**question/assignment is after the attachement** The point of this assignment is
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**question/assignment is after the attachement**
The point of this assignment is to show that you are thinking broadly about Project 1. Take an hour or so and just think about what it will do. Generalize the information that'll be brought in. Think about boundaries that might apply. How will the user interact with the program? What will he type in or click? Submit your answer as text. Example: "I think three classes will be used. One class will be the date and times; one class ... "The first class will use the cycle through method in the second class. ... "The user will input "banana time amount" and "amount" will show ..."
Project 1 Objective This project tests your ability to organize code coherently and to produce a valuable software solution Parts and grading The most number of points for this exercise is 230. Each part is worth a predetermined number of points. It is as follows: 1. 100 points-testing The software is useless to the client if testing doesn't cover the entirety of the code. Tests that cover boundary conditions and exceptions receive more points. Tests that do not cover boundary conditions and exceptions drastically decrease the amount of points under this part. Every public method must have a test. Every class must have a test class. All logic needs a test. All input needs a test. All output needs a test. Remember that tests are specific. They test a specific expectation Hint: While I'm grading the project, I will not hold back trying to find a way to break your program. If I break your program and you at least have a test that covered the area, but did so unsatisfactorily, thus allowing me to break your program, I will not deduct as many points. We're human. It's therefore difficult to recognize every possibility. But not testing an area at all is avoidable. If I break your program because of a method and the method had no test at all, I will deduct a lot of points. It's better to have more tests than to skimp on tests 2. 60 points- implementation Organization of code, use of interfaces, good separation of concerns, minimizing dependencies, effective use of objects, and thorough commenting and descriptive naming make up the metric under this part. Keep these ideas in mind: Interfaces guide implementation; Objects depend more on interfaces than other objects to minimize dependencies; Simple code is better code 3. 40 points-documentation Use whichever documentation framework or program you want to use. You must explain to me every part of the program through documentation. The document must be user-friendly. It must have an index and thorough descriptions of classes, fields, methods, interfaces, enumerations, and resources. It is not necessary to include test classes, fixtures, or their contents in documentation. If you do include them, it should be in a separate file. Documentation must be in PDF format. 4. 30 points -git You'll have to use git for this project. How well you use it affects the points under this part. The more commits you make, the better. The more descriptive the commits you make, the better.Explanation / Answer
In modern organizations, teams may be entirely virtual and never interact in person. This presents a unique set of communication challenges which are outside the scope of this paper, although certain techniques presented will work well for virtual teams.
Larson and LaFasto (1989, 55-57) consider an effective communication system to be one of the four necessary features of team structure. The communication system must focus on accessible information, utilize information from credible sources, provide opportunities for informal communication and have a way to document decisions in planning for communication. Leaders must take care to structure the team and interactions in such a way that these four elements are a part of the system. For existing teams, the team will probably already have procedures in place, whether or not conscious effort went into developing them. As groups work together, certain norms of behavior develop. Team leaders should be aware of this process and work to develop an effective set of norms from the beginning. Opportunity for informal communication needs to be deliberately coordinated, not left to chance. To enhance the likelihood of informal communication, a team leader will want to allow time at the beginning of the process for group members to get to know one another and interact informally. An offsite retreat or team activity will build personal relationships among members and facilitate communication down the road. The facilitator should continue to build in regular opportunities for informal discussion in ways that work with the team culture.
Another important technique in preparing for communication is to train group members in advance on communication techniques. A leader should train team members about group techniques for meeting facilitation and conflict resolution as well as individual skills such as listening, communicating criticism and mediation. This process facilitation can have positive effects on team accomplishment. (Wheelan 2005) Finally, good communication requires feedback among group members. The facilitator must build in ways for team members to provide one another evaluative information about their behavior. (Wheelan 2005)
Once general systems are in place for good communication, the team leader can focus on specific situations such as a team meeting. For teams working face to face, meetings are one of the most common ways groups communicate, so planning for effective communication at meetings is critical. Part of planning a meeting means having the logistics in place for success. The timing and location must be right and the technologies must be in place for effective communication. Logistics such as the time of day members are likely to be available to meet and at their best, a location that will minimize interruptions and technologies such as PowerPoint that provide visual aids are all important foundations for a successful meeting. (Whetton and Cameron, 1995) Even more importantly, the leader must be clear on the purpose of the meeting and make sure the right participants are involved. Then, he or she must plan the structure. (Whetton and Cameron, 1995)
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