Emersons Self Reliance vs. Douglass Narrative of the Life Essay

In the wake of perusing both â€Å"Self Reliance,† by Ralph Waldo Emerson and â€Å"The Narrative of the Life of Frederick Douglass, an American Slave,† by Frederick Douglass, one may see a pattern in what the two scholars see as the way to joy or self-satisfaction. Emerson and Douglass both suggest that gaining information is the thing that individuals ought to take a stab at for the duration of their lives. In any case, their observations on the sort of information ought to be achieved is the place their thoughts separate; Emerson is the one that urges one to build up the spirit while with Douglass, it is the psyche.      One of the essential issues that Emerson attempted to pass on was that one must follow what they accept is valid for themselves and not tune in to what others think. He states, â€Å"It is simple on the planet to live after the world’s assessment; it is simple in isolation to live after our own; yet the extraordinary man is he who amidst the group keeps immaculate pleasantness the autonomy of solitude(Emerson 151).† One of the meanings of the word â€Å"world† is â€Å"human society.† The word â€Å"opinion† implies â€Å"a view, judgment, or evaluation framed in the psyche about a specific matter.† By assembling these words, Emerson is suggesting that the â€Å"world’s opinion† is the general perspective acknowledged by a large portion of society. Emerson additionally utilizes the word, â€Å"solitude† which implies, â€Å"the quality or condition of being separated from everyone else or remote from socie ty.† By likewise utilizing the word â€Å"solitude† in this sentence, he shows a differentiation between the dominant part (society), and the person. What Emerson proposes is that on the off chance that one can live in a world brimming with individuals who think a specific way since they were instructed to accept that way, yet at the same time hold your own ground and follow what you accept, you are an incredible individual.      Douglass likewise has confidence in following what is valid for oneself regardless of what individuals around him think. This is obvious when he says, â€Å"But I ought to be bogus to the most punctual notions of my spirit, on the off chance that I smothered the conclusion. I want to be consistent with myself, even at the danger of bringing about the mocking of others, as opposed to be bogus, and cause my own loathing (Douglass 75).† The word â€Å"true† implies â€Å"being that which is the situation instead of what is show or assumed,† and the word â€Å"false† implies â€Å"inconsistent with the facts.† Douglass utilizes both of these words to pass on the way that he would prefer to accept his own considerations and endure the wrat... ... what's more, despondent (Douglass 78).† Learning how to peruse was as large a stage towards opportunity for Douglass as it was back. It made him mindful of the conditions yet it additionally caused him to acknowledge how troublesome it would be for him to ever get himself a liberated person. In any case, information overwhelms obliviousness as in his lords would never remove his capacity to peruse from him and in light of the fact that Douglass presently knew his condition, he realized that he merited a superior life.      Both Emerson and Douglass hugy affected the individuals who read their work. Their messages were both comparative and diverse in their own specific manners. Emerson pushed the possibility of unification with God through the spirit while Douglass remained behind the improvement of the brain with the capacity to peruse. Be that as it may, both Emerson and Douglass were for non-similarity and independence. They were a lot of worried about the development of the individual, regardless of whether it be as a top priority or through the spirit. Works Cited Douglass, Frederick. Account of the Life of Frederick Douglass, an American Slave. New York: Penguin Group, 1982. Emerson, Ralph Waldo. Determinations from Ralph Waldo Emerson. USA: Riverside Releases, 1957.

Argument Essay Death Penalty Essay Example

Contention Essay Death Penalty Essay Example Contention Essay Death Penalty Essay Contention Essay Death Penalty Essay Nicole Stewart Argument article â€Å"The Death Penalty capital punishment otherwise called the Capital discipline has been contended that it is simply to satisfy a longing for retribution. Likewise numerous individuals frequently addressed whether its reasonable or not to proceed with capital punishment. Regardless of whether the discipline is legitimate, it relies on whether the discipline fills an admirable statement or need of an arrangement. Capital punishment has been continuing for quite a long time, and as the years pass by, numerous different states are beginning to make capital punishment legitimate. I for one feel that the court framework should end capital punishment. Capital punishment just permits us to broaden the torment. It permits us to keep on accusing each other, to betray each other, to figure out how to abhor better. Despite the fact that capital punishment rebuffs them for what they previously done, its indistinct that the killer has a similar option to live as their casualty. Numerous individuals says that its less expensive to send an individual waiting for capital punishment than to keep a criminal in for detainment without an opportunities for parole. Despite the fact that its less expensive to do capital punishment, it doesn't mean for the court framework to choose to slaughter an individual. Its essentially doing likewise as the killer was doing, however its increasingly lawful. Today, capital punishment is as yet dubious by and large if its fair or out of line. Should a killer get his own life taken or should it be called savage unordinary discipline. I regularly wonder if the Capitol discipline is an approach to seek retribution for what the killers have done to their casualties, which makes me question against the constitution. Regardless of how capital punishment is done, I feel as though no man ought to have the ability to pass judgment and sentence another to death. In spite of the fact that, what the killers has done was wrong, I want to be in jail forever is sufficient discipline for them.

City Hospitality free essay sample

City Hospitality On a brilliant early morning, I wake up from my profound rest. After my typical breakfast of Quaker Oats, my mother drives me out of our modest two-room condo, and into the roads of our neighborhood, Harlem. The climate is warm, and a decent breeze is blowing easily. Some time later, I am sitting in the smooth and hard seats of New York City tram, my four-year-old eyes dashing around apprehensively, taking a gander at all the various individuals sitting and standing. The metro starts to move, and after a spell underground, we ascend to a scaffold. Glancing out the windows, what was only a couple of moments prior a profound dark turns into the magnificent New York horizon. The transcending high rises, the bug-like vehicles arranged in a road turned parking lot, and the filthy sky burst into my view. At our stop, we stroll up a stairwell and mix in secretly into the avenues of New York City. We will compose a custom exposition test on City Hospitality or then again any comparative theme explicitly for you Don't WasteYour Time Recruit WRITER Just 13.90/page We pass a vagrant sitting against a store divider. Furthermore, obviously, I can always remember the pigeons, dissipated along the lanes searching for bits of nourishment. My mother drives me inside a structure with a play area close to it. Down the lobby, I go into a room, and my faculties prod to life. I had never observed such a large number of children all together. While my mother converses with some woman, I start to get anxious, detecting something peculiar is going on. My mother bids farewell and starts to leave, and my eyes well up. I don’t recognize what to do, or even where I am. The woman lets me know, â€Å"Welcome to your first day of school, I will be your teacher.† She quiets me down, and drives me to a table with colored pencils, where I am bound to go through the day drawing kid's shows with Carlos, Diego, and Rachel, three children who I just met. In a range of possibly two hours, I had gone from feeling nostalgic to feeling comfortable, and having a fabulous time. This day truly indicated me in spite of some underlying feelings of trepidation, the city was warm and tolerating of individuals, regardless of what your identity is, and where you originate from. I was conceived in Queens, when my folks had scarcely lived in the US for a year, and went through the initial five years of my life in Harlem. New York is the home of the Yankees, my preferred group from that point onward. It’s home of the numerous metros I took every day to preschool, and to a horde of societies, individuals, and eventsâ€some of which I had the benefit of encountering in the initial five years of my life, for example, going to Madison Square Garden, and playing on the play areas of Central Park. The strolls in the boulevards, excursions to Central Park, and seeing such a significant number of various, well disposed individuals were regular events in my youth. At the point when I was five, my folks landed new positions and chose to move upstate and out of the city. In the a long time since I left the Big Apple, we have since a long time ago changed in accordance with the working class life. Just quite a while later did I understand the circumstance we were in those days, living in a confined condo, and eating free dinners from school. Be that as it may, I would not exchange these encounters for anything. For one, they cause me to welcome the conditions I appreciate now. Yet, above all else a portion of the interests I’ve created in New York City remain with me today: the Yankees, pride and energy about decent variety, and the city. I left New York longer than 10 years prior, however my time and recollections made in that great spot will never leave me.

