PMI Project Management Institute Identifies 49 Project Manag

PMI Project Management Institute Identifies 49 Project Management Pr

PMI (Project Management Institute) identifies 49 Project Management Process Groups and Processes. Write a 5-to-8 page paper, double-spaced, 12-font on at least five of the 49 PMI Process Groups/Processes below (the reference pages are not included in the minimum page count): Do not include a cover page, an Abstract, Introduction, Conclusion, or Findings – only write about the five (of the 49) PMI Process Groups/Processes chosen, - include your first and last name in the header. Each topic must be referenced and cite at least two scholarly or professional sources. The Reference must include the URL or DOI of the source so the faculty can review the source. You can use the databases available from the University Library website to search for journals and articles: http:// inside.ucumberlands.edu/library and search the Databases/Journals or any of research sources such as Google Scholar; Academic Search Complete; ProQuest Dissertations & Theses Global: Science & Technology; Microsoft Academic; Find White Papers; IEEE Xplore; ERIC.

Each topic must start on a page by itself with an appropriate six heading (Heading 1; centered), using the exact name of the topic as it is listed below. 49 Project Management Process Groups and Processes 1. Initiating: Develop Project Charter 2. Initiating: identify Stakeholders 3. Planning: Develop Project Management Plan 4. Planning: Plan Scope Management 5. Planning: Collect Requirements 6. Planning: Define Scope 7. Planning: Create WBS 8. Planning: Plan Schedule Management 9. Planning: Define Activities 10. Planning: Sequence Activities 11. Planning: Estimate Activity Durations 12. Planning: Develop Schedule 13. Planning: Plan Cost Management 14. Planning: Estimate Costs 15. Planning: Determine Budget 16. Planning: Plan Quality Management 17. Planning: Plan Resource Management 18. Planning: Estimate Activity Resources 19. Planning: Plan Communications Management 20. Planning: Plan Risk Management 21. Planning: Identify Risks 22. Planning: Perform Qualitative Risk Analysis 23. Planning: Perform Quantitative Risk Analysis 24. Planning: Plan Risk Response 25. Planning: Plan Procurement Management 26. Planning: Plan Stakeholder Engagement 27. Executing: Direct and Manage Project Work 28. Executing: Manage Project Knowledge 29. Executing: Manage Quality 30. Executing: Acquire Resources 31. Executing: Develop Team 32. Executing: Manage Team 33. Executing: Manage Communication 34. Executing: Implement Risk Responses 35. Executing: Conduct Procurement 36. Executing: Manage Stakeholder Engagement 37. Monitoring/Controlling: Monitor and Control Project Work 38. Monitoring/Controlling: Perform Integrated Change Control 39. Monitoring/Controlling: Validate Scope 40. Monitoring/Controlling: Control Scope 41. Monitoring/Controlling: Control Schedule 42. Monitoring/Controlling: Control Costs 43. Monitoring/Controlling: Control Quality 44. Monitoring/Controlling: Control Resources 45. Monitoring/Controlling: Monitor Communications 46. Monitoring/Controlling: Monitor Risks 47. Monitoring/Controlling: Control Procurement 48. Monitoring/Controlling: Monitor Stakeholder Engagement 49. Closing: Close Project or Phase you will use the lesson planning format below for your two lessons. Your lessons plans should be for a 3-year-old classroom. 1. The first plan should help children with literacy. 2. The second plan should focus on math and science. Make sure both plans incorporate play and activities to enhance physical/motor development. Remember to incorporate what you learned about multiple intelligences. Fully address each of the factors in the lesson planning format. · Objective: What will the students learn? · Standards: List standards met. Remember to list nomenclature and text of standard found at CPALMS · Links to an external site. · · Materials: List all of the materials that you will need for the lesson. · Question(s) of the Day: List all of the questions that you will ask during the entire lesson. · Opening: How will you begin the lesson? (purpose, prior knowledge, activity steps) · Guided Practice: How will you explain and model the objective for the students? · Practice: What will the students do independently or in groups? · Modifications: · Remediation : How will you help re-teach the information for those who are confused? · Enrichment : How will you involve students that easily grasp the objective? (consider something other than peer-tutoring, be creative) · ESE Accommodations -How will you modify the lesson for students with special needs? (Visually challenged, Auditory Challenged, Learning Disabled, etc) · ESOL Modifications : How will you engage students whose first language is not English? · Closing: How will you wrap-up the lesson?

Remember to summarize your objective. · Homework Extension Activity: What additional practice will students need to complete for homework? · Assessment: How will you know that students grasp the objective of the lesson? What are you going to look for in their work/discussion?