I need to add the reference source to be used for my paper. https://books.google.com/books?id=k0h0TOac-FgC&pg=PA14&lpg=PA14&dq=table+1-1+common+project+management+tools+and&source=bl&ots=vmhVV8Z3Vu&sig=jCGD4UW1TJmF_coMIugUdUps6Y8&hl=en&sa=X&ved=0ahUKEwiLsqyv-P3PAhUJQSYKHcqqD2IQ6AEIHzAA#v=onepage&q=table%201-1%20common%20project%20management%20tools%20and&f=false Using Project Management Methods in the Creation of an Effective IT Project PlanThe Problem: Assume that you are working for a large accounting firm. You are in the Human Resources Division and you have just been given the responsibility to manage an IT project to install a new system to process everything related to your company?s payroll, payroll tax records, and vacation and health benefits. The system maintains records on insurance, state and federal taxes, social security, and the like ? everything that you would find on a typical pay stub. You pay employees both hourly wages and annual salaries. The system is called PAYMASTER. As part of your work you have decided to develop an outline of your planning process using the structure of a knowledge areas/process groups matrix as a basis for your outline?s first two levels. Then you want to prepare a 2000 word summary of the plan. The following information is designed to take you through that work. In your response you will be providing either sample or full answers, depending on the nature of the planning element that you are describing. In many cases you will need to invent a number of the specifics as you develop your plan ? just use a little imagination because there are literally thousands of elements that would go into an actual plan or system. Where specificity is required you will need to invent it. For example, in your written plan it is inappropriate to say something like ?update the scope statement.? However, ?Modify the scope statement to reflect new tax codes for PAYMASTER? is acceptable and correct (sorry, you may not use this example as part of your response.) Prepare a single document as your response. The first part of your document is your outline and the second part is your written plan. First, Your Complete Outline: Begin this section with the title: ?PAYMASTER Project Plan Outline,? and outline your plan from beginning to end. Your outline must have four levels. Remember, you are preparing an outline of how you would go about planning the implementation of the PAYMASTER payroll and associated records system using the knowledge areas/process groups matrix as a basis for your outline?s first two levels.Level-one like this ? level-one activities should have sufficient weight to carry your plan. There must be a separate level-one activity for each major element of your plan ? that is, each should be a MAJOR element in your plan.Level-two like this ? these are sub-topics for your major elements. Notice that proper outline structure requires at least two level-two items for each level-one item. More might be needed, depending on topic at hand.Level-three like this ? sub-topics for your level-two items. At this level you are providing specific details for your level-two items. Notice also, just as for level-two: ?? that proper structure requires at least two level-three items for each level-two item. More might be needed, depending on topic at hand.?Level-four like this ? sub-topics for your level-three items. At this level you are providing specific example of the details in level-three. Notice also, just as for level-three: ?? that proper structure requires at least two level-four items for each level-three item. More might be needed, depending on the topic at hand.? Another level-fourAnother level-threeLevel-fourLevel-fourAnother level-two, level-three, level-fourEtc. if neededLevel-one again, etc.etc. etc. etc.Of importance ? outlines do not contain paragraphs. The idea of an outline is to organize your thoughts, and it must be complete at the top two levels. The MORE time that you spend building an outline the BETTER your thought process, organization and content, and the EASIER it is to do the next part of the exam.Second, Your Written Plan: Now begin the main body of your work. Write 2000 words describing your plan. 2000 words is about eight pages, double spaced, 12 point font, normal margins. For your written plan the standard is, as always, full sentences ? nouns and verbs, and professional composition. Bullets, lists, IM texting replies, bad spelling, punctuation, capitalization, or grammar is simply not responsive to the task at hand. CAUTION: recall that almost all of the major topics in the course received a roughly equal emphasis. Reflect this emphasis in your paper, both in the length of your sections and in content. For example, where we did charts or tables, include specific examples, applicable to your plan. Of importance ? these examples need NOT be complete, simply of sufficient detail to communicate your understanding. In the real world, for example, you would develop a very detailed WBS. For your paper it will be sufficient to develop only a few lines, as examples that expand on your outline for that particular section of your paper. Detail, correct construction and content are important. Begin this work on a separate page, with the title ?PAYMASTER Project Plan?. Include headings and sub-headings that relate directly to your outline ? they actually replicate the outline itself. Here is the format for the headings in your plan.Your level-one headings -- italicized, bold, and underlined: Discus what this element of the plan is about, why it is important, and provide specific comment on how it applies in the PAYMASTER project. Place a blank line before each level-one heading.Your level-two headings -- bold, and underlined: Here, discuss what this element is about in the context of the PAYMASTER project ? that is, how it applies to your plan. Mention of some specifics, to become level-three elements, can be provided here if you wish.Your level-three heading -- italicized and underlined: Since level-three elements are specifics, expand on your level-two comments. Be specific ? how do these examples apply to PAYMASTER? Your level-four headings -- underlined: Since level-four elements are examples, expand on your level-three comments. Be specific ? how do these examples apply to PAYMASTER? In many cases you should accomplish this by developing specific content ? a chart or a sample WBS, for example.Your writing should be of sufficient detail to prove that you understand project management -- its principles, practices, and tools, and that you understand and have thought carefully