The core purpose of The University of Texas at Austin is, To Transform Lives for the Benefit of Society. Please share how you believe your experience at UT-Austin will prepare you to Change the World after you graduate. Max 250-300
Prior to beginning this discussion, read Chapter 3, Core Values and Ethics of Organizational Development and Case Study 1: Analyzing Opportunities for Organizational Development Work at Northern County Legal Services (located at the end of Chapter 3). Answer the following questions from the perspective of a human resources manager.
What is it like to work in the environment described in the case study? How do you respond to Julie as a leader? Compare Julie as a leader with some of the descriiptions of leadership styles provided in Chapter 2.
What organization, team, and individual problems can you identify? What opportunities for organizational development work do you see?
How do the opportunities you have identified illustrate the values and ethical beliefs of organizational development identified in this chapter?
Your initial response should be at least 250 words.
“Case Study 1: Analyzing Opportunities for Organization Development Work at Northern County Legal Services
Read the Northern County Legal Services case and consider the following questions:
What is it like to work in this environment? How do you respond to Julie as a leader? Compare Julie as a leader with some of the descriiptions of leadership styles provided in Chapter 2.What organizational, team, and individual problems can you identify? What opportunities for organization development work do you see?How do the opportunities you have identified illustrate the values and ethical beliefs of organization development identified in this chapter?
“Good morning. Northern County Legal Services,” Christina said. “How can I help you? Yes, I see. Okay, why don’t I schedule a time for you to stop by and talk with one of us about your situation and we can see how we can help? I’m free on the 12th at 3:30 p.m. Does that work for you? Excellent. And you know where our office is located? Yes, right across the street. Good. I’ll look forward to speaking with you then.”
It was already packed in the office of Northern County Legal Services (NCLS), a nonprofit organization located just outside the downtown district. In the small waiting room, nearly 20 clients waited for assistance while a team of staff members handled walk-in visitors and made appointments. With no air-conditioning, the room was starting to get hot on the sunny August afternoon as the chairs filled up.
“I’m sorry. Mr. Gaines? I think you’re next.” Christina looked at the growing crowd.
“Oh, no, no, no, no.” A tall woman rose from her chair and stepped forward, raising her voice. “I’ve been here since 10 a.m. and I was here first. I’m next. He needs to wait his turn.” She looked around the room for support, and some heads nodded as those waiting began to look at one another in frustration.
“Yes, I’m sorry that you’ve waited so long, but Mr. Gaines had made an appointment,” Christina said.
“Yeah, for 11:30,” Mr. Gaines scoffed.
“It will only be a few more minutes until someone is with you,” Christina offered.
“You need to get more organized,” the woman said as she rolled her eyes. She returned to her seat, fanning herself with a 2-year-old copy of an entertainment magazine.
Christina looked her watch: 12:20. Her parking meter was already expired. “Have a seat, sir, and I’ll be right with you.” She grabbed her purse and quickly headed to the front door. “And just where do you think you’re going, Miss?” a voice came from the waiting room. “She can’t take it anymore,” another voice offered, as laughter rose from the corner.
Christina ran the four blocks to where her car was parked. There was already a yellow envelope with a $25 parking ticket lodged under her windshield wiper.
Northern County Legal Service’s mission is to match clients who cannot afford legal counsel with a lawyer willing to offer pro bono services. NCLS specializes in housing and employment law but also matches clients with attorneys who assist with almost any legal need, including domestic violence and family law. The service is free to clients (though some pay for some services on a sliding scale based on their income). The remainder of the funding comes from grants, and the center is staffed almost entirely by a group of 15 volunteers and law school students. Students form the majority of the staff, and they receive internship credit, usually volunteering at the center during their third year of law school. Most students participate in the center only for one semester, and competition among students is tough to receive one of the volunteer slots.
The one full-time employee is a director, Julie, who has been at the center for about 2 years. Aside from running the office, managing volunteers and students, finding attorneys, and conducting training workshops for both students and volunteer attorneys, Julie’s main concern is funding, which is a constant issue.
The small office where NCLS is housed consists of a waiting room and four offices. Julie keeps one of the four offices as her own, and the other three are taken by students or volunteers who work for 10 to 20 hours per week, usually in 4- to 6-hour shifts. Each of the four offices has a computer, and there is one printer shared by the center. At any given time, there might be as many as eight volunteers who share the three offices, meeting with clients to perform the “intake” functions.
