Management: Information Technology Questions

Question One

Instructions: This assessment has two parts:

Module 2 Discussion Activity

(Part A) and Scope and Time Management documentation

(Part B). Part A – Module 2 Discussion Activity Schedule Management. How might changes to project scope affect the project’s schedule, and how would a project manager formally communicate such variances to project stakeholders? Illustrate some examples from the given case study to support your discussion. Output Provide an initial discussion of approximately 500 words by the first half of Module 2. Respond with approximately 250 words for each feedback/comment to at least one fellow student’s discussion by the end of Module 2 (Total 750 words for Assessment 1 Part A). Part B – Scope and Time Management Plans In this subject, you will be creating subsidiary management plans of a Project Management Plan using the information found in the case study provided by your learning facilitator at the commencement of the subject. In modules 1, 2 and 3, you will work individually or in a group of 2-3 students on the given case study. For Assessment 1 Part B, you are responsible for submitting the project scope and time management plans for the case study.

The plans must contain, but not limited to, the following plan components:

· Project goals and objectives

· Project scope statement

· Work Breakdown Structure (WBS)

· Project schedule for the project scope statement and WBS, you can use the templates found in this module’s Learning Resources or a format of your own. For the project schedule, you are responsible for submitting a schedule and a network diagram using the critical path method (CPM). Your schedule can be created using scheduling software e.g. Project, Libre or Microsoft Project. Your network diagram can be hand drawn and scanned or created using drawing tools e.g. in Microsoft Word or PowerPoint.

Your written project goals, project objectives and scope statement should consist of 1500 words/student. Output: Complete and submit your Scope and Time Management Plan individually or in a group of 2 to 3 students by the end of Module 3. If your submission is in group, only one group member to submit the assessment. Each group member is required to submit a contribution form. Learning Resources Heldman, K. (2013).

PMP Project Management Professional Exam Study Guide (7th ed.). Indianapolis, IN: Wiley.

· Chapter 3: Planning the Project Scope Statement

· Chapter 4: Creating the Project Schedule Kheder, M. (2014). Project Scope Management (Streaming video). Retrieved from https://www.youtube.com/watch?v=7wvk9DZEgtw Project, Libre. (n.d.). Project, Libre: Open source replacement of Microsoft Project [Software download]. Retrieved from http://www.projectlibre.org/ Project Management Institute. (2017). A guide to the project management body of knowledge (PMBOK Guide®) (6th ed.). Newtown Square, Pennsylvania: Project Management Institute. Project Management Institute. (2013). A guide to the project management body of knowledge (PMBOK Guide®) (5th ed.). Newtown Square, Pennsylvania: Project Management Institute.

· Section 1.5: Relationship Between Project Management, Operations Management and Organizational Strategy

· Section 1.6: Business Value

· Section 1.7: Role of the Project Manager

· Section 4.2: Develop Project Management Plan

· Section 5.1: Plan Scope Management

· Section 5.2: Collect Requirements

· Section 5.3: Define Scope

· Section 5.4: Create WBS

· Section 6.1: Plan Schedule Management

· Section 6.2: Define Activities

· Section 6.3: Sequence Activities

· Section 6.4: Estimate Activity Resources

· Section 6.5: Estimate Activity Durations

· Section 6.6: Develop Schedule Snyder, C. S. (2013). A project manager’s book of forms: A companion to the PMBOK guide (2nd ed.). Indianapolis, IN: Wiley Publishing.

· Document: Network Diagram Template and Example (Word document)

· Document: Project Scope Statement Template (Word document)

· Document: Work Breakdown Structure Template and Example (Word document) Thayer School of Engineering at Dartmouth (2014). Project Scheduling (Streaming video). Retrieved from https://www.youtube.com/watch?v=Rq19ga0U_jQ

Question Two

Task 1 Essay - 20 marks

Write an essay on evolution of databases post year 2000, identify new technologies that are replacing RDBMS or other traditional approaches. Using a case study explain how these advanced database technologies are helping various industrial sectors for example, health care, retail or any specific domains within an industry like SCM or CRM. Word limit is 2000 words excluding references.

Task 2 Case Study – 30 marks

Bushfires are a widespread and regular phenomenon in Australia and have caused significant property damage and loss of both human and animal life. Several organizations are working to prevent and battle bushfires. RFS (NSW RURAL FIRE SERVICE) is a volunteer and community-based fire and emergency services organization in NSW.

Data and Information Management plays a critical role in planning and operations of RFS. RFS has three type of Brigades including Fire Brigade, Forest Industry Brigade, and Coastguard Brigade. Each Brigade has a number of members and no one can be a member of two or more brigades. Each member is either a paid staff or a volunteer. RFS needs to keep record of staff personal details of members including name, age, gender, address, contact details, … and their location. The members work in shifts. A shift consists of start and end time. The shifts do not overlap, but they are consecutive, i.e. there is a shift on at any given time and day. We are assuming that the model we are creating (and eventually the database we will design) covers some extended period of time. Each member will thus be assigned to many shifts in that period.

RFS keeps record of its operations in the incidents including members and equipment involved, as well as the details of incident (e.g. type, location, date/time started, date time finished, …)

Stations: RFS delivers services to the community through a network of rural, urban and integrated fire stations across NSW. RFS’s fire stations are specifically designed to support and facilitate the emergency needs of the firefighters and to house our specialist vehicles and equipment.