Main Problems of Teenage Pregnancy - Free Essay Example

What is teen pregnancy? Teen pregnancy is when a teen, nineteen or younger, has a child. This can lead to numerous problems, as it is a child having a child. Most teenage moms dont graduate high school and have a harder time supporting themselves. Teen pregnancy negatively affects teen moms because it leads to health issues, a lower chance of getting a good education, and gives them a higher chance to use/abuse drugs. First, teenage moms experience a variety of health issues. Most relate to depression, which can lead to a mother harming herself or her kid. Depression isnt just caused by childbirth, but society around her as well. Most people frown upon teenagers having kids, which could make the mother feel horrible about herself. Society would be constantly judging her, and since she isnt an adult, she wouldnt know how to deal with it. The health issues arent just for her. Her baby has a higher chance of being born with disabilities. Some parents today cant deal with debilitated c hildren, and putting it on a teen is even worse. Second, teen moms have a lower chance of getting a better education. What follows is a scenario. Youre a teenager, you have a minimum wage job, and homework takes a long time to do. Then, you have a baby, and your job money has to be spent on the child. Babies take a lot of work, so your homework is unfinished. Because you dont do your homework, you start failing classes. You start stressing about it, but the baby is more important. You end up dropping out of school, and take care of the bay full time. A few years later, your baby has grown and you need more things for him and you. Without a highschool degree, its nearly impossible to get a job supporting your child. Scenario is over. Thats what happens to most teen parents. 40% of teen moms cant get a higher education or get a better job. A college degree is needed for many jobs, but the killer is no high school diploma. No high school diploma equals not a lot of money. Thirdly, teen moms have a higher chance to use/abuse drugs. 60% of them have used drugs before. This can lead to bad things for the mother and child. Children born with parents using drugs have higher chances of being born with a disability. The mother would usually do drugs after the pregnancy to cope with problems. As I mentioned earlier, depression could be a reason that they use drugs. Drugs like marijuana give a relaxing feeling to teens, making the depression easier. The effect only lasts so long, and theyll crave more. That could lead to them caring more for the drugs than the baby. Teen pregnancy affects teens in bad ways. They are more likely to develop health issues, like depression as a result of having a baby that early. The moms are more likely to not get a better education, as taking care of the baby is a full-time job. This leads to them not getting a diploma, which results in less job opportunities. They have a better chance of using drugs to cope with depression or taking care of a child. Teens should not have children, as they are not ready to take care of a baby mentally or physically.

Symptoms And Symptoms Of A Traumatic Brain Injury

PENETRATING CRANIOCEREBRAL INJURIES INTRODUCTION Traumatic Brain Injury is a large subset of the global public health epidemic of trauma. It is estimated that 1.7 million people sustain traumatic brain injury (TBI) in the United States of America (1). In a study by Crandon et al, published in the West Indian Journal of Medicine in 2007, 857 patients were admitted to the University Hospital of the West Indies over a four year period with TBI. Of that total only eight percent (8%) were due to penetrating injuries(2). Even though penetrating brain injuries are not common they tend to carry a worse prognosis(3). The management of penetrating TBI is the same as for any other closed TBI. The tenets of avoiding secondary brain injury holds true. There are however a few key management features that are quite specific to penetrating injury and these include antibiotic prophylaxis, seizure prophylaxis and indication for surgery. After reviewing the index case we will discuss these key peculiar differences in more detail. INDEX CASE A 42 year old male presented to the emergency department of the Kingston Public Hospital (KPH) after being transferred from a peripheral hospital, with a history of being shot to the head with a spear gun approximately four hours prior to presentation. He had no chronic illnesses and during an altercation with known assailant, was shot once with the spear gun to the head. He had no history of loss of consciousness, no seizures, no vomitingShow MoreRelatedSymptoms And Symptoms Of A Traumatic Brain Injury Essay2249 Words   |  9 PagesTraumatic brain injury (TBI) is a type of brain injury in which a sudden trauma leads to damage to the brain. This brain injury could be due to the head suddenly and aggressively being hit against an object or when an object penetrates the skull and enters the tissue of the brain. The symptoms of TBI can be classified as mild, moderate, or severe, but this all depends on the amount of damage that was done to the brain. When enduring a mild TBI, the pe rson may experience a loss of consciousness, confusionRead MoreSymptoms And Injuries Of A Traumatic Brain Injury841 Words   |  4 Pages Nearly two million people experience a traumatic brain injury (TBI) every year. The degree of severity from the incident may range from no underlying brain injury to severe compression of brain tissue. Irregular interior surface of skull can damage fragile tissues of brain during acceleration, deceleration, or shearing forces. Direct mechanical trauma can injure cortical tissue. Traumatic hematomas can damage subcortical structures and lead to vasospasm and ischemia. Sudden movement of skull onRead MoreSymptoms And Treatment Of A Traumatic Brain Injury1451 Words   |  6 PagesTraumatic Brain Injury Disease Processes: Gregory is a 23-year-old Caucasian male whose primary disease processes is mild traumatic brain injury (TBI). TBI’s are individualized to the patient. It is determined by severity, location of injury, and mechanism of injury. According to Pathophysiology The severity is characterized on the patient’s GSC score on admission or the lowest score in the first 48 hours following admission. Subdural hematomas form between the dura and the outer arachnoid membraneRead MoreSymptoms And Treatment Of Mild Traumatic Brain Injuries1271 Words   |  6 PagesIntroduction Mild traumatic brain injuries (mTBI) are amongst the most common injuries affecting approximately 42 million individuals annually (Gardner Yaffe, 2015). This incidence rate is inaccurate as many mTBI are not reported (Gardner Yaffe, 2015). Such injuries are thought to increase susceptibility to neurodegenerative diseases including Parkinson’s disease (PD), Alzheimer’s disease (AD), and amyotrophic lateral sclerosis (ALS) (Gardner Yaffe, 2015). AD accounts for up to 80% of all senileRead MoreTraumatic Brain Injury Issues Regarding Causes, Symptoms, And The Public s Awareness1304 Words   |  6 Pages Traumatic Brain Injury Issues Regarding Causes, Classifications, Treatment, Symptoms, and the Public’s Awareness Camilo J. Montoya Thomas Nelson Community College Traumatic Brain Injury Issues Regarding Causes, Classifications, Treatment, Symptoms, and the Public’s Awareness Research Findings: Traumatic Brain Injury (TBI) has continually garnered concern from the public. Effects of a TBI range from headaches to loss of motor functions in more severe cases. Normally when one hears thatRead MoreTraumatic Brain Injuries In The Military. Usaace. Ncoa.1077 Words   |  5 Pages TRAUMATIC BRAIN INJURIES IN THE MILITARY USAACE NCOA SSG Justin T. LaFountain 15ZSLC 17-002 SFC Maradol â€Æ' Traumatic brain injuries (TBIs) in the military are a tangible threat to the men and women of the United States military. Operations in Iraq and Afghanistan have created a spotlight on this injury, as the â€Å"signature injury†. Specific criteria makeup the definition of a TBI, which is certain symptoms and severity levels of those symptoms. Due to the capacity of this injury, the DepartmentRead MoreTraumatic Brain Injuries (TBIs) in Adults and Children655 Words   |  3 Pages Traumatic brain injuries have become an epidemic, affecting both children and adults. The effects of these brain injuries are severe however; they do differ in severity from youth to adult age in areas such as: cognitive and speech function, physical ability, fatigue, and headaches. America has been recognizing the severity of these injuries and sports and medicine have increased funding to prevent them. In order to properly decide what treatment is best for adults or youth suffering traumatic brainRead MoreEssay on Traumatic Brain Injury1034 Words   |  5 PagesTraumatic brain injury occurs when a person is hit in the head with a blunt force. This significant force to the head can happen playing recreational sports, on the playground, being in a car or motorcycle accident, falling down at home and your head impacting something, a blast or explosion. Traumatic brain injuries are also the leading cause of fatality rate and disability, especially in children, young adults and elde rly. TBI is a devastating condition that affects millions of people nationwideRead MoreRecovery Time After Concussion Essay855 Words   |  4 Pagesthe best chance to avoid further injury after a concussion due to the complexity and variability in presentation of concussion symptoms. Keywords: Concussion, biomarkers, mild traumatic brain injury, tau, and blood test. Introduction Traumatic brain injuries, whether they occur on the football field, soccer field, ice hockey rink, boxing ring, or overseas in a war laden area, continue to be on the rise. This can be associated with athletes reporting their symptoms and trained medical professionalsRead MoreThe Awareness Of Traumatic Brain Injuries1334 Words   |  6 PagesIntroduction The awareness of Traumatic Brain Injuries (TBI) has increased and the information available is better now than it was in the past. I believe many people are aware of concussions and traumatic brain injuries but not how it can affect their brain. Traumatic Brain injuries are a very complex injury with a broad spectrum of symptoms and disabilities. Many healthcare professionals in the field of brain injury often say, â€Å"If you’ve seen one concussion, you’ve seen one concussion.† Even a mild