The intake process begins with a client who arrives on a walk-in or appointment basis, and the initial meeting usually lasts for about an hour. Depending on the client’s need, the intake paperwork consists of three to six pages of single-spaced questions that the staff members ask clients in order to be able to provide the most help. Intake forms also contain client demographic data, such as household income and household size, which is needed for the center to compile monthly, quarterly, and annual statistics that grant funders require in order to measure the center’s progress.
It was 7:30 a.m. as Julie walked into the office. The phone was already ringing, but she let it go to voice mail as she turned on her computer and quickly sorted through the phone messages that had piled up since she left yesterday afternoon. Nothing that couldn’t wait until later in the morning, she thought. In the waiting room, the staff began to gather for the monthly staff meeting. This is the time when Julie covers the statistics for the prior month with the staff, gives updates, and answers questions.
“Good morning.” Julie looked around the room. About two-thirds of the staff were seated in the uncomfortable assorted chairs, which had been donated or purchased at minimal cost over the past several years. “Today I want to cover a few things. First, the importance of getting the intake paperwork complete; second, scheduling; and third, timely filings.” She looked around the room at the bleary-eyed group, many of whom held coffee cups as they avoided eye contact.
“Fine? Good. Melinda? I noticed that many of you are making the same mistake as Melinda in failing to fully complete page 6 of the housing intake form. For example, here’s the copy of the one you completed last week. Where the form asks for service date, we really need that to complete the filing motion for the client. If we don’t have it, we have to call them to get it. I’ve noticed a few of these that have been blank in the past week or two. Does everyone understand that?” Heads nodded in agreement.
“Where do we put the intake form for housing after it’s done?” Eric asked.
“In the intake inbox on the filing cabinet in Julie’s office,” Monica offered.
“I thought that was only for urgent motions,” Eric said. “I’ve been putting the nonurgent ones in the inbox in the hallway.”
“That’s right,” Julie said. “Actually I’d prefer it if you handed the urgent ones directly to me and put the nonurgent ones in the hallway box. You can put the urgent ones in my box if I’m not here.”
“What’s urgent?” Monica asked.
“Urgent means if it’s been 4 or 5 days since the client received an eviction notice,” Julie said. “The fifth day is the most critical.”
“What do we do if you aren’t here but it’s been 5 days?” Monica asked.
“Then you can either call my cell phone and let me know that it’s waiting, or you can call an attorney from the list,” Julie said. “Or you can do it yourself but wait to file it until I can verify it after you’re done.”
“Do we do that for the domestic violence restraining order requests also?” Annette asked.
“No, those should be filed in the top drawer of the cabinet until another staff member can take the intake form and call a volunteer attorney to take the case,” Julie said.
“Why can’t I just call immediately to get the process started more quickly?” Annette said. “If I’ve done the intake, why can’t I just continue to the next step?”
Julie was beginning to get frustrated. “Look, everyone, we went over this in training. It’s important that this all be handled as we discussed it before.”
Julie continued as, out of earshot, Annette leaned over and whispered to Monica, “Yeah, training was what, like an hour? I still don’t understand why there are so many procedures.”
“I know,” Monica said, “and I feel so incompetent about housing law. My specialty has been family law. I’d rather learn about that part of the center, but I keep getting these eviction intakes. And the paperwork is incredible. I spent an hour with a client yesterday and only got about two pages’ worth of information. I ran over my next appointment trying to get the rest.”
“I had the same experience,” Annette said. “The clients have such detailed histories, and they need to share their whole story. I talked to a woman whose boyfriend shoved her against a wall and broke her wrist. She started to cry, and I was thinking that I can’t very well interrupt her and say, ‘Sorry, ma’am, but that’s Question 65. We’re still on Question 14, so can you tell me your combined annual income?’ And I had three of those same intakes yesterday. I went home completely drained last night.”
Monica nodded. “I’ve heard stories like that, too. The part I hate is when I have to pick up the paperwork out of the inbox and file the motion when I didn’t do the intake. The other day Julie started shouting at me because I missed a note on an intake that Christina did and I had to refile the motion. I almost missed the deadline but I stayed 2 hours later than usual and got it all done. It was gratifying but emotionally exhausting. It’s hard even to come in sometimes. I wonder, are we even making progress here?”
“Now what’s she talking about?” Annette looked up at Julie.
“So that’s why you need to make sure that Dave has your weekly schedule, so he can keep the appointment schedule accurate with hourly time blocks for intakes,” Julie concluded.
