The French Revolution, Its Outcome, and Legacy

The outcome of the French Revolution, which began in 1789 and lasted for more than a decade, had numerous social, economic, and political effects not just in France but also in Europe and beyond.   Prelude to Revolt By the late 1780s, the French monarchy was on the brink of collapse. Its involvement in the American Revolution had left the regime of King Louis XVI bankrupt and desperate to raise funds by taxing the wealthy and the clergy. Years of bad harvests and rising prices for basic commodities led to social unrest among the rural and urban poor. Meanwhile, the growing middle class (known as the bourgeoisie) was chafing under an absolute monarchical rule and demanding political inclusion. In 1789  the king called for a meeting of the Estates-General—an advisory body of clergy, nobles, and bourgeoisie that had not convened in more than 170 years—to garner support for his financial reforms. When the representatives assembled in May of that year, they couldnt agree on how to apportion representation. After two months of bitter debate, the king ordered delegates locked out of the meeting hall. In response, they convened on June 20 on the royal tennis courts, where the bourgeoisie, with the support of many clergy and nobles, declared themselves the new governing body of the nation, the National Assembly, and  vowed to write a new constitution. Although Louis XVI agreed  in principle to these demands, he began plotting to undermine the Estates-General, stationing troops throughout the country. This alarmed the peasants and middle class alike, and on July 14, 1789, a mob attacked and occupied the Bastille prison in protest, touching off a wave of violent demonstrations nationwide. On Aug. 26, 1789, the National Assembly  approved the Declaration of the Rights of Man and of the Citizen. Like the Declaration of Independence in the United States, the French declaration guaranteed all citizens equal, enshrined property rights and free assembly, abolished the absolute power of the monarchy and established representative government. Not surprisingly, Louis XVI refused to accept the document, triggering another massive public outcry. The Reign of Terror For two years, Louis XVI and the National Assembly co-existed uneasily as reformers, radicals, and monarchists all jockeyed for political dominance. In April 1792 the Assembly declared war on Austria. But it quickly went badly for France, as Austrian ally Prussia joined in the conflict; troops from both nations soon occupied French soil. On Aug. 10, French radicals took the royal family prisoner at Tuileries Palace. Weeks later, on Sept. 21, the National Assembly abolished the monarchy entirely and declared France a republic. King Louis and Queen Marie-Antoinette were tried hastily and found guilty of treason. Both would be beheaded in 1793, Louis on Jan. 21 and Marie-Antoinette on Oct. 16. As the Austro-Prussian war dragged on, the French government and society, in general, were mired in turmoil. In the National Assembly, a radical group of politicians seized control and began implementing reforms, including a new national calendar and the abolition of religion. Beginning in September 1793, thousands of French citizens, many from the middle and upper classes, were arrested, tried, and executed during a wave of violent repression aimed at the Jacobins opponents, called the Reign of Terror.   The Reign of Terror would last until the following July when its Jacobin leaders were overthrown and executed. In its wake, former members of the National Assembly who had survived the oppression emerged and seized power, creating a conservative backlash to the ongoing French Revolution. Rise of Napoleon On Aug. 22, 1795, the National Assembly approved a new constitution that established a representative system of government with a bicameral legislature similar to that in the U.S. For the next four years, the French government would be beset by political corruption, domestic unrest, a weak economy, and ongoing efforts by radicals and monarchists to seize power. Into the vacuum strode French Gen. Napoleon Bonaparte. On Nov. 9, 1799, Bonaparte backed by the army overthrew the National Assembly and declared the French Revolution over. Over the next decade and a half, he could consolidate power domestically as he led France in a series of military victories across much of Europe, declaring himself emperor of France in 1804. During his reign, Bonaparte continued the liberalization that had begun during the Revolution, reforming its civil code, establishing the first national bank, expanding public education, and investing heavily in infrastructures like roads and sewers. As the French army conquered foreign lands, he brought these reforms, known as the Napoleonic Code, with him, liberalizing