time and make a statement about “This is my paycheck…” indeed it is, but this is my country’s future and my education.
Teacher Julie Phung: I respect that.  Could you go outside please?
Jeff Bliss: But there’s a limit.  When I’m not bitching, but simply making an observation.  And now I will leave.
Teacher Julie Phung: (mumbling) OK.
Jeff Bliss: You’re welcome.  And if you would like, I’ll teach you a little more so you can learn how to teach a freakin’ class.  Because since I’ve got here I’ve done nothing but read packets.  So don’t try and take credibility for teaching me jack! [Teacher: “Go, go, go, just go.”]
It is difficult to generalize about Ms. Phung’s professional practice based on one very short peek into her classroom.  But there is no arguing that the experience could have been used as a teachable moment, and if Jeff Bliss’s claims about “completing packets” and the lack of interaction are believable, then much can be inferred about the general nature of the class and how it is structured and facilitated.  In fact, such inferences can also be made by examining how the room is set up and how the other students react to the conflict.
The video made national news because the student being recorded is very articulate about his feelings regarding the inadequacy of the instruction, and the teacher does not do a very good job of using the experience as a teachable moment.  It is impossible to generalize about a teacher’s practice from such a short video, but you will make some inferences based on what is presented and analyze the manner in which you feel the teacher addresses the issues raised by the student.  You will imagine how the situation might have been different if the teacher incorporated more equitable, culturally relevant practices, and you will recommend specific strategies for improving her practice in this area.  It might be useful to use the evaluation instrument you designed this week to help evaluate the teacher and offer suggestions for improvement.
As you develop a culturally relevant alternate ending to the story of Jeff Bliss and Mrs. Phung in an assignment for the week, you will once again apply the criteria for effective culturally relevant instruction.  This provides another opportunity to practice skills needed to successfully complete the final course project in Week Six.

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LASA 1: Assessment of Child’s Behavior

LASA 1: Assessment of Child’s Behavior

A thorough assessment of a child’s behavior is a very important and involved task. Too many times individuals look at the child’s behavior and label the child as angry, aggressive, troublesome, etc. In this assignment, you will begin to apply many of the different dynamics that could be in play in a child’s life. You will analyze a case study (the one that you identified in Module 2: Working Ahead) to create an assessment of a child’s behavior by identifying the child’s role in the family, school, and peer groups.
In this evaluation, you will ascertain the possible determinates of his or her behavior given what you have learned about the influences on a child such as family, peers, school, and community. You will review what type of role he or she may be playing in the family as well as in the school based on these dynamics. Keep in mind that this is an assessment of an individual in a community and not an introspective psychological type of assessment. Support your answers with information cited from at least two peer-reviewed academic sources and your textbook.

  • Choose a case study from the list provided, if you have not done that already.
  • Present the case by explaining the child’s behavior in light of your understanding of the ecology of the child. Give special attention to the following:
    • Family and social environment
    • Economic circumstances
    • Health care access
    • Physical environment and safety
    • Behavior
    • Education
    • Health
    • Apply your knowledge of these indicators to explain possible determinates of various aspects of the stated behaviors in the case study.
  • Given your understanding of the ecology of the child, of the family, and of socialization, identify the top three areas that seem to be the most influential in this child’s behavior. Support your answer with professional information from the text and two peer-reviewed research articles.
  • Review the role this child plays in his or her family and how that correlates with the expressed behavior.
  • Analyze the different theories of macrosystem and microsystem influences including parenting orientation and parenting style and how that impacts children. Then apply the theory that might best fit your selected case study.
  • Review the role this child plays in his or her school and peer group and how that correlates with the expressed behavior. Analyze the impact of the school and the peer group as a socializing agent, and identify the key areas of impact of both in this case study.

Write a 6–8-page paper (in addition to the title page and references page) in Word format. Apply APA standards to citation of sources, including use of in-text citations and full references. Academic sources could include your textbook, required readings for this module, or academic journal articles found in the Argosy University online library. Make sure you write in a clear, concise, and organized manner; demonstrate ethical scholarship in accurate representation and attribution of sources; and display accurate spelling, grammar, and punctuation.