about your outline above. Recall the admonishment in the opening paragraphs about specificity (the ?update the scope statement? example). OF CENTRAL AND CRITICAL IMPORTANCE: YOUR WRITING MUST BE SPECIFIC TO PAYMASTER. Vague discussions using terms limited to those in the text will be deemed inadequate. Discussions based on the text, but which engage specific elements of PAYMASTER (elements that you invent as you develop your content) are required to confirm that you actually understand the meaning of the material in the text. You must have solutions to the problem, not generally describe some project planning activities.Finally, observe that there is no way that 2000 words will be adequate for a project plan in the real world. The point of this exam is to cause you to cover the points involved in managing a project and to summarize those points. While your level-one and level-two outline must be complete, your actual plan will be incomplete because of length restrictions. But it must be reasonably developed with respect to the contents of the course. That is, your level-one and level-two elements should be comprehensive, and your level-three and level-four items of sufficient detail to demonstrate what each level-one and level-two element in your summary is about, and how it applies to PAYMASTER. RUBRIC: The paper will be graded on a 100 point scale. One-third of your score will be based the outline and two-thirds will be based on your written plan, but notice that an inadequate outline will surely yield an inadequate plan. It should also be apparent, from specifications above that your adherence to the structural requirements for your documents will play a meaningful part in my analysis of your work. For the outline one-third of the score will be for a correct and complete set of level-one and level-two activities, one-third for appropriate and accurate level-three activities, and one third for meaningful level-four activities. These formulas will then be applied to your written plan, but with the additional requirement of relevancy and specificity applicable to PAYMASTER. Critical elements include the detail and evidence that you provide to prove that you understand the concepts. In any case up to 15% will be deducted for either structural or English errors, or up to 30% for both.https://books.google.com/books?id=k0h0TOac-FgC&pg=PA14&lpg=PA14&dq=table+1-1+common+project+management+tools+and&source=bl&ots=vmhVV8Z3Vu&sig=jCGD4UW1TJmF_coMIugUdUps6Y8&hl=en&sa=X&ved=0ahUKEwiLsqyv-P3PAhUJQSYKHcqqD2IQ6AEIHzAA#v=onepage&q=table%201-1%20common%20project%20management%20tools%20and&f=false

62.    When researchers, clients, and stakeholders work together in the research project, the form of research being conducted is likely to bea.            Systemic action researchb.           Practitioner action researchc.            Participatory action researchd.           Stakeholder action research 63.    Verbal and nonverbal interactions between two or more persons and their interactions around an issue are focused on ina.            First person practiceb.           Second person practicec.            Third person practiced.           First and third person integration 64.    Declaring the focus or intent of a group or an occasion is known asa.            Framingb.           Advocatingc.            Illustratingd.           Inquiring 65.    The degree to which those involved in the action research process are energized to help facilitating lasting social change is known asa.            Democratic validityb.           Process validityc.            Catalytic validityd.           Dialogical validity 66.    When a researcher works with direct observation of a child with autism, asks parents to complete a behavior rating scale, and interviews a teacher about the child, the researcher is usinga.            Tripartite methodologyb.           Participant-observer methodologyc.            Unnecessary means of data collectiond.           Triangulation 67.    There are multiple motives for conducting program evaluation. Of the following, which is the primary reason for conducting program evaluation?a.            Managed care has significantly reduced the amount of time clients can be in servicesb.           It is ethically responsible for best practice in counselingc.            Provides evidence for new or continued funding sourcesd.           Counselors are afforded research and publication opportunities 68.    Which of the following is true?a.            Outcome evaluation is concerned with changes that occurred in participantsb.           Process evaluation focuses on making value judgments about the totality of the programc.            Outcome evaluation is concerned with delivery of the programd.           Process evaluation is concerned with changes that occurred in participants 69.    The starting point for any program evaluation isa.            Developing a research instrumentb.           Collecting datac.            Talking with stakeholders about their perceptionsd.           Determining needs based on the mission statement of the program 70.    Which of the following is true regarding the differences between program evaluation and research?a.            The control of research is dispersed among stakeholderb.           Program evaluation is more generalizable than researchc.            Research is more subjectived.           Program evaluation make value judgments about the worth of a program 71.    Program evaluation models that depend on identified objectives and quantitative data are considereda.            Numerical modelsb.           Consumer oriented modelsc.            Expertise approachesd.           Utilitarian models 72.        When the program evaluation is conducted to determine how well the aims of the program have been achieved, it is known asa.            Management-oriented modelb.           Objectives -oriented modelc.            Contextual-oriented modeld.           Consumer-oriented model 73.    The judicial adversary model and the accreditation model are examples ofa.            Management-oriented modelb.           Objectives -oriented modelc.            Contextual-oriented modeld.           Expertise-oriented model 74.        Scriven’s goal-free model uses checklists and product or program testing to yield reliable data giving weight to all responses to a program and is an example ofa.            Management-oriented modelb.           Objectives -oriented modelc.            Contextual-oriented modeld.           Consumer-oriented model 75.        