property rights, ending the practice of segregating Jews in ghettos, and declaring all men equal. But Napoleon would eventually be undermined by his own military ambitions and be defeated in 1815 by the British at the Battle of Waterloo. He would die in exile on the Mediterranean island of St. Helena in 1821. Revolutions Legacy and Lessons With the advantage of hindsight, its easy to see the positive legacies of the French Revolution. It established the precedent of representational, democratic government, now the model of governance in much of the world. It also established liberal social tenets of equality among all citizens, basic property rights, and separation of church and state, much as did the American Revolution.   Napoleons conquest of Europe spread these ideas throughout the continent, while further destabilizing the influence of the Holy Roman Empire, which would eventually collapse in 1806. It also sowed the seeds for later revolts in 1830 and 1849 across Europe, loosening or ending the monarchical rule that would lead to the creation of modern-day Germany and Italy later in the century, as well as sow the seeds for the Franco-Prussian war and, later, World War I. Sources Editors of the Encyclopaedia Brittanica. French Revolution. 7 February 2018.History.com staff. French Revolution. History.com.The Open University staff. French Revolution. Open.edu.Roy Rosenzweig Center for History and New Media staff. Legacies of the Revolution. chnm.gmu.edu.

Bus Week Dis Free Essays

Self- esteem and self-efficacy are two phases often time mistaking with each other, different but closely related. As defined by Webster Dictionary, self efficacy is defined as how confident a person is in his or her own abilities, either in general or directed toward a specific task or activity. Self-esteem is more a person’s idea of his or her own self-worth, which can be related or unrelated to his or her abilities. We will write a custom essay sample on Bus Week Dis or any similar topic only for you Order Now The key word that separates the two is idea. In self efficacy a person knows his or her ability, Aback dated, â€Å"The expectation that you will succeed evolves over a series of years. Where as with self esteem it is all in their head, high self esteem or low self esteem. Example of self efficacy; Game 6 of the NAB finals, 4th quart game tied with 4. 2 seconds remaining ,without thinking about it, Lebanon James shoots a three pointer with two defenders in his face to win the game. A shot he had be making all series. Same scenario, Lebanon James hesitates and thinks about shooting the three pointer, a decision based on his self worth as to how he has performed throughout the series. The dynamics of how self esteem affects self efficacy is, self efficacy reflects a person’s belief about his or her ability to successfully complete a task (Aback, 2012). Well in Odder for this to work that persons self esteem has to be high. There is no correlation between low self esteem and self efficacy. A person with high self esteem welcomes the challenge to exhibit their ability to succeed and with a proven track record that fuels their self efficacy to get the task completed. My friends are external forces the impact my self efficacy. For example, I have been singing since I first learn to talk. Every time I open my mouth to sing they continue to boost my confidence by say you have an amazing voice which in turn has developed me a high self esteem. References â€Å"Self esteem. â€Å"Merriam-Webster Online Dictionary copyright How to cite Bus Week Dis, Papers

Project Management Technology Lab Setup

Question: Discuss about the Project Management for Technology Lab Setup. Answer: Introduction Cost Estimation for Developing Technology Lab In this section the estimated cost are presented to develop Technology Lab for a Music Academy. The estimation of Reliable costs are required for responsible fiscal management at every other point of a project. The estimation of Unreliable costs often causes significant problems in terms of budgeting as well as planning (Burke 2013). The inconsistent cost evaluations may likewise prompt staffing and planning choices that utilize assets maybe incorrectly or even ineffectually. The expression Project Cost Estimation is frequently utilized amid the procedure for task advancement and it incorporates all capital expense costs, including right-of-way, equipments; however does not ordinarily incorporate expenses for Capital support (Turner 2016). In this project to develop Technology Lab for a Music Academy it is assumed that five personal computers will be purchased that can connect to the Internet and run several popular music creation and editing programs. The cost estimation for this pr oject also includes the costs of desks, chairs, microphones, keyboards, soundproofing