Cimt 687 project ii

Indiana State University

Project Management Plan
In partial fulfillment of the requirements for CIMT
687: Leading and Managing Technology Resources
in Educational Settings
Submitted by: Group 2: Andrea Boehme, Amena Alahmad,
Safaa Almohammedsalem, Ohoud Al Radhi, Shaimaa AlHarbi

[Year]

1

Executive Summary
Inspired by the idea that learning is most forceful when it is fun, we created a web site.

E-Learning is one of the best means of education in modern times because it has many benefits

and it helps to enter the information in the children mind faster and better than any other

educational means. E-learning is diverse areas where it helps to promote education in all schools

and universities, bringing a feature and a special luster make classroom more useful and fun

(Fichter, 2002)1.

From this standpoint we designed this site and created two sections for children who are

aged 8 to 11 to get them know the Human Body Systems and Water Cycle.

In this website, we have added a lot of pictures and videos about the human body so we

expect them to identify a number of body organs and their functions, explain how the respiratory

system works. Children would be able to identify the first and last part of the digestive system,

understanding the circulatory system and its functions and the excretory system and the

relationship with undigested foods.

Also we recognize the need to prepare the children to learn about water cycle so they will

know the meaning of it, how rain is formed, the type of clouds that contain water in the form of

vapor and how water falls on Earth and what is the source of most earth’s water. Children should

also know how evaporation takes place and the causes of evaporation. Understand that although

water is critical in the environment, but people's actions may affect the water cycle.

We believe that the early years of children help form their personality, so we need to develop

better ways to protect the education of today's children because they are the voice of tomorrow.

1Fichter, D. (2002). Intranets and elearning: A perfect partnership. Online, 26(1), 68-70. Retrieved from
http://ezproxy.indstate.edu:2048/login?url=http://search.proquest.com/docview/199956582?accountid=11592

2

Business Case
The creation of this e-book will fulfill a need in American education. As described in the

project charter, STEM education is an aspect of education that we need to improve. By giving

kids access to quality materials that engage and excite them, this may bolster their interest in

STEM subjects and cause them to pursue the discipline in their later years.

The cost to achieve this for Team 2 is time. Finding and incorporating quality videos and

images and creating the website are the main issues. However the benefits of these mediums

have been proven. Education depends on various resources: reading, writing, listening and

visualization. Each one has its way to send an educational message. The visual sense is really

effective in child education, especially, if its correlates with other senses. Generally speaking,

pictures and other visuals tools are found to be the most effective, most abundant, and the

cheapest way of teaching. Even if the child speaks another language or has disability that makes

his/her communication difficult, we can use image as a way to communicate and convey our

message. The main purpose is to encourage and improve the visual perception of children. But

unfortunately, instructors are underutilizing this useful resource. Used relevantly, pictures can

get the children’s attention because the colors, or art, can not only demonstrate a topic or theme,

but also can help to provide an experience based on what children require in order to make the

topic more interesting, exciting, and enjoyable. In our project, we replaced the old pictures with

different pictures that contain attractive colors and drawn in comic like and modern manner.

These pictures will be our pathway to touch the children’s minds. Even though these pictures

have advanced topics like respiration, water cycle, and blood circulation; it will be easy for them

to remember the topics.

3

Videos also add another benefit. It has been found that students who watch videos

“understand concepts more rapidly and are more enthusiastic about what they are learning. With

video as one component in a thoughtful lesson plan, students often make new connections

between curriculum topics, and discover links between these topics and the world outside”

(NTTI)2. Usually, children enjoy this kind of learning because it is fun and educational at the

same time. Another strength in the use of video is that students must employ two of their five

senses: hearing and sight. This will better encode the information to help children remember the

material for a long time. Video is also helpful in instruction because it helps to “illustrate

complex, abstract concepts...that can’t be done in class” (NTTI). We found good videos that

explain the human body and water cycles simply. We will also add narration to one video we

found to enhance it.

Measuring the costs of these media (our time) versus the educational benefits we can see

that this is a useful endeavor.