Diagnostic Issues And Diagnoses With Major Depressive...

I will discuss the diagnostic issues and diagnoses with Major depressive disorder as a primary diagnosis and several other differential diagnoses. We will look at the etiology relationship problem between mom and daughter. We will take into account gender and race. Lastly we will discuss the prognostic treatment for the fictitious patient Dineo. Abnormal behavior is a behavior that diverges from what is projected as a normal standard which is outside the parameters of what is accepted in society. We ask ourselves when will look at a scenario of Jolene sitting in her classroom taping her fingers loud on the desk whilst her lecture is teaching, when he asks her to stop she continues even louder and roll her eyes at him with annoyance. Is this behavior seen as still in the realm of normal behavior? What is seen as normal behavior can be varied amongst different cultures and society. Behavior constitutes abnormalities because some behaviors that disturb social norms are expected to be labelled as abnormal because the not normal behavior that is observed outside the social constraints are classified as deviant. 1. According to Kleinman, (1988) normality and abnormality differs in culture as there are certain standards that are acceptable behavior norms if one behaves in a certain way that is outside the norms of their culture they are believed to show abnormal behavior as it infringes the rules of what is acceptable behavior in a certain culture, therefore reality isShow MoreRelatedSummary Of The DSM-5877 Words   |  4 Pagesneed for a classification of mental disorders has been clear throughout the history of medicine. The American Psychiatric Association, the DSM was first published in 1984. The DSM-IV symptom criteria for major depressive disorder (MDD) are somewhat lengthy, many studies showing that treatment providers have difficulty recalling all nine symptoms (American Psychological Association, 2010). The symptom inclusion criteria for the diagnos is of major depressive disorder (MDD) have remained essentially unchangedRead MoreOutline and Evaluate Issues Surrounding the Classification and Diagnosis of Depression1051 Words   |  5 PagesOutline and Evaluate Issues Surrounding the Classification and Diagnosis of Depression Scheff’s Labelling Theory is a process which involves labelling people with mental disorders when they produce behaviour that does not fit with socially constructed norms and labelling those who reflect stereotyped or stigmatized behaviour of the ‘mentally ill’. A disadvantage of labelling an individual with depression is that labelling can accentuate and prolong the issue. In addition by labelling someoneRead MoreSymptoms And Symptoms Of Bipolar Disorder1648 Words   |  7 PagesBisecting Bipolar Disorder Introduction and Background Overview 3.9% of adults in the United States are suffering from bipolar disorder as of 2014 according to the National Institute of Mental Health (Jann, 2014). Although rare, it is still a prevalent disease in the realm of mental health and requires special attention from healthcare providers. Bipolar disorder is a lifelong condition described by repeated manic or depressive episodes. Furthermore, due to the extreme mood swings and emotionalRead MoreThe Addams Family : Cultural Factors That Might Affect Their Final Diagnosis1266 Words   |  6 PagesAlthough The Addams Family is a film this student previously viewed on several occasions, it took on a whole new meaning since beginning the study of mental disorders using the DSM-V. Each Addams family member possesses certain traits that could be potentially diagnosed with a mental disorder. However, for the purpose of this paper, this student will focus on Gomez Addams and Fester Addams. Before examining Gomez and Fester’s behaviors, th is student will discuss cultural factors that might affectRead MoreSymptoms That Meet Criteria For Persistent Depressive Disorder ( Pdd ) Essay1297 Words   |  6 PagesCase #1: Jim Diagnostic Impressions 300.4 (F34.1) Persistent Depressive Disorder, moderate, late onset, with pure dysthymic syndrome V62.5 (Z65.0) Conviction in Civil or Criminal Proceedings Without Imprisonment V61.03 (Z63.5) Disruption of Family by Separation or Divorce Diagnostic Evidence Jim is describing symptoms that meet criteria for persistent depressive disorder (PDD). In specific, he described symptoms that allow Criterion A, which requires the presence of a depressed mood for at leastRead MoreMajor Depressive Disorder. One Of The Most Commonly Diagnosed1367 Words   |  6 PagesMajor Depressive Disorder One of the most commonly diagnosed mental disorders in the United States is Major depressive disorder. Major depressive disorder is defined by the National Institute of Mental Health as a common but serious mood disorder that causes severe symptoms that affect how you feel, think, and handle daily activities, such as sleep, eating or working. For a doctor to diagnose you the symptoms must be present for a minimum of two weeks. Major depressive disorder is an umbrellaRead MoreCase Study Coun 6461643 Words   |  7 Pagesincreasing in severity. Documenting the critical issues, diagnostic impressions, and treatment recommendations are imperative to successfully helping the client deal with the issues and possibly minimize the risk of future relapse in recovery. Addressing the biological, psychological, social, and spiritual aspects will help to guide the therapist through developing the most accurate treatment model for the patient. Key Issues Listing the key issues through priority, rationale, and documenting possibleRead More Substance-Related Disorders Essay examples795 Words   |  4 PagesThe Substance-Related Disorders category of the DSM-IV-TR, is subdivided into two groups: the Substance Use Disorders (Substance Abuse and Substance Dependence) and the Substance-Induced Disorders (Substance Intoxication, Substance Withdrawal, Substance-Induced Persisting Dementia, Substance-Induced Persisting Amnestic Disorder, Substance-Induced Delirium, Substance-Induced Psychotic Disorder, Substance-Induced Mood Disorder, Substance-Induced Anxiety Disorder, Substance-Induced Sexual DysfunctionRead MoreCurrent Diagnostic And Treatment For Major Depressive Disorder Essay1904 Words   |  8 PagesThe purpose of this paper revise current diagnostic and treatment for Major Depressive Disorder it also includes suggestions for revisions of the current definition of MDD in the Diagnostic Statistics Manual. This paper will focus on the influence of situational factors (financial issues or death/loss of loved one) on timing of depressive symptoms. The influence of labels will also be discussed and how the society and an individual’s environment can affect the outcome of MDD. Suggestions for theRead MoreThe Link Between Anxiety And Depression1352 Words   |  6 Pagesco-occurrence of two or more disorders in an individual at a given time, or the manifestation of multiple disorders during the lifetime of the individual.† (Seligman and Ollendick, pg. 125) Two disorders may be comorbid when there is symptom overlap; â€Å"when one underlying construct is split into two separate disorders†; when disorders share risks, or â€Å"when one disorder causes or increases the risk of developing the second disorder.† (S and o, pg. 125) People with comorbid disorders are, â€Å"typically more severely