the room, set-up, testing, etc. The costs for this project to develop Technology Lab for a Music Academy are estimated to be: Component Quantity Price Total Price (in $) Personal Computers 05 $ 450 (Per Quantity) 2250 Internet Connectivity 01 $ 70 per month 70 Desks 04 $ 230 (Per Quantity) 920 Chairs 06 $ 80 (Per Quantity) 480 Microphones 04 $ 165 (Per Quantity) 660 Keyboards 03 $ 450 (Per Quantity) 1350 Room Soundproofing 01 $ 1080 (One Time Cost) 1080 Set-up 01 $ 250 (One Time Cost) 250 Testing 01 $ 120 (One Time Cost) 120 Total 7,180 Quality Checklist There are certain factors that needs to be considered as Quality Checklist for startup of the Musical Academy as below: Criteria Y/N? Experienced and professional teachers Private (one-on-one) lessons customized to the student's learning style and pace All lesson plans posted to Academy Website so students and parents can review lessons from any computer or mobile device, with video, audio, and pdf attached Ability to schedule 2 or more students in different lessons at the same time saving valuable driving time Low pressure, optional performances, showcases, and recitals offered throughout year Desk staff available for assistance during all teaching hours Wide variety of styles offered including rock, blues, classical, jazz, more Musical Theatre starting at 4 yrs. Sound-proofed rooms minimizing distraction during lessons Music Fun Time classes for 18 mo. to 7 yrs. Computer furnished lesson studios In-house discount supply store saving students money, plus the time of going to the music store for small items like strings, books, tuners, and more. All instructors background checked through Live Scan. More than one instructor for most instruments allowing for best fit. Group instruction available for beginning guitar, drums, and piano. Quality Metrics for the Project Quality metrics are a key part of a successful quality administration plan and are the estimations utilized as a part of guaranteeing that clients get worthy items or deliverables. Quality measurements are utilized straightforwardly to make an interpretation of client needs into satisfactory execution measures in both items and procedures (Heagney 2012). The managers in a Project must have the capacity to survey the advancement, productivity, and execution of their tasks and measurements are the methods, which permit project managers. Nonetheless, a note of those measurements must be built up with an end goal to enhance the item or procedures required in the project (Mir and Pinnington 2014). This section illustrates the quality metrics chosen for this project and a description of each as below: ID Critical Success Criteria Potential Quality Metric Priority Metric Target Action Plan 1 All lesson plans posted to Academy Website The lesson plans must be posted in the Academy website so that it is available for the students as well as parents. High To be achieved prior to the setup of Technology Lab Development of a robust Website for the Academy so that it is accessible by various users. 2 Desk staff available for assistance during all teaching hours Availability of desk staff for assisting the students as well as teaching faculties. High This must be treated as a High priority Quality metric for this project. Recruitment of desk staffs and allocation of duties prior to opening the Music Academy. Request for Proposal (RFP) for the Technology Lab Purpose of RFP This project is to develop Technology Lab for a Music Academy that will foster creativity and promotes fun in learning. The Music Academy will synthesize knowledge from the fields of business, education, creativity and music. In an expansive sense, this task was about changing over a thought into a workable arrangement (Marchewka 2014). Each smart thought stays just that without centered exertion, assessment, inventiveness, and maybe measurements of favorable luck. The chances are in the support of the individuals, who perform intensive examination, continue in spite of obstacles, and saddle the force of imaginative considering. Background Information An underlying examination uncovered that my initial step ought to be to compose a strategy for success. This would offer shape to my crude thoughts and uncover zones of quality and shortcoming. Hence, figuring out how to compose an arrangement that suited my needs turned into the center of this task (Reich, Gemino and Sauer 2012). Changing the thoughts into solid numbers is a standout amongst the most difficult tasks. Basic Requirements Conceptual ideas must be explained and afterward refined until particular criteria were met. New thoughts developed and some were thrown away (Reiss 2013). The different ideas experienced rehashed refinement until a convincing archive was made that spelled out my vision and arrangement for accomplishing it. Purchasing of technical equipment. Procurement of Hardware. Installation of Software. Soundproofing the room. Testing and maintenance of the technical equipment along with Hardware and Software. Procurement Issues for the Project ID Issue Impact Plan of Action 1 Budget estimation for hardware and Technical equipment (Shields and Rangarajan 2013). High Determine the budget for the Hardware according to market value. 