Julie returned to her office. There were two messages from the Dylan Foundation president wanting to know about last quarter’s statistics. He had threatened to pull funding for next year unless the center began to show more progress in winning cases where disabled clients were about to be evicted. She knew that the staff had done great work recently, but they had only begun to compile the statistics and she could not yet prove it with charts and graphs. He’d be fine after she met with him, she thought. She made a mental note to bring two recent success story case studies to her meeting with him.
Rafael appeared in the doorway. “Julie, what do we do when the service date on the subpoena doesn’t match the date on the submission form? Can you show me how we address that in the reply?”
“Yes. Well, actually, ask Kyle because I showed him the same thing last week,” Julie answered.
“Kyle’s not here until 3, and I have to have the motion done for the client to pick up at noon,” Rafael said.
“Okay. Just give me a few minutes and I’ll be right there,” Julie replied.
“Thanks,” Rafael said.
Jean was right behind him. “Julie, I have an urgent housing motion here that needs to be filed. Do you want this now?”
Julie took the intake form and looked through it. A woman with a $900 monthly income and an infant son and 2-year-old daughter received an eviction notice for being one day late on her $800 rent. A court filing would be due tomorrow.
“I have a meeting this afternoon and can’t do it today. Why don’t you put it in the hallway box and maybe someone can get to it today? Otherwise, I’ll get to it tomorrow,” Julie said.
Jean paused for a moment. “Okay, I’ll do that,” she said.”
Please create a pamphlets to effectively communicate the importance of healthy eating habits and physical activity. For instance, using health education materials to provide information on healthy food choices, physical activity, and nutrition. also please explain the importance of reducing unhealthy habits such as smoking and drinking alcohol.
Question: “According to the author, Big Data/Tech companies have transcended far beyond the bounds of business and have managed to unshackle themselves from some of the limitations of state-level geopolitics. Considering that cyberspace seems to be evolving far more quickly than regulations/policies can be adopted, do you think that the author is correct in his position that Big Data/Tech companies will be the guiding light for policy initiatives moving forward?”
The purpose of Chapter 4: Findings in your research paper is to summarize the collected data and the statistical analysis. The first paragraph of this chapters should briefly restate the problem identified in Chapter 1 Introduction. From there you should explain the objective of the research, point out relevant results, and summarize those results by table, graph, chart, figure, etc.
It is important to select tables and figures with care. Only include those that demonstrate a point to support your findings – sometimes less is more. The additional information can be reflected in an appendix in your paper. Typically in a quantitative study, the results begin with a descriiption of the sample (e.g., sample size, descriiption of participants). Next, descriiptive statistics (e.g., frequencies/percentages for categorical variables, means, standard deviations, and ranges for continuously measured variables) are presented.
In this assignment you will upload your Chapter 4: Findings, based on your analysis of your survey results. Include a table, chart, graph, or explanatory figure used to demonstrate the results of your analysis of the data..
Attached is a document to help get a feel for the type of student/worker I am. This letter is going to be signed by my Flight commander (I am active duty air force and what a flight commander is essentially the person who leads an entire clinic or multiple clinics and in this case he was my flight commander when I worked in the Internal medicine clinic that was joined with the immunizations clinic. I was his non-commissioned officer in charge of the Internal medicine clinic.) I will tweak it once I get it back from you. Please feel free to ask me as many questions as possible since it would probably be impossible to write this letter of recommendation just based off of a couple pages. Thank you in advance for all of your help.
Chapter 14: Discussion
On November 6, 2018 Florida voters approved a constitutional amendment automatically restoring the right to vote to 1.4 million individuals with felony convictions in their past. The amendment restores the right to vote for people with felony convictions, except individuals convicted of murder or felony sexual offenses, once they have completed the terms of their sentence, including probation and parole. The amendment went into effect on January 8, 2019.
Do you agree with the amendment? Explain why or why not. Support your opinion with academic sources. What other civil rights should be restored or denied to former felons? Defend your answer
watch the video:
Ex-cons argue felons should have vote privileges restored
Remember that your post must be at least 300 words and you are required to respond to two classmates with at least a 150 word response.
Make sure to:
Write a short essay or paragraph of at least 300 words.
Use concrete examples/details and avoid generalities.
Address all questions.
Use proper grammar and punctuation.
All initial discussion post must be support by academic sources even if asked your opinion.
Do not plagiarize.
