Chapter 10. Project Scheduling: Lagging, Crashing, and Activity Networks
Initial Postings: Read and reflect on the assigned readings. Then post what you thought was the most important concept(s), method(s), term(s), and/or any other thing that you felt was worthy of your understanding in each chapter. Your initial post should be based upon the assigned reading for the week, so the textbook should be a source listed in your reference section and cited within the body of the text. Other sources are not required but feel free to use them if they aid in your discussion.
Also, provide a graduate-level response to each of the following questions:
Consider a project such as moving to a new neighborhood, completing a long-term school assignment, or even cleaning your bedroom. Develop a set of activities necessary to accomplish that project, and then order them in a precedence manner to create sequential logic. Explain and defend the number of steps you identified and the order in which you placed those steps for best completion of the project.
In crashing a project, we routinely focus on those activities that lie on the critical path, not activities with slack time. Explain why this is the case.
.2.1 Repetition and Learning to Learn The most common way to learn vocabulary learning strategy is to build on practice of repetition and vocabulary. What is done here is the memorization of words using word lists or the test of the learner by word cards. Baddeley (1990) notes that the repetition of the use of word cards has strengthened the connection between the form and the meaning of the word (Schmitt, 2002: 41). However, Bahrick (1984) conducted several researches on frequent repetition and concluded that the effect on the first encounter was more effective than the learning on the first encounter (Cook, 2001: 69). 220.127.116.11 Association Technique Research on word learning shows that words are the most effective way to learn by grouping and relating to each other in the mind (Cook, 2001: 69). Especially at the begin- ning level, it is accepted that the learning of the words by the associative technique provides a short and effective learning, so that the words can be stored for a long time. Trying to learn by using structural similarities between words is also considered to be an effective way (Cook, 2001: 70). It is easier to keep related words in memory and to internalize them. Nation (1990) notes that knowing the words \”meaning\” and \”hopeful\” will make it easier to learn the word \”meaningful\”. The association technique can also be configured with a list of words to be learned. For example, students may be given a list such as the following, and the word>GET ANSWER