2 Version mismatch due to budget for Software procurement. Medium The Software version may not match according to the requirements hence there is a need to analyze the features provided by each version of a software. References Burke, R., 2013. Project management: planning and control techniques. New Jersey, USA. Heagney, J., 2012. Fundamentals of project management. AMACOM Div American Mgmt Assn. Marchewka, J.T., 2014. Information technology project management. John Wiley Sons. Mir, F.A. and Pinnington, A.H., 2014. Exploring the value of project management: linking project management performance and project success. International Journal of Project Management, 32(2), pp.202-217. Reich, B.H., Gemino, A. and Sauer, C., 2012. Knowledge management and project-based knowledge in it projects: A model and preliminary empirical results. International Journal of Project Management, 30(6), pp.663-674. Reiss, G., 2013. Project management demystified: Today's tools and techniques. Routledge. Shields, P.M. and Rangarajan, N., 2013. A playbook for research methods: Integrating conceptual frameworks and project management. New Forums Press. Turner, R., 2016. Gower handbook of project management. Routledge.

100+ Power Words to Include in Your Résumé

100+ Power Words to Include in Your Rà ©sumà © Imagine that youre a hiring manager sifting through stacks of incoming rà ©sumà ©s- all using the same (or nearly the same) language. Beyond the sheer boredom of having to read them, the repetitive phrasing comes across as a rà ©sumà © that has been built with a template and without any distinguishing characteristics that would make an individual stand out. With this being the norm, when one particular rà ©sumà © stands out as different, its a big impact. So, the question then becomes: How can I make my rà ©sumà © stand out from the rest?Oprah Winfreys advice on rà ©sumà © building is the perfect answer to this question: The challenge of life, I have found, is to build a rà ©sumà © that doesnt simply tell a story about what you want to be, but its a story about who you want to be.Keep that advice in mind as we go over 100+ power words to include in your rà ©sumà © to set yours apart from the rest.Including power words on your rà ©sumà © will help you stand out from th e pack. Photo by rawpixel on UnsplashCompany valuesA companys primary goal in hiring is to find a capable, talented individual that can reflect the companys values in his or her work. The most obvious way to let them know youre that individual is to take awhile to look over the companys mission statement and vision- both of which are most often found on a companys website. Lets look at an example and pull some power words from it that could be included in your rà ©sumà ©:Christine H. is looking for a job with Boys Girls Clubs of America and goes to their website to find the company values and mission statement. In doing so, she finds the following information:MissionTo enable all young people, especially those who need us most, to reach their full potential as productive, caring, responsible citizens.VisionProvide a world-class Club Experience that assures success is within reach of every young person who enters our doors, with all members on track to graduate from high school wi th a plan for the future, demonstrating good character and citizenship, and living a healthy lifestyle.Boys Girls Club of AmericaNow, to pull some power words from these statements, Christine might choose:enablereach their full potentialcaringresponsibleplan for the futuregood charactercitizenshiphealthy lifestyleFrom this list of power words, pulled straight from the target employers website, Christine can now craft her objective statement, summary, and even past job details with these words included. For example, if she has teaching experience, instead of writing something like this as a detail on her job description:Helped students with social skills and peer interactionShe could rather write:Discussed and emphasized citizenship roles and caring for their peersInstead of using a typical objective statement such as:Recent graduate seeking a job with an employer that is making a difference in the world.She could write a summary statement that has far more impact, using the power w ords pulled from the companys mission statement:Caring and forward-thinking teacher seeking a job that allows me to enable young people to