2NTTI. (n.d.) National Teacher Training Institute. Retrieved March 1, 2013, from
http://www.thirteen.org/edonline/ntti/resources/video1.html

4

Stakeholder Analysis
Person/Group Description Impact on project Communication Events Communication Method
Instructor for the Class. Will have final approval Dr. Boileau will be updated at ISU email, Google Docs
of project. And will be all milestone events, and comments
Dr Boileau
Sponsor ultimate judge the quality when project guidelines are
of the work unclear to the team.
Safaa, Amena, Shaimaa, Will create all work Each class the group will Amongst group: Gmail,
Ohoud, Andrea material. meet to evaluate project Google Docs comments, ISU
Responsible for meeting progress, set new goals for email
Main creator of material requirements. the week, and clarify
Team 2 expectations.
Throughout the week
informal emails and
document comments will be
used to create consensus.
Target Audience Creating product to meet After the website has been Informal face to face
their needs/wants. created we will seek the input conversation during
Elementary The our target learners will be Assessments will be used of children who are in our assessment of product by
Students students in 5 and 6 grade (k- to change the product if target audience. Amena and Ohoud
5& k-6) needed.

Tertiary Client No formal impact. They Formal presentation at the PowerPoint presentation
will be observers during end of project.
the final presentation.
Students in Questions asked during
CIMT 687 Class class time may better
inform the group on
instructor expectations.

5

Project Charter
This project charter authorizes Team 2 (Shaimaa, Ohoud, Safaa, Amena, Andrea) to

create a website for Dr. Boileau to meet the requirements of CIMT 687.

Contract
There is no formal contract for this project. Requirements and expectations for the

project have been stated in the class syllabus and rubrics. Product requirements are set by the

group and have been described in the product scope description.

Statement of Work

Project Need

Firstly, this project is being created to meet the requirement of CIMT 687 Leading and

Managing Educational resources. Secondly, the e-book/website being created is for elementary

aged students (specifically grades 5 and 6) who wish to learn independently about science. The

need to increase Science Technology Engineering and Mathematics (STEM) education has been

emphasized by President Obama. This was in response to, among other studies, a 2006

international assessment of science literacy that ranked The United States 21st out of 30 in the

ranking of developed countries (Educate to Innovate)3. It is our hope that by creating a fun and

interactive product, we can spark elementary aged student’s interest in STEM disciplines.

Project Scope Description

In order to meet the need for an interactive science resource, and to meet the

requirements of the course, we will create an e-book utilizing Google Sites and the information

from the Water Cycle and Human Body Systems sections of

3Educate to innovate. (n.d.). Retrieved from http://www.whitehouse.gov/issues/education/k-12/educate-
innovate

6

http://k12opened.com/ebooks/#science. The website will be created for 5th and 6th graders. To

help these students engage with the material we will add videos, pictures, and audio content that

will enhance the content from the K12 website. We will document the project following the

criteria listed in the Semester Project requirements included in the CIMT 687 syllabus provided

by the sponsor, Dr. Tim Boileau. Project documents will follow the guidelines set by the Project

Management Book of Knowledge (PMBOK) and will attempt to account for every step in the

project management process, whether the strategy is specifically used or not.

Product Scope Description

Website
The website will be designed using the Google Sites interface. It will be compatible with

Internet Explorer, Firefox, Chrome, and Safari. Safari may be excluded later as it is not currently

supported by Indiana State University.

Videos
Each subsection of the original content for the Human Body will have a video. The

Water Cycle section will have one video. These videos will be found through internet searches

with a preference for Creative Commons and Youtube. All videos will be embedded on the page

through Google Sites’ functionality. Only videos that have no narration will be considered for

narration to be created by the team. Citations for all videos will be included in APA format as

either a footnote, caption, or entry on work cited page depending on consensus of group. All

citations will have a consistent method for recognizing the creating authority.

Images
Each major subsection will have an accompanying image. Original images will be used

depending on group decision. Additional images will be gathered from internet searches, with a

preference for Creative Commons images. Citations will be included using the same method as

7

videos. All images will be .jpg format and will be uploaded to the website using Google Sites’

functionality.

Text
All text (with the exception of citations and navigational text) will be transcribed from

the source document. The only deviation will be to fix grammatical/spelling errors. Formatting

will be done at the group’s discretion as best suits the layout of the website or aids in

comprehension of material.

Assessments
Assessments will be created used the pre-existing multiple choice tests from the source

document. These assessments will be added to the webpage so that children may test their

knowledge.

Strategic Plan

As this is an ad hoc group created to fulfill a class requirement, there is no overarching

corporate plan that would inform how this project would fit into a current business model.