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Operations Management – Assessment 2 – Toys (Cyprus) Ltd. – Case study 

Operations Management – Assessment 2 – Toys (Cyprus) Ltd. – Case study
You have been requested to provide advice and justified recommendations, as a new graduate of management studies, to the management of TOYS (Cyprus) Ltd. regarding their problems with their products and processes. They are particularly interested in your observations regarding their proposals to overcome their poor performance in the markets they are in.
 
They have asked that you provide them with justified reasons for recommendations.
 
You are to write your recommendations, findings and observations with fully justified arguments.

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Landfill Harmonics And 21st-Century Skills

As educators, knowing about the 21st-century skills is important and being able to recognize the skills within specific examples is an indicator that you truly understand them and how they work in application. In Week One, we discussed the story of Caine and his arcade as a way to explore how culture influences creativity, imagination, and inventiveness. In this discussion, we go a step further by considering 21st-century skills in relation to another inspiring story of creativity, imagination, and inventiveness.
The Landfill Harmonic project showcases the story of a garbage picker, a music teacher, and a group of children from a Paraguayan slum that, out of necessity, started creating instruments entirely out of garbage found in a landfill.
Your reflections on this story will provide a rich backdrop for learning more about the impact that social and cross-cultural skills have on the more academic pursuit of keeping children engaged in learning 21st-century skills. After reviewing this week’s Instructor Guidance material, you will have a good working knowledge of social and cross-cultural skills and will be able to recognize how they might support the learning of 21st-century skills, especially within the Landfill Harmonic project.
Initial Post: View the Landfill Harmonic Amazing and Inspirational (link is below)video about the Landfill Harmonic project, and then view more specific information about the project on the Landfill Harmonic (link is below)website. Next, review the Framework for 21st Century Learning (link is below)web page. Then, create an initial post that addresses the following in at least one paragraph for each:

  • Describe the Learning and Innovation 4Cs (i.e., communication, collaboration, critical thinking, and creativity) (click on the 4Cs Research Series tab on the right-hand side of the page) as well as Life and Career Skills from the Framework for 21st Century Learning (see item 4 under 21st Century Student Outcomes) that you perceive the students learned and applied as a result of their participation in the Landfill Harmonic project.
  • Describe the cultural competencies you perceive were demonstrated by the students in the Landfill Harmonic project (these are summarized in the Instructor Guidance for this week).
  • Describe the social factors and attitudes you perceive were needed to initiate the project, including a consideration of the cross-cultural skills that may be necessary for supporters to sustain the Landfill Harmonic project.
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GDP and Economic growth of Country 1 and Country 2, 2012-2016

HC1072 T3 2017
Assessment 2: Group Assignment
Topic: GDP and Economic growth of Country 1 and Country 2, 2012-2016 (any 2
countries of your choice).
Task: Source the necessary data from the Word Bank, the Australian Bureau of
Statistics, OECD, CIA or similar institutions (e.g. https://data.worldbank.org/,
https://www.cia.gov/library/publications/the-world-
factbook/rankorder/rankorderguide.html ). Compare and contrast GDP, GPD per
capita and Economic growth rates of 2 countries. Use your knowledge of PPF
concept, GDP accounting methods and business cycles to explain why there are
differences/similarities between selected countries.
Assessment criteria
Due: Week 11 (for block mode class 11) ASSESSMENT 2
Weighting: 25%
Length: 1500 Words
Marking rubric
1. Formatting (page and section numbering, cover, etc.) 2 marks
2. Referencing style 1 marks
3. Knowledge of GDP accounting methods 10 marks
4. Using high quality graphs 5 marks
5. Use of the components of GDP 5 marks
6. Knowledge and use of economic indicators 1 marks
7. Extra effort 1 mark

https://data.worldbank.org/
https://www.cia.gov/library/publications/the-world-factbook/rankorder/rankorderguide.html
https://www.cia.gov/library/publications/the-world-factbook/rankorder/rankorderguide.html