Ambition Essay free essay sample

Ambition means a strong desire to attain success for ones life. All of us have certain ambition. Some have good ambition such as to be a famous singer or an actor etc. Some others have bad ambition. Some want to be rich like Oprah Winfrey. Some want to be this person and that person, while some others want to be very rich. If ones ambition is noble then he will surely succeed. On the other hand, if ones ambition is selfish and narrow, he will surely fall in the long run. A person with bad ambition may initially be successful. But finally his ambition will be frustrated. Most people have an ambition to get power and influence, wealth, and fame. Sometimes they are successful. Ambition coupled with hard work brings success and benefit. It’s sometimes unsuccessful depending upon the nature of the means. If a person does not go through training, his ambition to be a firefighter cannot be fulfilled. We will write a custom essay sample on Ambition Essay or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Similarly, a student with an ambition to be a doctor should think carefully. If he does not work hard, he cannot be a doctor. You need to work hard to gain success. Ambition pushes you to reach your goals in life. In the work field of sports, simple ambition has no meaning. A middle age man in order to be famous like Shane Victorino or Jaromir Jagr must work hard. No matter how old you are in life, strive to be better then you know you can be. To become a professional MLB player like Shane or a professional NHL player like Jaromir your ambition is everything. Ambition should not turn into day-dreams. Nobody can build castles in air. Only an idle man can do it. It is therefore wise to be realistic in our ambition.

Jump Ship To Freedom Essays - , Term Papers

Jump Ship To Freedom This book was about slavery and Arabus who wanted to be free and not have to answer to his slave master Ivers who treated him like dirt. It is hard to compare Arabus and me because there is not much in common between us. One thing we have in common is that we both believe that African Americans should not be discriminated apart from white people. Something that we don't have in common is that his father is dead and mine is not. We both have determination. Arabus was trying to become free by stealing his Fathers soldiers notes and then sailing with Ivers all the way to New York and then jumping off and swimming away from Ivers so he could find his fathers old friend and trading in his dads notes for money and then he could by his freedom and then buy his mothers freedom. I have never had to fight for my freedom but I think I would have the determination to fight for my freedom. We can both swim well. He proves he is a good swimmer when he jumps off the ship and swims away to get to New York. I have never proved I'm a good swimmer by swimming away. People know I can swim well because they have seen me swim at the pool. I don't think that I could swim away for as long as he did. The last thing that I will compare is the fact that he lost his dad when he was really young and I still have mine. His dad was a soldier that was fight and his ship sunk and was African American . My dad is not a soldier and he is not There are differences but I think we could be friends if we were the same age because we have the same morals. What we don't have in common are little things that don't matter as much.

I am investigating how well people estimate the length of a line and the size of an angle Essay Example