8

Deliverables

The list of deliverables has been broken down by project or product. Following the list of

deliverables, there is a RACI chart that documents who is Accountable (directly responsible for

making sure that tasks are completed), Responsible (responsible for creating some aspect of the

deliverable), Consulting (will be called upon to advise those accountable and responsible on

project requirements), and Informed (have no direct task to complete but may review content for

quality).

Project

Deliverable Start date Projected Due Date Completion Date
Semester Project Part 1 Jan 28 March 4 March 4
Semester Project Part 2 March 5 April 15 April 15
Semester Project Part 3 April 8 April 22

Product

Deliverable Start date Projected Due Date Completion Date
Setup website Jan 28 February 18 March 19
Layout text and page March 1 March 22 Feb 6
structure
Images March 22 March 26 Feb 12
Videos March 22 March 28 March 25
Assessments March 1 March 29 April 9
Test/Proofread on defined March 18 March 29 April 1
browsers
Test with children April 1 April 5 April 5
Make Changes April 5 April 14 April 15
Website delivery April 15 April 15 April 15

9

RACI Chart

Amena Andrea Ohoud Safaa Shaimaa
Semester
R A R R R
Project Part 1
Semester
R A R R R
Project Part 2
Semester
R A R R A
Project Part 3
Setup website
A I R R R
Layout text /
A I R R R
page structure
Insert images I I R A R
Insert videos
C I A R R
Create
R C I A I
assessments
Test/Proofread
I A,R I I I
on browsers
Test with
A I R I I
children
Make Changes
A I I I R
Website
A R R R R
delivery

Requesting changes

As any changes made to the project requirements will impact all members of CIMT 687

we request that the class as a whole approve such deviations after an in-class discussion. Only if

a majority of class agrees and Dr. Boileau consents to the request will such changes be honored.

Changes to the product may be requested by any team member. They are required to

have a majority consensus before changes will be made. Changes suggested by Dr. Boileau will

also be implemented per majority rules. Any additions to the project will only be considered up

to March 29, and cannot require more than 15 hours to implement. Subtractions will be

considered until April 10th, and cannot require more than 5 hours to implement.

10

Constraints

Project constraints have been detailed in the SWOT analysis and in the project milestones

document. Major constraints of the project concern time frame and proper execution of copyright

restrictions.

Assumptions

Assumptions for this project have been outlined in the project scope.

11

Enterprise Environmental Factors

Organizational or Company Culture

As this is an ad hoc group there is no pre-existing organizational culture that would

influence the product/project.

Governmental or Industry Standards

During the creation of the product copyright and fair use restrictions will need to be

respected. The team will have to choose resources that have Creative Commons licensing or

follow fair use guidelines. Citations for all materials will be included in the webpage if the

resources was used for the product, or in project documentation if resources were referenced in

the project documents.

Infrastructure

Infrastructure for this project will include the ISU library, which contains research

resources for the project as well as meeting places. There is also the CIMT classroom that will

provide additional meeting areas. All other infrastructure needed will be provided by the team

members as needed by the project.

Existing Human Resources

As the majority of the group has worked within the CIMT program we are used to

complying with standards, and working with a similar project load. Additionally Amena and

Andrea have both used Google Sites to create a website and have the skills needed to complete

the work.

Personnel Administration

This team cannot be hired or fired, nor is there a company-wide performance review

requirement. Therefore, this section is not applicable.

12

Project Management Information Systems

Open Proj - will be used to chart progress and create documentation for the project

Google Docs - will be used to construct preliminary documents and to house all project

documents. The comments functionality will also be a form of communication for

between team members and Dr. Boileau.

Microsoft Office - will be used to create all final drafts of project documentation.

Campus Email - will be used for formal communication between group members and Dr.

Boileau.

Google Email - will be used for informal communication between group members.

Blackboard will be used to submit project documents to Dr. Boileau for grading

purposes.

Organizational Process Assets

Organizational Standards
As this website is not being created for a specific company there are no specific

organizational standards to which we must adhere.

Templates
There are no preexisting organizational templates that we are required to use.

Historical Information
We have worked with Google Sites before and have experience working with Google

Sites’ interface; this will make it easier to manage the creation of materials and should cut down

on testing the website.