You will not be able to edit your assignment once you post, so please proofread and spell check before hitting post!
As part of the assignment, you must also reply to TWO of your classmates with at least 150 words. You will have to POST FIRST to see your classmates’ postings. Make sure your replies are thoughtful and relevant to what your classmate has posted. Try to build the discussion and keep it going.
Note for the writer; You do not have to reply any classmates ( I will do it) focus on the main discussion (post )
I have uploaded all the PowerPoints that belong to the book we are using: APA Citation: Alarid, L. F. (2018). Community-based corrections (12th Edition) Cengage Learning.
Students may complete this assignment, which is subject to the SafeAssign policy, as an alternative to Assignment 2. The assignment requires the student to write an academic paper (minimum of 5 pages) that demonstrates ethical reasoning and the minimum academic skills outlined for academic papers in the course syllabus.
When working with clients who demonstrate strong resistance to ideas, alternative solutions, behavioral modifications, cognitive or affective shifts, etc., counselors do not cower to resistance, avoid clients’ negative emotions, or support clients’ reflexive inclinations to avoid introspection. Instead, we help them to explore their resistance, to go deeper into the topics that fuel their resistance, and to consider multiple perspectives of issues to help them acquire deeper understandings of themselves, others, and the world (Abbass & Town, 2021). Since counselors can never ask clients to do more than they are willing to do themselves, they, too, must engage in personal practices that require introspective thinking about their own manifestations of resistance from both personal and professional positions (Bennett- Levy & Finlay-Jones, 2019). As Bennett-Levy and Finlay-Jones (2019) explained, “Trainees or therapists who engage with personal practices soon realize the discomfort, pain, and challenge of addressing personal issues… Consequently, their understanding, respect, empathy, and compassion for the pain and challenges their clients face typically increases [sic.] significantly” (p. 139).
Regarding clinical training, counselor educators are tasked with training graduate students to become multiculturally competent, which requires them to facilitate difficult dialogues, defined as “exchange[s] of ideas or opinions between individuals that [center] on an awakening of potentially conflicting views of individual beliefs or values on social justice issues” (Watt et al., 2009, p. 87; Watt, 2007), among trainees. However, as Watt (2007) pointed out, trainees sometimes demonstrate tempestuousness, disengagement, and/or resistance when counselor educators attempt to facilitate such dialogues in educational contexts. Notwithstanding, difficult dialogues are personal practice methods that are necessary for trainees’ cultivation of critical consciousness and awareness of personal values and biases, both of which are crucial for the development of multicultural competence (Watt, 2007).
Thus, this assignment constitutes an opportunity for personal practice that is designed to foster students’ introspection, perspective-taking, and critical thinking by infusing objectivity, reason, and information from the professional literature into moral arguments on a loaded topic. It is an invitation to go deeper into an emotionally laden issue, to fortify self-understandings, and to practice balancing emotions with thoughts, all which counselors must model for clients in sessions. Ultimately, the topic that the assignment addresses is of little-to-no importance in the completion of it. Instead, what is most important is the experience of personal practice, the process of engaging in a self-exploratory activity with a focus on reflecting over personal and professional development (Bennet-Levy & Finlay-Jones, 2019), that the assignment poses for trainees.
The student will be able to:
1. Support vying positions on an argument by substantiating each position with sound reason and
evidence from the professional literature.
2. Justify a subjective position on an argument with objective facts published in professional
The student will be able to:
1. Examine an ethical/moral dilemma from multiple perspectives in depth.
2. Identify alternative solutions for moral arguments that represent compromise and sensitivity for
To complete this assignment, the student must use APA 7th edition writing guidelines for the paper and include a cover page and a reference page. In the paper, the student must state their position in relation to the argument below. Then, the student must present their counterargument to the argument that is based on reason and evidence and follow with presentation of a COUNTERARGUMENT TO THEIR COUNTERARGUMENT (a.k.a., support for the original argument) that also is based on reason and evidence. Although a student’s intuition might guide their decision-making about the morality/ethics of an argument, it is crucial that the student not assume that having a particular moral intuition automatically means that the student’s intuition is rational and defensible. Moral positions must be substantiated with reason and evidence.
Argument: In addition to book learning, counselors-in-training must undergo experiential activities to develop cultural competence. Assignment 2 is an experiential activity that will help counselors-in- training to cultivate empathy for a marginalized population.