I am investigating how well people estimate the length of a line and the size of an angle Essay Example I am investigating how well people estimate the length of a line and the size of an angle Essay I am investigating how well people estimate the length of a line and the size of an angle Essay I am investigating how well people estimate the length of a line and the size of an angle. I am going to compare the following: * Year 7 compared to year 10 (Boys and girls) in estimating the size of an acute angle. * Girls compared to boys (Years 7 and 10) in estimating the length of a short line. I am going to compare these two because it is a very wide range of data. I am going to sample 40 people for each investigation, For example: * 40 people from year 7 and, * 40 people from year 10. A questionnaire has been circulated to a variety of people in set 1-5 and year 7-sixth form. The questionnaire includes questions, such as: * Estimate the length of this line * Estimate the size of this angle * Estimate the length of this squiggle For Investigation 1 Year 7 compared to year 10 in estimating the size of an acute angle My hypothesis is that a larger amount of year 10 will be better at estimating the size of an angle than year 7. I think that more people from year 10 will be better at estimating the size of an angle because they have been in education longer and are more advanced at maths, while year 7 will be less advanced as they havent been in education as long as year 10. For Investigation 2 Girls compared to boys I estimating the length of a short line My hypothesis is that girls will be better at estimating the length of a line and the size of an angle than boys. I think that girls will be better at estimating the length of a line and the size of an angle than boys because girls take time to study things more closely than boys as boys tend to rush things. I will put all the data I collect in graphs. I will put my data in the following graphs: * Box plot * Cumulative frequency graph I have chosen these graphs because they are clear, simple to look at and will show my results best. A box plot provides an excellent visual summary of important aspects of a distribution among my data. The box stretches from the lower quartile to the upper quartile and therefore contains the middle half of the data in the distribution. The median is shown as a line across the box. Therefore 1/4 of the distribution is between this line and the top of the box and 1/4 of the distribution is between this line and the bottom of the box. This makes it easy for me to comment on my data and compare two sets of data if they are both in box plots. From the cumulative frequency graph it is possible to work out three important statistics: * The lower and upper quartiles * The median * The interquartile range From these 3 important statistics I will find it easy to compare data both on other cumulative frequency graphs and on box plots making it easier for me to come to a conclusion about my data and find out whether or not my hypothesis is correct. I will use stratified random sampling to sample my data because it is an alternative to a simple random sample that provides more precision. In a simple random sample, I would select subjects randomly from a single large pool of data. In a stratified random sample, I will divide this large pool of subjects into several groups called strata (in this case strata will be gender and year group) and then randomly select subjects from within each group. The number of subjects selected from each group is fixed by design. A stratified sample makes sense when your data is varied, but it can easily be split into strata that are more consistent. I am using a stratified sample because there is a lot variability between strata and little variability within strata. The numbers I select from each strata will be proportional to the size of the strata. CALCULATIONS *The numbers I select from each strata will be proportional to the size of the strata, I am sampling 20% of each strata. I will then make this fair by finding the mean average of each strata with will in turn help me find out whether or not my hypothesis is right* Hypothesis 1: Year 10 will be better at estimating the size of an acute angle than Year 7: Method: I will select my data of peoples estimates for usage in hypothesis 1 and 2 using stratified random sampling. I intend to do this by sampling 20% of each strata, in these cases gender and year group. Once I have worked out what proportion of each strata I need to sample I will use the random button on my calculator to randomly sample my data, to avoid biased data. I will then work out how far out their estimate was off the actual measurement and from that I will work out the percentage error so I can work out whether my hypothesizes are correct. I will work out whether my hypothesizes are correct by working out what the average percentage error is for each group. I will list the estimate, error and percentage error in order of ascending size to make it easier for myself when adding up percentage errors and dividing them by the amount of data in that particular strata, to get the mean average. Then I will for hypothesis 1(Year 10 will be better at estimating the size of an acute angle than Year 7): * Add together the mean average of males and females in year 7 and divide it by 2 to get the mean average of males and females In year 7 combined. * Add together the mean average of males and females in year 10 and divide it by 2 to get the mean average of males and females In year 10 combined. * Compare the 2 averages. If the average for year 10 is a lower percent than that of year 7, my hypothesis is correct., as this means the average percentage error is lower for year 10 than year 7, therefore meaning, on average, year 10 were more accurate and made less mistakes. If the average for year 7 is a lower percent than that of year 10, my hypothesis is incorrect., as this means the average percentage error is lower for year 7 than year 10, therefore meaning, on average, year 7 were more accurate and made less mistakes Then I will for hypothesis 2 (Girls will be better at guessing the size of a short line than boys): * Add together the mean average of females in year 7 and year 10 and divide it by 2 to get the mean average of females in year 7 and 10 combined. * Add together the mean average of males in year 7 and year 10 and divide it by 2 to get the mean average of males in year 7 and 10 combined. * Compare the 2 averages. If the average for females is a lower percent than that of males, my hypothesis is correct., as this means the average percentage error is lower for year females than males, therefore meaning, on average, females were more accurate and made less mistakes. If the average for males is a lower percent than that of females, my hypothesis is incorrect., as this means the average percentage error is lower for year males than females, therefore meaning, on average, males were more accurate and made less mistakes Year 7 Females Stratified random sampling: 100 year 7 females in total. 20% of 100= 20. I will therefore take 20 samples. Estimate Error % error 32 1 3 30 3 9 25 8 24 45 12 36 45 12 36 45 12 36 45 12 36 45 12 36 45 12 36 45 12 36 45 12 36 45 12 36 45 12 36 20 13 39 20 13 39 49 16 48 15 18 55 60 27 82 60 27 82 65 32 97 Average Angle percentage error for Girls in year 7: 3 9 24 36 36 36 36 36 36 36 36 36 36 36 36 39 39 48 55 82 82 +97 910 910- 20= 45.5% Year 7 Males Stratified random sampling: 110 year 7 males in total. 20% of 110= 22. I will therefore take 22 samples. Estimate Error % error 32 1 3 30 3 9 25 8 24 45 12 36 45 12 36 45 12 36 45 12 36 45 12 36 45 12 36 45 12 36 45 12 36 45 12 36 45 12 36 20 13 39 20 13 39 49 16 48 15 18 55 60 27 82 60 27 82 65 32 97 Average Angle percentage error for Boys in year 7: 6 6 6 9 9 9 21 21 21 21 36 36 36 36 36 36 39 39 100 100 100 +100 844 844-22= 38.36%= 38.4% Year 10 Females Stratified random sampling: 80 year 10 females in total. 20% of 80= 16. I will therefore take 16 samples. Estimate Error % error 35 2 6 30 3 9 30 3 9 30 3 9 30 3 9 30 3 9 40 7 21 40 7 21 40 7 21 40 7 21 40 7 21 43 10 30 45 12 36 45 12 36 45 12 36 45 12 36 Average Angle percentage error for Girls in year 10: 6 9 9 9 9 9 21 21 21 21 21 30 36 36 36 +36 330 330- 16= 20.625%= 20.6% Year 10 Males Stratified random sampling: 100 year 10 males in total. 20% of 100= 20. I will therefore take 20 samples. Estimates Error % error 35 2 6 30 3 9 30 3 9 38 5 15 27 6 18 40 7 21 40 7 21 40 7 21 40 7 21 40 7 21 40 7 21 45 12 36 45 12 36 45 12 36 45 12 36 45 12 36 20 13 39 50 17 52 50 17 52 60 27 82 Average Angle percentage error for Boys in year 10: 6 9 9 15 18 21 21 21 21 21 21 21 21 36 36 36 36 36 39 52 52 +82 630 630- 20= 31.5% Year 7 girls: 45.5% Year 7 boys: 20.625% 45.5 +20.625 66.125 66.125- 2= 33.0625= 33.1%(1dp) Year 7 percentage error, as used for hypothesis 1 (Year 10 will be better at estimating the size of an acute angle than Year 7) If this is lower than the percentage error of year 10 (as below) my hypothesis will be proved incorrect, whereas if it is higher than that of year 10 (as below) my hypothesis will be proved correct. Year 10 girls: 38.36 Year 10 boys: 31.5 38.36 + 31.5 69.86 69.86-2= 34.93= 34.9% Year 10 percentage error, as used for hypothesis 1 (Year 10 will be better at estimating the size of an acute angle than Year 7) If this is lower than the percentage error of year 7 (as above) my hypothesis will be proved correct, whereas if it is higher than that of year 7 (as above) my hypothesis will be proved incorrect. MY HYPOTHESIS WAS PROVED INCORRECT AS ON AVERAGE THE PERCENTAGE ERROR FOR THE ESTIMATION OF AN ACUTE ANGLE WAS LOWER FOR YEAR 7 THAN FOR YEAR 10, MEANING YEAR 7 WERE MORE ACCURATE AND CLOSER TO THE CORRECT NUMBER (ON AVERAGE) THAN YEAR 10. Hypothesis 2: Girls will be better at guessing the size of a short line than boys. Year 7 Females Stratified random sampling: 100 year 7 females in total. 