13

Summary Milestones

Below are listed the milestones for the project. Each item is listed with a due date, a

short description of the milestone, a ranking of criticality, and a possible path of recourse if the

milestone is not met. Please note for the ranking of criticality it proceeds from 1 being “Not

critical at all” to 5 at “Non-completion not acceptable”.

Project

Milestone Due Date Description Recourse
Semester Project March 4 Initial project If due date is not met this will adversely
Part 1 documentation affect our grade enough to signify
project failure.
Layout text and March 22 The layout of the Project must be halted until all text is
page structure website and the input. Project failure will be imminent
information in it. if text is not input.
All content April 5 Website is ready If not completed by due date group my
inserted for testing. decided by consensus to remove voice
over.
Semester Project April 15 Finalized project If due date is not met this will adversely
Part 2 documentation affect our grade enough to signify
project failure.
Semester Project April 22 Presentation If due date is not met this will adversely
Part 3 affect our grade enough to signify
project failure.

14

Work Breakdown Structure (WBS)
Task Start Date End Date Dependent on Resources
1 Find Ebook 1/14/2013 1/18/2013 Andrea Boehme; Amena Alahmad; Safaa Almohammedsalem; Shaimaa AlHarbi;
Ohoud Al Radhi
Website 1/21/2013 3/29/2013 1
2 choose layout 1/21/2013 1/21/2013 1 Amena Alahmad
3 insert text 2/4/2013 2/6/2013 2 Amena Alahmad; Safaa Almohammedsalem; Shaimaa AlHarbi; Ohoud Al Radhi
4 create page 1/21/2013 1/25/2013 2 Safaa Almohammedsalem
structure
5 review layout with 1/21/2013 1/21/2013 9 Andrea Boehme; Amena Alahmad; Safaa Almohammedsalem; Shaimaa AlHarbi;
media inserted Ohoud Al Radhi
6 glossary page 3/25/2013 3/29/2013 2 Shaimaa AlHarbi
7 Images 1/15/2013 4/1/2013 3
8 find images 1/21/2013 2/11/2013 1 Ohoud Al Radhi[50%]; Safaa Almohammedsalem[50%]
9 insert into website 2/6/2013 2/12/2013 4 Safaa Almohammedsalem; Amena Alahmad; Ohoud Al Radhi; Shaimaa AlHarbi
10 cite images 2/12/2013 4/1/2013 9 Safaa Almohammedsalem[50%]
Video 1/14/2013 4/9/2013 1
11 find video 1/14/2013 2/5/2013 1 Ohoud Al Radhi [20%]; Amena Alahmad[20%]; Safaa Almohammedsalem[20%]
12 edit for time 3/18/2013 3/22/2013 11 Amena Alahmad
13 insert videos 3/25/2013 3/25/2013 4 Amena Alahmad
14 cite videos 3/25/2013 4/9/2013 9 Safaa Almohammedsalem [50%]
Testing 1/21/2013 4/12/2013 5
Platforms 4/1/2013 4/5/2013 5
15 Internet explorer 4/1/2013 4/5/2013 5 Andrea Boehme [20%]
16 Firefox 4/1/2013 4/5/2013 5 Andrea Boehme [20%]
17 Chome 4/1/2013 4/5/2013 5 Andrea Boehme [20%]
18 Fix errors 4/8/2013 4/12/2013 5 Amena Alahmad; Safaa Almohammedsalem; Shaimaa AlHarbi; Ohoud Al Radhi;
Andrea Boehme[50%]
User testing 1/21/2013 4/12/2013 5
19 find subjects 1/21/2013 1/21/2013 Amena Alahamad; Ohoud Al Radhi
20 get feedback 4/1/2013 4/1/2013 19 Amena Alahmad; Ohoud Al Radhi
21 Evaluate 4/8/2013 4/8/2013 20 Andrea Boehme; Amena Alahmad; Safaa Almohammedsalem; Shaimaa AlHarbi;
feedback Ohoud Al Radhi
22 implement changes 4/9/2013 4/12/2013 21 Amena Alahmad; Safaa Almohammedsalem; Shaimaa AlHarbi; Ohoud Al Radhi