A. Write 1-2 paragraphs to provide an overview of the content that the rest of the paper will
B. Include a short descriiption of the requirements for Assignment 2. C. State your position in relation to the argument.
II. Counterargument to the Argument
A. Discuss some of the following, providing reason and evidence to substantiate the
counterargument to the argument: (a) inconsistencies detected in the argument, (b) unfounded assumptions that underlie the argument, (c) implausible logic in the argument, (d) ambiguities in the argument, (e) doubts about the argument’s importance, and (f) better alternatives to the argument.
B. Write no less than a minimum of 2 full pages.
C. Cite the ACA (2014) Code of Ethics, the course textbook, and at least one other professional, credible source to substantiate the counterargument.
III. Counterargument to the Counterargument (a.k.a., Support for Original Argument) A. Discuss some of the following, providing reason and evidence to counter the
COUNTERARGUMENT presented in the section above: (a) inconsistencies detected in the counterargument, (b) unfounded assumptions that underlie the counterargument, (c) implausible logic in the counterargument, (d) ambiguities in the counterargument, (e) doubts about the counterargument’s importance, and (f) better alternatives to the counterargument.
B. Write no less than a minimum of 2 full pages for this section.
C. Cite the ACA (2014) Code of Ethics, the course textbook, and at least one other professional,
credible source (must not be the same professional source[s] cited in the section above) to substantiate the counterargument to the counterargument.
A. Restate your position in relation to the argument.
B. Provide a summary of the strengths and weaknesses that you presented for each argument. C. Identify the argument that is best substantiated with reason and evidence in the literature. D. Finish with a strong rationale for selecting your position in the argument.E. Write a minimum
of 1 full page for this section.
Abbass, A. A., & Town, J. M. (2021). Alliance rupture-repair processes in intensive short-term dynamic psychotherapy: Working with resistance. Journal of Clinical Psychology, 77(2), 398-413. http://dx.doi.org.libproxy.lamar.edu/10.1002/jclp.23115
Bennett-Levy, J., & Finlay-Jones, A. (2019). Why therapists should walk the talk: The theoretical and empirical case for personal practice in therapist training and professional development. Journal of Behavior Therapy and Experimental Psychiatry, 62(2019), 133-145. doi:10.1016/j.jbtep.2018.08.004
Watt, S. K. (2007). Difficult dialogues, privilege, and social Justice: Uses of the privileged identity exploration (PIE) model in student affairs practice. College Student Affairs Journal, 26, 114-126.
Watt, S. K., Curtis, G. C., Drummond, J., Kellogg, A. H., Lozano, A., Nicoli, G. T., & Rosas, M. (2009). Privileged identity exploration: Examining counselor trainees’ reactions to difficult dialogues. Counselor Education & Supervision, 49(2), 86-105. doi:10.1002/j.1556-6978.2009.tb00090.x
Syllabus: Multicultural Counseling
Course Descriiption, Prerequisites, Learning Objectives, Learning Outcomes, & Required Materials
This course focuses on culturally responsive treatment approaches with culturally diverse individuals and families. Students will learn the impacts that worldview and cultural factors have on individual and family functioning and on the counseling process.
COURSE LEARNING OBJECTIVES
1. Discuss multicultural and pluralistic trends, including characteristics and concerns within and among diverse groups nationally and internationally;
2. Explain theories of multicultural counseling, identity development, social justice, and advocacy;
3. Demonstrate understanding of the multicultural counseling competencies;
4. Describe their own heritage, attitudes, beliefs, understandings, and acculturative experiences through participation in specific, experiential learning activities designed to foster students’ understanding of self and others;
5. Analyze the effects of power and privilege on counselors, clients, and the counseling process;
6. Identify help-seeking behaviors among diverse clients;
7. Evaluate the impact of spiritual beliefs on clients’ and counselors’ worldviews;
8. Explicate the roles that counselors play in, and strategies they can employ for, eliminating biases, prejudices, and processes of intentional and unintentional oppression and discrimination.