become the best version of themselves and practice a healthy, responsible lifestyle.The result of changing her summary statement to reflect some of the power words noted in the companys mission statement is an automatic connection between the teacher she wants to be (remember Oprahs advice) and the teacher they are seeking.Same idea, better wordsWhile these example sentences communicate the same idea, by choosing power words from the companys mission statement, she has immediately set herself apart from the rest of the applicants and shown that she has a unique ability to meet the vision that Boys Girls Clubs of America has for its work. In doing so, shes showing that shes an ideal candidate for the position.The same thing can be done with the job description itself. Look over the language used in the job description and pull out some of the key power words. Use these words in your summary and former job details (if they fit) and allow them to be the focus on your rà ©sumà ©. Obviously, you need to make sure you can back up your statements with experience. If there is a power word you have noted that you cant tie directly with your past course work or experience, its best to leave it out and find one that will easily correlate to your employment or educational history.Atypical action verbsBeyond using language from the companys mission statement and job description as power words in your rà ©sumà ©, unique action verbs will stand out more than the more commonly used ones such as worked, oversaw, managed, performed or did. If your job description bullet points contain these overused words, go through the list of atypical action verbs below to see if another might fit and offer a more powerful word choice.Here are some atypical rà ©sumà © action verbs to consider in place of repeating the tired, overused ones that are used in everyone elses rà ©sumà ©:AchievedAcquiredActivatedAmendedAnalyzedAppraisedArbitratedAscertainedAssessedAttainedAuthoredBalancedBoostedBolsteredBrainstormedBuiltCentralizedChartedCoachedCommissionedCompiledConceptualizedConsolidatedConstructedConvincedCritiquedDecipheredDeliberatedDeterminedDiagnosedDirectedDraftedEducatedElicitedEmpoweredEncouragedEnrichedEvaluatedExaminedExpandedFacilitatedForecastedFormulatedFosteredFoundedGuidedIllustratedImplementedInfluencedInformedInitiatedInnovatedInspiredIntegratedInterpretedIntroducedInvestigatedJustifiedLecturedLinkedMediatedMobilizedModernizedMonitoredMotivatedMultipliedOrchestratedOrganizedOrientedPartneredPersuadedPioneeredPolishedProcuredProjectedPromotedQueriedReconciledRecruitedRefinedRehabilitatedRejuvenatedRevampedSanctionedScrutinizedShapedSpearheadedStreamlinedStrengthenedStimulatedSustainedSynthesizedTailoredTracedTransformedTransmittedUpdatedUpgradedValidatedVisualizedLets look at the difference these words can make on a typical rà ©sumà ©. Before using power words, Christines job experience bullet points read like this:Performed duties such as grading and lesson planningContacted parents relating to their childs progressTaught students soft skills for the workplaceWorked with fellow teachers on curriculum development goalsAfter replacing the typical verbs with atypical action verbs, her job experience bullet points now read like this:Created lesson plans and evaluated grades to determine student progressFacilitated open communication with parents as stakeholders in their childs educational progressEmpowered students with soft skills that would enrich their career searchCollaborated with peers to integrate curriculum goals into teaching practiceImmediately, youll notice how the tasks using power words and atypical action verbs seem more important, with more personal involvement on Christines part. While both examples show the same tasks, the second one will stand out to a potential employer w ho is seeking someone who can empower, collaborate and create. These words have much more impact than performed, contacted, taught, and worked.Choose power words with greater impact for your rà ©sumà ©. Photo by Sarah Cervantes on Unsplash.Popular skillsThe modern workplace often looks vastly different than workplaces just 20 years ago. While some skills have remained in demand- such as communication skills, organization skills, etc.