15

SWOT Analysis
Helpful Harmful
Internal Strengths Weaknesses
(organizational) Have experience creating Slight language gap
Google Sites Not Familiar with OpenProj
Group Synergy Functionality
Large Group (more resources) Classload
Familiarity with children Majority of group are 1st
The project will be free semester
Clear course requirements Lack of experience for some
group members
External Opportunities Threats
(environmental) Emphasis on STEM education Timeframe
Rise in societal desire for e- Class load
books and other interactive Copyright law
media Popularity of the arts steering
Freely available project students away from the sciences.
resources
Project easily scalable upward to
improve capabilities

DCPI

Factor Ranking Rational

Internal 2 We seem to understand the requirements of the course and we are
working well together to meet those requirements. However,
many in the group are anxious about achieving the best grade they
can. We can meet this issue by using our class time well and
keeping communications open so that we all can be assured of an
excellent final project.
External 3 The majority of the group has a large course load or other time
draws. However, with a sufficient division of labor the project
will become more manageable.
Technology 3 The majority of the technology we are going to use is familiar to
us. The only issue is the OpenProj software. However there is a
robust user forum that can help use use it for the limited amount of
functions we need it to do.
Environmental 2 We will have to make sure that we are using materials that are
Creative Commons or fall under fair use. Making sure to correctly
attribute our additional media will need to be a priority
Total 2.5

16

Risk Assessment Plan
Priority Matrix

Low Medium High
High Training Copyright Law
Class load
Medium Sickness Content Creation
User opinion
Low Google sites
Missed criteria

As seen in the priority matrix, the majority of our risks fall into the high priority range.

To combat these many risks we have planned ways to negate or fix the possible problems. The

following table presents the risks in detail and describes how such risks will be addressed if they

are triggered.

17

Risk Register

Risk Probability Impact Trigger Actions
Google sites Low High Google decides to discontinue Avoidance/Transfer – If this occurs before March 4th, then an
(Technical) Sites and makes the platform eBook will be created using one of the eBook programs freely
completely unusable. available on the web. If this occurs after March 4th, all non-critical
aspects will be dropped and we will renegotiate the requirements
with Dr. Boileau.
Sickness Medium Low A member of the team gets Avoidance / Mitigation - in the event that class load becomes too
(Organizational) sick and is unable to perform much we will reduce workload by eliminating aspects that the
their work team deems non critical. Critical product aspects will have
multiple people working on them to assure completion.
Creation of Medium High content creation becomes the Transfer - content from the K12 site will be used to reduce time
Content major focus of the project spent creating content.
(Organizational)
Training High Medium Member does not know how Mitigate - Training on Google sites will come from members of the
(Organizational) to use a feature of the team who have worked with it before. Open Project assistance will
program. come from the program’s support site.
Missed criteria Low High An requirement for the Mitigate - to reduce the chance of missing criteria we will try to
(Organizational) assignment was not fulfilled. have open communication with DrBoileau and allow him to
review materials so that expectations are met.
Class load High Medium Team members become too Avoidance / Mitigation - in the event that class load becomes too
(Organizational) overwhelmed with class work much we will reduce workload by eliminating aspects that the
to fulfill their section of the team deems non critical. Critical product aspects will have
project. multiple people working on them to assure completion.
Copyright Law High High The use of information in the Mitigation - preference for CC licensed materials. For materials
(External) website that are not CC we will create a reference page and cite the
material.
User opinion Medium High Users do not like the design Mitigation - We will complete a learner analysis to examine to
(User) of the website, or are discover what our users would like. Additionally, we will rely on
confused by the content. the knowledge of team members who have children to guide the
rest of the team in material use and child appropriate content.

18

Budgeting
As described in the scope resources were chosen that were free to use. There is no

overhead to fund, services or technology to buy, or salaries to pay. Therefore, this budget is

based on hours needed to complete project deliverables. It assumes a “work week” of 5 hours

per person. It does not include weekends or Spring Break. This semester we have a total of 320

“budget-able” hours (available days x1 hours per day x5 members of the team). As projected

below, we should only need 180hours to complete the project. Many of the steps have already

been completed as of April 15th, and we are on track to complete the project on time and under

budget.