20% of 100= 20. I will therefore take 20 samples. Estimates Error % error 1.5 0 0 1.5 0 0 1.5 0 0 1.5 0 0 1.5 0 0 1.5 0 0 1.5 0 0 1.5 0 0 1.45 0.05 3 1.6 0.1 7 1.6 0.1 7 1.6 0.1 7 1.7 0.2 13 1.2 0.3 20 1.2 0.3 20 1.9 0.4 26 1.9 0.4 26 2 0.5 33 1 0.5 33 0.2 1.3 86 Average Short line percentage error for Girls in year 7: 3 7 7 7 13 20 20 26 26 33 86 464 464- 20= 23.2% average Year 7 Males Stratified random sampling: 110 year 7 males in total. 20% of 110= 22. I will therefore take 22 samples. Estimate Error % error 1.5 0 0 1.5 0 0 1.5 0 0 1.5 0 0 1.6 0.1 7 1.25 0.25 17 1.2 0.3 20 1.2 0.3 20 1.9 0.4 26 1 0.5 33 2 0.5 33 2 0.5 33 2.25 0.75 50 2.5 1 67 2.5 1 67 2.5 1 67 0.04 1.46 97 3 1.5 100 3.2 1.7 113 3.4 1.9 127 3.4 1.9 127 3.4 1.9 127 Average Short line percentage error for Boys in year 7: 7 17 20 20 26 33 33 33 50 67 67 67 97 100 113 127 127 127 1131 1131- 22= 51.40909= 51.4% Year 10 Females Stratified random sampling: 80 year 10 females in total. 20% of 80= 16. I will therefore take 16 samples. Estimates Error % Error 1.5 0 0 1.5 0 0 1.5 0 0 1.5 0 0 1.5 0 0 1.6 0.1 7 1.6 0.1 7 1.3 0.2 13 1.3 0.2 13 1.7 0.2 13 1.7 0.2 13 1.8 0.3 20 1.8 0.3 20 1.9 0.4 26 1 0.5 33 2 0.5 33 Average Short line percentage error for Girls in year 10: 7 7 13 13 13 13 20 20 26 33 33 188 188- 16= 11.75% Year 10 Males Stratified random sampling: 100 year 10 males in total. 20% of 100= 20. I will therefore take 20 samples. Estimate Error % error 1.5 0 0 1.5 0 0 1.5 0 0 1.5 0 0 1.5 0 0 1.6 0.1 7 1.6 0.1 7 1.7 0.2 13 1.7 0.2 13 1.2 0.3 20 1.2 0.3 20 2 0.5 33 2 0.5 33 2 0.5 33 2.3 0.8 53 2.3 0.8 53 2.5 1 67 2.5 1 67 2.3 1 67 2.3 1 67 Average Short line percentage error for Boys in year 10: 7 7 13 13 20 33 33 33 53 53 67 67 67 + 67 533 Girls: Year 7 girls:23.2 Year 10 girls: 11.75 23.2 +11.75 34.95 34.95- 2= 17.475= 17.5%(1dp) Female percentage error, as used for hypothesis 2 (Girls will be better at guessing the size of a short line than boys) If this is lower than the percentage error of Males (as below) my hypothesis will be proved correct, whereas if it is higher than that of Males (as below) my hypothesis will be proved incorrect. Boys: Year 7 boys: 51.4 Year 10 boys: 26.65 51.4 +26.65 78.05 78.05-2=39.025 =39%(1dp) Male percentage error, as used for hypothesis 2 (Girls will be better at guessing the size of a short line than boys) If this is lower than the percentage error of Females (as above) my hypothesis will be proved incorrect, whereas if it is higher than that of females (as above) my hypothesis will be proved correct. MY HYPOTHESIS WAS PROVED CORRECT AS ON AVERAGE THE PERCENTAGE ERROR FOR THE ESTIMATION OF A SHORT LINE WAS LOWER FOR FEMALES THAN FOR MALES, MEANING FEMALES WERE MORE ACCURATE AND CLOSER TO THE CORRECT NUMBER (ON AVERAGE) THAN MALES. Method: I will display my data for both hypothesize in different graphs before drawing a final conclusion. I will display data from hypothesis 1 in a cumulative frequency table, then graph as I will find it easier to compare data both on other cumulative frequency graphs and on box plots, than I would do on perhaps a frequency polygon making it easier for me to come to a conclusion about my data and find out whether or not my hypothesis is correct. I will display data from hypothesis 2 on a box plot as it can be easily compared with other box plots and even cumulative frequency graphs so again, I can clearly see the data and it will be easier for me to reach a final conclusion. Hypothesis 1 (Year 10 will be better at estimating the size of an acute angle than Year 7): * I will sort (in ascending order) Year 7 Males and Females combined, to use when drawing out the cumulative frequency table. * I will then (in ascending order) Year 10 Males and Females combined, to use when drawing out the cumulative frequency table. * I will make cumulative frequency tables for both year 10 and year 7 individually, this will allow me to make a cumulative frequency graph, which is what I am using to help me conclude my results and check my hypothesis * I will then draw cumulative frequency graphs for both hypothesizes. Giving me a total of 4 cumulative frequency graphs. On the 2 cumulative frequency graphs for the first hypothesis (Year 10 will be better at estimating the size of an acute angle than Year 7) I will write down the median, upper and lower quartiles I will do this by using the formula 1/2 (n+1) to work out the median (n being the cumulative frequency up the side of the graph). 1/4 (n+1) to work out the lower quartile and 3/4 (n+1) to work out the upper quartile. I will find these numbers along the graph, and down, so that I get a reading for median, and the upper and lower quartile boundaries. * I will do as above for hypothesis 2. But I will then draw a box and whisker plot below the culumative frequency graph. I will do this by using the scale along the X axis and following down the median, and the upper and lower quartile boundaries. From this values I will join up in a box shape to show the interquartile range. I will then draw whiskers to the smallest number in the group from one side of the box and from the other side, whiskers to the highest number in the group. Year 7, males and females, for hypothesis 1 (Year 10 will be better at estimating the size of an acute angle than Year 7) table of data in ascending order. Estimate Error % error 32 1 3 32 1 3 30 3 9 30 3 9 25 8 24 25 8 24 45 12 36 45 12 36 45 12 36 45 12 36 45 12 36 45 12 36 45 12 36 45 12 36 45 12 36 45 12 36 45 12 36 45 12 36 45 12 36 45 12 36 45 12 36 45 12 36 45 12 36 45 12 36 45 12 36 45 12 36 20 13 39 20 13 39 20 13 39 20 13 39 49 16 48 49 16 48 15 18 55 15 18 55 60 27 82 60 27 82 60 27 82 60 27 82 65 32 97 65 32 97 Year 10, males and females, for hypothesis 1 (Year 10 will be better at estimating the size of an acute angle than Year 7) table of data in ascending order. Estimate Error % error 35 2 6 35 2 6 30 3 9 30 3 9 30 3 9 30 3 9 30 3 9 30 3 9 30 3 9 38 5 15 27 6 18 40 7 21 40 7 21 40 7 21 40 7 21 40 7 21 40 7 21 40 7 21 40 7 21 40 7 21 40 7 21 40 7 21 43 10 30 45 12 36 45 12 36 45 12 36 45 12 36 45 12 36 45 12 36 45 12 36 45 12 36 45 12 36 20 13 39 50 17 52 50 17 52 60 27 82 Cumulative frequency table for Year 7 males and females for hypothesis 1 (Year 10 will be better at estimating the size of an acute angle than Year 7) Group Frequency Cumulative Frequency 0- 4 4 10- 0 4 20- 2 6 30- 24 30 40- 2 32 50- 2 34 60- 0 34 70- 0 34 80- 4 38 90- 2 40 100- 0 40 Cumulative frequency: 40 1/2(40+1) 1/2 41 41-2= 20.5 Median 1/4(40+1) 1/4 41 41-4= 10.25 Lower quartile boundary 3/4(40+1) 3/4 41 (41-4) x3= 30.75 Upper Quartile Boundary Cumulative frequency table for Year 10 males and females for hypothesis 1 (Year 10 will be better at estimating the size of an acute angle than Year 7) Group Frequency Cumulative Frequency 0- 9 9 10- 2 11 20- 11 22 30- 11 33 40- 0 33 50- 2 35 60- 0 35 70- 0 35 80- 1 36 90- 0 36 100- 0 36 Cumulative frequency: 36 1/2(36+1) 1/2 37 37-2= 18.5 Median 1/4(36+1) 1/4 37 37-4= 9.25 Lower quartile boundary 3/4(36+1) 3/4 37 (37-4) x3= 27.45 Upper Quartile Boundary Table leading onto box plot for hypothesis 2 (Girls will be better at guessing the size of a short line than boys) Year 7 and 10 Females Estimates Error % error 1.5 0 0 1.5 0 0 1.5 0 0 1.5 0 0 1.5 0 0 1.5 0 0 1.5 0 0 1.5 0 0 1.5 0 0 1.5 0 0 1.5 0 0 1.5 0 0 1.5 0 0 1.45 0.05 3 1.6 0.1 7 1.6 0.1 7 1.6 0.1 7 1.6 0.1 7 1.6 0.1 7 1.7 0.2 13 1.3 0.2 13 1.3 0.2 13 1.7 0.2 13 1.7 0.2 13 1.2 0.3 20 1.2 0.3 20 1.8 0.3 20 1.8 0.3 20 1.9 0.4 26 1.9 0.4 26 1.9 0.4 26 2 0.5 33 1 0.5 33 1 0.5 33 2 0.5 33 0.2 1.3 86 Table leading onto box plot for hypothesis 2 (Girls will be better at guessing the size of a short line than boys) Year 7 and 10 Males 1.5 0 0 1.5 0 0 1.5 0 0 1.5 0 0 1.5 0 0 1.5 0 0 1.5 0 0 1.5 0 0 1.5 0 0 1.6 0.1 7 1.6 0.1 7 1.6 0.1 7 1.7 0.2 13 1.7 0.2 13 1.25 0.25 17 1.2 0.3 20 1.2 0.3 20 1.2 0.3 20 1.2 0.3 20 1.9 0.4 26 1 0.5 33 2 0.5 33 2 0.5 33 2 0.5 33 2 0.5 33 2 0.5 33 2.25 0.75 50 2.3 0.8 53 2.3 0.8 53 2.5 1 67 2.5 1 67 2.5 1 67 2.5 1 67 2.5 1 67 2.3 1 67 2.3 1 67 0.04 1.46 97 3 1.5 100 3.2 1.7 113 3.4 1.9 127 3.4 1.9 127 3.4 1.9 127 Cumulative frequency table leading onto box plot for hypothesis 2 (Girls will be better at guessing the size of a short line than boys) Year 7 and 10 Females Groups Frequency Cumulative frequency 0- 19 19 10- 5 24 20- 7 31 30- 4 35 40- 0 35 50- 0 35 60- 0 35 70- 0 35 80- 1 36 90- 0 36 100- 0 36 Cumulative frequency: 36 1/2(36+1) 1/2 37 37-2= 18.5 Median 1/4(36+1) 1/4 37 37-4= 9.25 Lower quartile boundary 3/4(36+1) 3/4 37 (37-4) x3= 27.45 Upper Quartile Boundary Cumulative frequency table leading onto box plot for hypothesis 2 (Girls will be better at guessing the size of a short line than boys) Year 7 and 10 males Groups Frequency Cumulative frequency 0- 12 12 10- 3 15 20- 5 20 30- 6 26 40- 0 26 50- 3 29 60- 7 36 70- 0 36 80- 0 36 90- 1 37 100- 1 38 110- 1 39 120- 3 42 Cumulative frequency: 42 1/2(42+1) 1/2 43 43-2= 21.5 Median 1/4(42+1) 1/4 43 43-4= 10.75 Lower quartile boundary 3/4(42+1) 3/4 42 (43-4) x3= 32.25 Upper Quartile Boundary COUNCLUSION Hypothesis 1: MY HYPOTHESIS WAS PROVED INCORRECT AS ON AVERAGE THE PERCENTAGE ERROR FOR THE ESTIMATION OF AN ACUTE ANGLE WAS LOWER FOR YEAR 7 THAN FOR YEAR 10, MEANING YEAR 7 WERE MORE ACCURATE AND CLOSER TO THE CORRECT NUMBER (ON AVERAGE) THAN YEAR 10. Hypothesis 2: MY HYPOTHESIS WAS PROVED CORRECT AS ON AVERAGE THE PERCENTAGE ERROR FOR THE ESTIMATION OF A SHORT LINE WAS LOWER FOR FEMALES THAN FOR MALES, MEANING FEMALES WERE MORE ACCURATE AND CLOSER TO THE CORRECT NUMBER (ON AVERAGE) THAN MALES. I have evidence in the form of graphs and average calculations to prove my conclusion. My hypothesis works on a base of average. I ruled out all anomalous results before stratifying my samples to avoid biased results which may lead me to conclude my hypothesizes wrong. I think hypothesis 1 was incorrect because among Year 10 we had a few results which were a large percentage error (127%) this bought up my average and made my hypothesis worng. I could improve my project and got better results my sampling more data so I got a more accurate average and by taking out all even slightly anomalous results to stop them from bringing the average percentage error up. To develop my task further, I could have gone on to look at another part of the questionnaire i.e. the estimation of a short squiggle.