- others have grown in demand only recently. For example, 10 years ago, employers didnt care whether you have social media literacy, unless you were working specifically in that field. Now, its a factor many employers consider in their new hires, especially since the effect of social media has intensified in the past decade.This article on career-building website Monster.com lists the top seven skills employers are currently looking for, in general, in new-hires:Problem solvingData analyticsSocial media literacyCreativityResilienceGood business senseWi llingness to learnThese skills are power words in their own way, and including them on your rà ©sumà © will help boost your chances of being hired and distinguish you from the pack. Obviously, employers from different sectors will list other skills that are needed to fulfill the job role. However, having the core basic skills and including them on your rà ©sumà © is a power play that will get you noticed, regardless of the sector to which youre applying.Final thoughtsIts important to understand that you can use every power word possible on your rà ©sumà ©, but if you submit it with grammar, syntax, or spelling mistakes, that power is lost. One risk you might run into in using atypical action verbs is spelling them incorrectly, so whatever words you use, make sure youve checked and then rechecked again to ensure accuracy.Also, be careful to avoid throwing in power words without knowing their meaning. This could result in using a word out of context, which will make it seem like you dont know what youre doing, and are simply using big words for the sake of using them. This will come across to your potential employer as dishonest and unprofessional, so whatever words you use- understand their connotation and definition fully before doing so.

buy custom Allegory essay

buy custom Allegory essay Allegory of the cave and the giver are two works of art that are attributed to Plato and Lowry. In the allegory of the cave, Plato brings out the idea of general operation of human being. To him, human being has the ability to think and utter words without necessarily being aware of what is going on in his surroundings. He compares human beings to people who have been jailed inside a cave, and they are not able to turn and look at what is in their surroundings (Lawrence, 18). In the cave also, there exists puppeteers, but the prisoners can only hear the sounds produced by the puppeteers yet they cannot see who is producing the sound. There is, therefore, a possibility that such prisoners will not be able to make out the reality from appearance. For them the walls around them are real, but they are not aware of the reality outside their sight. Discussion Plato, in the allegory of the cave, tries to justify the fact that human beings may have perceived knowledge of various things. It will not be right for them to justify that what they see is equivalent to what they perceive. Lowry, on the other hand, in his work of art, The Giver, analyses the nature of the society. It depicts the extent to which the society takes control over the total life of an individual (Flora and Taylor, 224). Decisions that an individual should make are all made by the elders. This decision includes who to marry and the job that one is to undertake. The author explains the nature of the society using an actor named Jona, who has been chosen a profession of becoming the receiver. There are various similarities and differences that are figured out from the two stories. Both Plato and Lowry have expounded on the events that surround the society at large. They talk of the control that the society has on its people. According to Plato human beings are being controlled inside a cave. This act makes them to only be aware of the walls that surround them. When shadows pass by, they perceive that they have seen the reality yet this is not true. For Lowry, the society takes full control of its people. From birth to death, everything that one engages in is to be chosen to them by the society (Lawrence, 134). In both novels, rules and orders are portrayed as having negative impacts on the populace. The are used to snatch freedom, ability to make personal decisions, and independence of each and every person in the society. According to Lowry, the society has put down rules that are used to guide an individual on various decisions that they are undertaking. Those rules imp rison one to a career that he has been chosen for. In Platos novel, the society is likened to a prisoner, who has been placed in a cave. He has no ability to make his own decisions and is not able to make out the reality from the perceived truth. Both the authors have different meanings of how the society can be blindfolded from knowing the truth. For Lowry, it is done through the use of rules that have been laid down in the society, which every individual has to follow, while in the allegory of the cave, one is imprisoned in a cave, where he cannot turn the neck and therefore, is not able to distinguish the reality from the perceived nature. They are living in comfort, but are ignorant of the realities in the world. In both pieces of art, the stories of the reality are told through the use of objects. In the allegory of the cave, the author uses prisoners who are imprisoned in a cave, while in the giver; the author uses a person called Jona with whom the