Name Estimated Cost (hrs) Actual Cost (hrs) % Change
Website platform 20 22 10
Images 15 50 233
Videos 15 45 200
Text Content 20 25 4
Testing 15 20 3
Proofreading 15 25 66
Project P1 20 20 0
Project P2 30 30 0
Project P3 30
Total 180 237 +31

21

Project Quality Checklist
Website

Technical 30%
Do all the links work?
Do all images appear?
Do all videos function as intended?
Does website function similarly on supported browsers (IE, Firefox, Chrome)
Aesthetic 30%
Is information formatted consistently?
Is content presented in a way that viewers would find appealing?
Is content presented in a way that does not hinder navigation?
Content 40%
Is content (videos, images, text) appropriate for the concept?
Is content appropriate for the audience?
Is information presented accurately and without bias?
Are there any grammatical or spelling errors?
Is all outside content properly cited?

Project

Are all sections listed in the syllabus present?
Are relevant PMBOK techniques and practices evident in each section?
Is information formatted consistently?
Is information presented accurately and without bias?
Are there any grammatical or spelling errors?
Is all outside content properly cited?

22

Ebook Rubric
Criteria 8 6 4 2 0
Is non-text media All media supports content Media helps students Media helps students The majority of media All media detracts
appropriate for the and enhances understand concepts, understand concepts, does not enhance from content, does not
concept? understanding. with only 1 irrelevant with only 2 irrelevant learning. accurately represent
or inaccurate item. or inaccurate items. concepts, or is filler.
Is content Content shows that the Some concepts are Audience either The majority of Content is so high over
appropriate for the audience is thoroughly inappropriate for the confused or already content is confusing or far below
audience? understood, and that audience. familiar with 50% of for the audience or is audience’s level of
information has been content. passed over because understanding that it is
presented that will they are already not useful.
appropriately challenge familiar with it.
them.
Is information All information is correct There are 1 or 2 minor There a few factual There are several The majority of
presented and is presented without factual errors over the errors on some pages. major factual errors. information is blatantly
accurately and bias. whole website. - Or- - Or- incorrect
Content

without bias? - Or- Bias is evident and Bias is evident and -Or-
Bias is evident but manipulates manipulates Bias renders the
does not affect the information in minor information in major information unusable.
information. ways. ways.
Are there any There are no spelling or There a no more than 5 There are 5-10 errors There are between 10 The amount of spelling
grammatical or grammatical errors present. typos or minor on the website. and 20 errors. or grammatical errors
spelling errors? grammatical errors in is numerous enough
the content of the that understanding is a
website. struggle for the
majority of the content.
Is all outside All information cited One or 2 references are Many references have The majority of No outside information
content properly correctly in the chosen improperly cited. punctuation errors in references have major is cited. Or no citation
cited in its citation citation style Errors are in citation format. errors in citation style is evident.
style? punctuation. -OR- format.
Info. required Some references have
Order of info. major errors in citation
Punctuation of format.
citation
Criteria 10 8 5 3 0
Technic

Do all the links All links connect with the Less than 10% of links Between 10 and 20% Between 20 and 50% More than 50% of
al

work? correct information. are non-functional. of links are non- of links are non- links are non-
functional. functional. functional.

23

Do all (non-text) Every media element Between 10 and 20% Between 20 and 50% Between 50 and 80% More than 80% of all
media items work appears as designed. percent of media is of media is non- of all media is non- media is non-
as intended? non-functional. functional. functional. functional.
Does website All functions work as The majority of Critical functions are Critical functions are Critical functions are
function similarly designed on all supported functions work as unusable on 1 unusable on 2 completely unusable
on supported browsers. designed on all supported browser. supported browsers. on all supported
browsers supported browsers. browsers.
IE Functions that don’t
Firefox work are not critical to
Chrome its use.
Criteria 10 8 5 3 0
Is information Every page within the Within sections/pages Within sections/pages Within sections/pages, No formatting is
formatted website uses the same formatting is standard. formatting is standard. formatting changes at evident.
consistently? formatting conventions and But across sections But across sections random. The user’s
Color schemes this formatting enhances there are minor there are major attention is focused on
Font understanding. differences that do not differences. These understanding the
Aesthetic

Page layout impact understanding. differences create layout rather than
confusion for the content.
reader.
Is content The website is visually The website is visually Aesthetic design has There is no aesthetic The website is not
presented in a way appealing, draws users in, appealing and been demonstrated but appeal to the website. visually appealing in
that viewers would and enhances their enhances the doesn’t enhance the any way and causes
find appealing? experience. experience of the website. users to avoid the
majority of users. website.

Cimt 687 project ii

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