Summative Learning Outcomes
Counselors-in-training will be able to:
1. Articulate their own world view, as well as the cultural influences that have helped to shape their world view;
2. Demonstrate greater self-awareness and an ability to discuss sensitive issues related to race, ethnicity, gender, and other cultural characteristics with respect and appreciation for differences; and
3. Exhibit knowledge and skills that are necessary for multiculturally competent work with diverse students/clients.
Formative Learning Outcomes
Counselors-in-training will be able to:
1. Connect newly learned information with prior knowledge/understandings.
2. Identify similarities and differences among group members’ cultural experiences.
3. Apply models of racial identity development (RID) to RID observed among fictional characters/clients.
4. Demonstrate understanding and mastery of knowledge and skills specific to multicultural counseling.
5. Evaluate one’s own biases, internal motivators, and external behaviors.
Counselors-in-training will be able to:
1. Participate in discussions on controversial topics with an open mind.
2. Actively listen to others with the goal of obtaining new understandings of self, others, and the world.
3. Openly share about one’s life experiences with group members.
4. Collaborate with group members to achieve a common goal.
5. Express genuine, accurate empathy for others’ experiences.
6. Practice respectful communications with others to cultivate professional dispositions.
7. Selectively focus adequate attention to others’ communications about course-related matters.
8. Initiate discussions with others to bolster one’s own learning.
9. Remain physically and cognitively present for others via active listening, responding, and joining.
10. Actively engage members of the educational community in live discussion about course-related content
Counselors-in-training will be able to:
1. Question new ideas/concepts with the goal of understanding them fully.
2. Revise judgments based on new understandings.
3. Practice emotional regulation in interactions with others.
4. Explain the limits of one’s multicultural competence.
5. Explicate one’s own learning process.
6. Explain internal and external responses to group experience.
7. Navigate difficult, simulated situations with the goal of cultivating empathy for others.
8. Revise opinions/judgments to accommodate understandings gained from new experiences.
9. Present an overview of important influences on one’s own development of multicultural competence.
10. Propose a plan for continued development of one’s own multicultural competence.
11. Exemplify commitment to ethical practices by complying with professional standards of practice and institutional policies.
12. Explain personal contributions to one’s own problems and to conflict in interpersonal relationships.
13. Prioritize time effectively to maintain commitments to self, others, and the institution.
One textbook is required for the course. The reference for the text (ISBN: 978-1-119-44828-0) is as follows:
Sue, D. W., Sue, D., Neville, H. A., & Smith, L. (2019). Counseling the culturally diverse: Theory and practice (9th ed.). Wiley.
The following textbook is recommended, but not required, for the course:
American Psychological Association (2020). Publication manual of the American Psychological Association (7th ed.). Author.
Students must subscribe for a free account with Canva and Spreaker, both web-based programs that are required for completion of Assignments 2 and 3.
• On the Canva site, click the “Sign Up” button at the upper right corner of the screen to enlist for a free subscriiption to Canva.
• On the Spreaker site, click the “Sign Up” button at the top of the page to sign up for a free Spreaker account.
• Follow instructions for joining the Flip site that are provided with the instructions for Assignment 1.
• On the Otter site, click the “Sign Up” button at the top of the page to sign up for a free Otter account.
– Research suggests that the US is more politically polarized than ever. How did this come to be? In this essay, you will be arguing how, from the perspective of social psychology, America could come to be so polarized.
– In the sources i have provided, there is 2 peer-reviewed journals, the book that should be heavily cited under Polarization.pdf-leadership in groups.pdf and obedience to Authority.pdf.
– This must be a formal essay with a main argument and supporting arguments, backed by examples, explanations, and research findings. All sources should be properly cited, and these citations should be in APA format.
– A unique essay title
– A minimum of 4-5 pages, 12 point Times New Roman font, double-spaced, with one-inch margins.
– All factual statements made in your paper must be properly cited (both in-text and as a full reference in the reference page) using APA format.
– A reference page should be included
-This project is very detailed, I have attached the instructions, and below I have a few more notes. I have attached the WBS Assignment, an example of what the final project should look like. Please remember you’ll be doing this on an Excel template I have provided. The topic of this assignment is a Luxurious Wedding with a $2 million dollar budget please go into detail and all out. I have also attached the wedding project charter as a reference.
-For the WBS please take these notes into consideration: “I noticed that a lot of tasks are duplicated while most important ones are not included. For example, what sort of games would you play at your wedding reception? I am thinking gaming should be for the bridal shower. Catering should include cake and should be included in planning. Reception should include decorations. Budget estimation should be included in planning. What about the wedding party, wedding rings, limousine, etc.? How about hotel accommodation for the wedding party? With the budget of $2m, you would want to be sure that all activities are covered”
-Remember that you need to have two tabs, one for the WBS you completed in Unit 4 (incorporating my feedback) and the other tab for your completed budget assignment.