society has to make all the decisions regarding his life. Their main aim is to enlighten the society on the evils that are being perpetrated by those in power. They are aiming at enlightening the society on the necessity of having freedom from all forms of injustices being carried in the society. The theme of suffering is brought out in both the allegory of the cave and the giver. The society has been imprisoned by the rules set by the society. They cannot make their own decisions hence have to undertake what the society has chosen for them. The same applies to the prisoners in the cave, they have been imprisoned and have to follow rules and regulations set according to the law (Flora and Taylor, 987). The difference that comes between the two pieces of art is that though they undergo both physical and emotional suffering, there is a difference in the nature of their suffering. The prisoners are in a cave and they cannot turn their necks to see what is going on in the society they are living in, while those imprisoned by the law of the society in the giver are able to learn from the mistakes that are in the society (Lawrence, 78). At the back of the cave, there exist puppeteers, who are casting shadows on the walls where the prisoners think they are perceiving reality. The allegory of the cave also brings out the reality that people may think that they are living in the truth while the reality is that they are not living in any truth at all. According to Plato, the prisoners thought that the shadows were true images of a book, but the reality was that they had not seen a book at all. In the giver, the society has been imprisoned by the set laws and they follow without questioning. In the process of living they realize that there are so many mistakes that the society has made and they try to search for the real truth (Flora and Taylor, 675). Both pieces of art also describe how freedom can be attained. In the allegory of the cave, freedom can only be obtained through the release of the prisoners from the cave. Their release will make them turn their necks and see the truth. They will be able to see the objects that are being tuned to produce various sounds as opposed to their hearing of sounds produced by unseen objects. In the giver, freedom can only be attained when an individual has in the process of following the rules set by the society, been able to learn from the mistakes of the past and seek a new beginning. Conclusion The two pieces of art speaks to the reality in the world today. Most people are suffering from rules and regulations set down in the society with the main aim of imprisoning those who adhere to them. There are some societies depicted by the giver who in the process of following the rules have realized the truth and are in the process of building up a new nation (Lawrence, 185). Imprisonment occurs in various sectors of the society, ranging from the economy and political nature of the society. Change of leadership in the society is what at most times individuals use to gain freedom. To Lowry therefore, it is essential for the citizens to critically analyze the events in the surrounding so as to make a choice on whether they need to be changed. In the allegory of the cave, Plato puts out clearly the fact that people need to come out of the cave they are in if they are to get their freedom. Buy custom Allegory essay

Costing, Budgeting for Projects Accounting Essay

Costing, Budgeting for Projects Accounting - Essay Example 9018088 0.000842049 12 8 13 9 7.703656443 1.680506618 13 9 14 7 7.414185094 0.171549292 14 7 15 4.791208791 44.00883114 -1.008791209 19.92307692 0.247845443 2.110327908 0.57993311 3.738278384 16.56687898 12 231.5175824 167.6967033 Estimating Learning-Curve Functions 2 2) I used the formula approach and forecast approach to estimate non-linear functions such as the learning-curve function. The predicted value for 15 units is 4.791209. Note: When I used the forecast approach, either there was an error in the formula or the predicted value is wrong. The formula on p.209 is =FORECAST(15,B1:B14,A1:A14), but I came up with a predicted value of 4.32967. But since I must arrive at the value 4.791209, I figured the formula should’ve been =FORECAST(15,B2:B15,A2:A15). I finally succeeded at having the same value 4.791209. I think my formula is more accurate because for 14 units of outputs, the DLH value is already given with a value of 7. The formula for regression analysis is Y = a + bX where a is the constant term and b is the slope. When estimating LCR, I used Solver routine in Excel. I started with an estimated LCR of .80 and entered that figure in cell D2. For getting the predicted DLHs, I used Excel learning-curve formula which is =$B$2*A2^(LN($D$2)/LN(2)). For unit 1 (X), the predicted value is an exact match. It is the same as the actual DLH, 29. The rest of the predicted DLHs for outputs 2-14 were a close match except for 9 and 11 units (in thousands) of outputs. Next, I calculated the â€Å"squared-error.