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If you were part of the management team at Petrie’s Electronics, would you a pprove the project outlined in the scope statement? What changes, if any, need to be made to the document? As part of management, I would approve of the current scope statement. The statement clearly outlines what the goals of the project are in the Project Overview section.This overview is then broken down into individual objectives needed to be completed in an effort for the project to meet its goals. The only thing I would like added to the scope statement would be some kind of expected outcome. Obviously the goals are increased profits by creating a customer loyalty program. What could be added is what the project is expected to cost and how much of an increase would be expected after the implementation of the project. These estimates could be easily attained by researching other companies before/after their customer loyalty programs. 3.Identify a preliminary set of tangible and intangible costs you think would occur for this project and the system it describes. What intangible benefits do you anticipate for the system? Tangible Costs: cost of project team, cost of implementing the project (rewards cards, rewards tracking software, rewards points redeemables) Intangible Costs: operational inefficiency, employee moral due to increased workload Intangible Benefits: customer loyalty, store reputation, competitive necessity 4. What do you consider to be the risks of the project as you currently understand it?Is this a low-medium-or high-risk project? Justify your answer. Assuming you were part of Jim’s team, would you have any particular risks? I think one of the biggest risks of this project is time. With having busy team members on the project, getting things done and on schedule is going to be the most difficult part of the project. Overall, I would assess this project as a low or medium risk project. Historically, the trends in customer loyalty programs in the retail industry are huge. This programs do everything that Jim’s team is set out to do.Spending enough research time into other companies’ rewards programs make this a rather easy project to streamline. As a member of the team, my assumed risks would be not being able to perform my duties as an employee of Petrie’s Electronic and as a member of the project team. If I am unable to perform these duties, it could negatively affect the security of my job with the company. 5. If you were assigned to help Jim with this project, how would you utilize the concept of incremental commitment in the design of the baseline project plan?Jim outlined some objectives in the scope statement for this project. After each of these objectives have been tackled and overcome, I would utilize incremental commitment to review what has just been accomplished, what is left to be accomplished and whether or not the project team is meeting its goals and if those goals are still in line with the companies goals. 6. If you were assigned to Jim’s team for this project, when in the project schedule (in what phase of after which activities are completed) do you think you could develop an economics analysis of the proposed system?What economic feasibility factors do you think would be relevant? After each of the objectives in Jim’s scope statement have been addressed, that is answered on paper with how they plan on accomplishing the task, would be a good time to assess economic analysis. At this time, there would be a clear understanding of what should be needed to address each objective successfully and analyzing the economic feasibility at this point would be much clearer than before. Relevant Economic feasibility factors:One Time Costs such as system development cost and hardware/software cost Recurring Costs such as data storage costs, issuing customer reward card cost, and redeeming points for rewards cost 7. If you were assigned to Jim’s team for this project, what activities would you conduct in order to prepare the details of the bas eline project plan? Explain the purpose of each activity and show a timeline or schedule for these activities. First, access all feasibilities of the project. If the project is not going to be feasible then it needs to be cut off right away.Accessing feasibilities up front will help make the project is worth it. * Economic Feasibility * Making sure the company has the money to fund the project and that the overall result of the project will aid in increasing profits for the company * Technical Feasibility * Outline what technologies would be needed to make this project successful and to make sure that the company either has access to these technologies and/or is willing to acquire these technologies. * Operational Feasibility * Assess whether or not the project’s goals are realistic.If the project’s goals are unrealistic then it’s a waste of money. Attainable goals are important. * Schedule Feasibility * Can this project be completed in a timely manner in which the company will benefit the most from the project? * Legal and Contractual Feasibility * Will implementing this project break any laws or contracts that the company is bound by? * Political Feasibility * Make sure that stakeholders understand the risk and rewards of this project. Once all feasibilities have been accessed, its time outline management issues.A plan needs to be set in place that details what all team members are responsible for and what the reporting procedures will be. This is important so that project time isn’t wasted on simple things such as figuring out how deliverables will be evaluated and what specific issues the team may face during the project. Now the system description should be written. This section will clearly mark what the project team’s system plans to deliver. This is also a good time to come up with an alternate system. Finally, the introduction of the Baseline Project Report will be written.This section will provide an overview of the entire project addressing the issues facing the project and how their proposed system will handle the issues. 8. Once deployed, what are the operational risks of the proposed system? How do you factor operational risks into a system development plan? The operational risks of this project would be that the loyalty rewards program isn’t enticing enough to keep the customer loyal to Petrie’s Electronics. On the other hand, if the program is overly enticing to the customer, this may lead to a much higher cost of maintaining the program for the foreseeable future.Throughout the development of the system, there should be applied incremental commitment. This will continuously analyze and assess where the project is at and how it can meet the goals of the company. Operational risk is something that should be addressed during each of these assessments. At some point if the risk outweighs the reward, then the project needs to be shut down. If the risk is kept in check, the proj ect can continue until the next assessment after a particular activity or phase.