A program evaluator who determines that the results of the proposed evaluation will most benefit those who participate in the program or who are stakeholders will employ which model of program evaluation?a.            Utilitarian modelb.           Institutionist/pluralist modelc.            Contextual-oriented modeld.           Consumer-oriented model 76.    CACREP utilizes an approach to program evaluation that fits which model most closely?a.            Utilitarian modelb.           Institutionist/pluralist modelc.            Contextual-oriented modeld.           Consumer-oriented model 77.        A form of program evaluation that emphasizes opposing views supporting their position and refuting the opposing position is known asa.            Utilitarian modelb.           Institutionist/pluralist modelc.            Contextual-oriented modeld.           Judicial and adversary model 78.    Ongoing interaction between evaluator and stakeholders is expected in which approach?a.            Participant-orientedb.           Expertc.            Judicial and adversaryd.           Accreditation 79.    Which of the following is true regarding the responsive evaluation model?a.            Focus is straightforward and does not alterb.           Steps include initial planning and focusing; conducting observations; and organizing and reporting resultsc.            It is a rarely used approachd.           It gathers a synthesized version of data 80.    A counselor tracking relapse and return to treatment rates of past inpatient A&D clients may best be served using the following method of collecting evaluation informationa.            Groupb.           Individualc.            Behaviorald.           Narrative 81.    ALL BUT WHICH of the following are true regarding focus groupsa.            They are convenientb.           They originated in marketing researchc.            Focus groups function better when participants know each otherd.           Focus groups allow for more comprehensive responses as participants build off of one another’s comments 82.    Opinion surveys are widely used approaches to data collection that rely heavily ona.            The technical elements and adequacy of the instrumentb.           The skill of the researcher conducting the surveyc.            Availability of focus groupsd.           Behavioral indicators 83.    ALL BUT WHICH of the following is true about key informant interviewsa.            They are in depth interviews of people who know what is going on in the communityb.           The informant is free to provide candid opinionsc.            It is possible that results will be biasedd.           They are most helpful when conducting covert research 84.    All BUT WHICH of the following are true regarding research reportsa)   Published reports are occasionally poorly writtenb)   The written report is the permanent record of the researchc)   Research reports are archival documents for other scientist practitionersd)   Research reports are based solely on papers presented at professional conferences 85.    The authors discuss three types of research reports. Which of the following is not considered a type of research report?a.            Journal articlesb.           Dissertations/Thesesc.            Book chaptersd.           Dissertation/Thesis proposals 86.    An important consideration of the research report title isa.            It should reflect the desired outcome of the researchb.           It should ensure that the research can be accessed by those interested in the topicc.            Titles are not important in the research report writing processd.           The APA manual contains no guidelines relative to titling the research report 87.    All BUT WHICH of the following are true relative to research report abstractsa.            It is a brief but thorough summary of the articleb.           It is a rarely read element of the research reportc.            Individual journal guidelines for abstracts may differ from APA manual guidelinesd.           Abstracts never include information that is not included in the research report 88.    An introduction to a research report should containa.            Statement of the problem, overview of relevant research, and research questions/hypothesesb.           Statement of the problem, participants, and research designc.            Research design, procedures, and instrumentsd.           Research design, overview of relevant research, and results 89.    An overview of relevant research, also known as a literature review, is important becausea.            It is an exhaustive and thorough integration of all related researchb.           The literature review strengthens the framework the researcher uses to approach the studyc.            It addresses relevant empirical and theoretical research on the topic at handd.           All of the above are truee.           b & c only 90.    The methods section of a research report containsa.            Results of the studyb.           Relevant literaturec.            Participants, measures, designd.           The introduction 91.    Statistical analyses are included in which section of the research report?a.            Introductionb.           Methodsc.            Resultsd.           Discussion 92.    The section most appropriate for drawing conclusions between the current study and existing research isa.            Introductionb.           Methodsc.            Resultsd.           Discussion 93.    The section often referred to as the “how to” component of the research report isa.            Introductionb.           Methodsc.            Resultsd.           Discussion 94.    The chapter authors give some guidance to research report writers includinga.            Practice writing and getting feedbackb.           Anticipate rewritingc.            Begin to write to overcome writer’s blockd.           All of the above 95.    The bridge in research report writing refers toa.            An organized overview of literature that builds an argument for conducting of the studyb.           Results of the current studyc.            How the writer answers the question “why this, why now?”d.           Both a & c 96.    A common mistake in writing research reports isa.            Failing to include the results sectionsb.           Failing to follow the publication guidelinesc.            Co-authorshipd.           Length 97.    Researchers may be accused of bias in their writing meaninga.            They have reviewed only those studies that support the argument they hope to make with their findingsb.           The language is gender neutralc.            Methodology is incompleted.           All of the above 98.