Question Three

There’re three type of stations:

  • Integrated and career fire stations: Integrated and career stations include career firefighters who support local volunteers. RFS has 38 integrated and career fire stations typically servicing large urban centers and housing between 4-6 or more emergency vehicles.
  • Urban Fire Stations: There are 204 urban fire stations catering to the needs of larger brigades and including a 3-4 bay drive-through motor room, turn-out area, workshop, Breathing Apparatus    cleaning                    room       and   drying                              room.
  • Rural Fire Stations: RFS has 951 rural fire stations typically housing 2-3 vehicles and brigade equipment.

Trucks

There are many different types of fire appliances in RFS’s fleet ensuring our firefighters can respond to different types of fires and other emergency incidents:

  1. Tankers: RFS has over 1200 tankers in its fleet. Tankers come in 2-wheel drive and 4-wheel drive combinations and are designed to carry a large water tank (up to 3000 liters) as well as a pump. Operational equipment such 2 as hoses, nozzles, standpipes, breathing apparatus, axes and other hand tools are stowed in lockers on the vehicle. Tankers are generally used in bushfires as the water can be carried to where it is required and then used at the fire ground to extinguish the fire. The pump on a tanker runs independently, so that the truck can drive around and extinguish the fire.
  2. Pumpers: RFS has over 200 pumpers currently in supply. As the name implies, pumpers are equipped with a large pump capable of pumping thousands of liters of water per minute, some up to 4000 liters per minute. Pumpers are generally used in an urban environment to fight structure fires, as they require a reticulated or static water supply (e.g.: a dam) to operate. Pumpers are also equipped with an extensive inventory of operational equipment including hoses, nozzles, ladders, breathing apparatus, chemical protection suits and other firefighting gear, stowed in lockers on board the pumper. Pumpers carry some water, up to 2000 liters, but because their pumps are so large, they need the truck engine to run them, so pumpers operate only when they are parked.
  3. Aerial appliances: ‘Aerial’ appliances are not aircraft. They are fire trucks equipped with a long extension ladder, or in some cases a hydraulic platform (like a massive “cherry picker”), capable of reaching several stores in the air. From these heights firefighters are able to conduct rescues from upper floor windows and are also able to send water down onto the fire from hoses built into the ladder or platform system. Some aerial appliances are equipped with their own pump that can hook directly into the reticulated water supply to deliver water direct to the hose located at the end of the extension ladder or platform. Other aerial appliances have no pump and require a pumper to attend the fire scene to pump the water from the mains water supply to the aerial appliance. RFS has seven aerial appliances in its truck fleet, these being strategically located in outer metropolitan Melbourne and in provincial cities such as Ballarat and Bendigo.
  4. All Terrain: RFS have three all-terrain vehicles. These fire trucks are stationed at ski resorts and have caterpillar treads instead of wheels to provide over-snow firefighting capability during the winter months. All-terrain vehicles have a similar operating capacity to pumpers.
  5. Rescue Vehicles RFS has 26 rescue units that are predominantly used to rescue people involved in car accidents. Rescue units are equipped with a large array of rescue equipment including the “jaws of life”, which is designed to free people trapped in their car following a

road accident. In many instances rescue units are also equipped to carry out other forms of rescue including industrial accidents and high angle (e.g. Window cleaners caught on the sides of high-rise buildings).

  • Hazardous Materials Incident Units (HazMat Van): There are nine hazardous material incident units that are used at incidents where chemicals and other hazardous substances are present. They carry an array of equipment that can be used to dam and contain chemical spills and clean up the contaminated area. Units are also equipped with decontamination showers for firefighters involved in the incident. These showers hose off chemicals the firefighters may have been exposed to when wearing their chemical protection suits.
  • Mobile Communications Vehicles (MCV’s): RFS’s fleet of mobile communications vehicles are used to assist communications and incident management at large and/or protracted incidents. MCVs are equipped with extensive radio communications equipment, also have computers, faxes, photocopiers and whiteboards that are useful tools for incident management.
  • Quick Attacks: RFS’s 21 quick attack vehicles are used in built-up areas to provide a quick initial firefighting response. They have a small tank (500 to1500 liters) and pump and are especially suited for hard to access areas.
  • Protective Equipment Units (PE Vans): There are four protective equipment units that are used to support incidents. PE Units carry additional breathing apparatus, including specialized oxygen breathing apparatus for long duration incidents such as shipboard and mine rescue, and a compressor to refill used air cylinders. There are also splash suits and gas suits that are used in hazardous materials incidents.

RFS keeps record of truck details such as make, model, make year, ….

For more information about the RFS mission and activities, and data/information requirement refer to the RFS website (https:// https://www.rfs.nsw.gov.au/)

Data Model has been provided below to help you write SQL statements

  1. Write create table statements for above tables. Make sure primary key, foreign key, not null and other constraints are included in table creation scripts.                                                                                                       5 Marks
  2. Write insert statements to populate these tables with sample data. Create data which will meet the relational requirements.                                                                                                                                                   5 Marks
  3. As part of audit requirements, it is required to generate the below reports. The supervisor has once again asked you for help:                                                                                                                                      Each 2 marks
  4. Details of incidents and the list of staff members who were involved with those incidents.
  5. Details of Trucks that were used while responding to incidents.
  6. Details of staff members along with the details of shifts they’ve worked.
  7. Details of which brigade and stations have access to which vehicles.
  8. Count of members in every brigade
  9. Count of members in every station
  10. Count of vehicles in every station by type
  11. Count of incidents that involved more than 2 members
  12. Count of vehicles used in responding to incident by type of vehicle
  13. Count of members who are working more than 5 shifts in a week

Note: Create ONE document for essay and query, Task 1 and 2. Paste the query and screenshots from SQL Server in the document.“““““““““““

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