The Formula For Creating A Successful Business - 2752 Words

Many people question whether there is a formula for creating a successful business. The answer to that question is no. The formula for a successful business is constantly changing due to various reasons. Business has evolved from shabby convenience stores corner to international corporations. There has been an unmistakable trend toward bigness in business since the mid-1980s. Corporate mergers are now very common and undoubtable effective. The US government regulates these businesses through antitrust laws. Corporate mergers and antitrust laws play a crucial role for producers and consumers. The historical backdrop of the American economy since the Civil War has become a corporate focus. A business game changer arrived at in the early†¦show more content†¦After years of groundwork by the Roosevelt and Taft administration, lawsuits were brought against the Standard Oil and American Tobacco trust. The Supreme Court believed that both companies used their bigness to gain power in each of their relevant entities. The Standard Oil trust forced the railroads, which was basic means of transportation of oil at the time, to give discounts and rebates on oil it shipped as well as oil shipped by its competitors. The Standard Oil trust used unlawful practices to force its rivals out of business. Due to the vague language the Sherman Antitrust Law was written rather vaguely, the Democratic Party passed the Clayton Antitrust Act in 1914. The Clayton Antitrust Act prohibited practices that lessened competition or tended to create a monopoly. The framework of the Clayton Antitrust Law banned five unlawful business practices. Price discrimination, Interlocking stockholding, Interlocking directorates, Tying contracts, and Exclusive dealings were the five bad business practices. The Federal Trade Act was passed in 1914. The Federal Trade Commission, also known as the â€Å"FTC†, purpose was to guard any antitrust anticompetitive practices that were outlawed by the Sherman and Clayton Act. By 1920 the courts had stripped the Federal Trade Commission of most of its powers. In