† The obvious answer is 0, since there is no error. The predicted DLH is exactly the same as the actual DLH. The formula for â€Å"squared-error† in Excel is =(C2-B2)^2 for 1 unit (in thousands). The rest can be calculated in Solver routine by dragging the cells when copying the formula for 1 unit of output. Estimating Learning-Curve Functions 3 3) Shown on the graph with the downward slope, as the total outputs increased, the cumulative uni ts produced decreased. In other words, the more experience there is in producing outputs, the amount of time to perform the task decreases. The plot is consistent with the data given for units produced and DLHs. 4) I estimated the LCR with the â€Å"incremental unit-time learning-curve model† using Solver routine and I arrived at 0.69 or .70. In the Solver routine window, I entered the â€Å"target cell† as $E$2 which is the â€Å"squared error† contained in E2 and the â€Å"changing cell† as $D$2 which is the Estimating Learning-Curve Functions 4 LCR contained in D2. The exponent in learning-curve model, b, is -0.51681. So for DLH 29, the incremental unit-time learning-curve model is Y = 29.0*X^-0.51681. 5) The formula for cumulative average time per unit to produce x units is Y = ax^b; where Y = cumulative average time per unit to produce x units, a = the time taken for the first unit of output, x = the cumulative number of units, and b = the index of l earning (log LR/log 2). Using the calculation in Excel spreadsheet, I entered the formula =$B$2*A2^(Ln($D2$/Ln(2)) for cumulative av

Challenges and security issues Research Paper Example | Topics and Well Written Essays - 1000 words

Challenges and security issues - Research Paper Example Therefore, the organization failed to follow the standards laid down in testing the product before releasing it to the market. That led to the soft ware problem. Laudon (2011) says that in regard to technology, MacAfee’s system failed to detect possible dangers the product was posing to consumers using the windows XP and Service Pack 3, which was widely used in desktop PC configuration. In this case, technological factors played a significant role in MacAfee’s soft ware problem. Question 2 MacAfee lost a significant number of its customers as a result of the software problem. Actually, the company lost loyalty of its key clients after their computers crushed as a result of antivirus updates. According to Laudon (2011), the company lost most of its customers as a result of management’s sluggish response to the crisis, and the company’s initial effort to ignore the issue’s impact to the consumers. MacAfee’s reputation in the corporate business environment was dented as a result of its misleading reaction to the technical hitches on its systems. On the other hand, consumers’ businesses were affected as a result of their computers being crippled. According to Laudon (2011), this slowed down the normal operation of consumers’ businesses; hence leading to loses and idle time in labor. ... This was contrary to the fact that a significant number of clients were affected. Question 4 MacAfee’s management should come up with a set of standards meant to ensure adherence to testing procedures. This will facilitate efforts meant to determining a product’s quality before being released into the market. According to Laudon (2011), this will help to curb any deterrent effect a product may have on consumers. Chapter 8: How Secure is the Cloud Question 1 With respect to the security problem of tracking unauthorized activity, this can be controlled using a cloud vendor. According to Laudon (2011), this is a public company whose mandatory requirement by law is to disclose how it manages information. On the other hand, the problem can be controlled by use of cloud vendor that allow subscribers to choose where their cloud computing work takes place. Question 2 People who contribute to security problems in the cloud include those who hack into data bases and try to access companies’ information. They do this despite the fact that information stored within the subject databases is unauthorized to them. According to Laudon (2011), these people pose a security threat to companies’ information as they subject them to unauthorized alterations. In addition, organizations contribute to unauthorized access as they fail to pay attention to their security practices. Laudon (2011) agrees that they fail to secure their infrastructure. Lastly, the high cost of technology contributes to security problems. That is because of the dynamics and high costs associated with advanced technology. Most firms cannot afford secure systems for them to store and back