...7 G I 2 3 4 G,H A- Determine the expected times and variances for each activity B- Construct a project network for this problem C- Determine the EST, EFT, LST, LFT and slack for each activity. Also determine the critical path and project completion time. D- What is the probability that the project will be finished in less than 57 days? E- What is the probability that the project will need at least 50 days? Activity | Early Start | Early Finish | Late Start | Late Finish | Slack | A | 0 | 8 | 0 | 8 | 0 | B | 8 | 17.5 | 8 | 17.5 | 0 | C | 17.5 | 31 | 23.5 | 37 | 6 | D | 17.5 | 33 | 17.5 | 33 | 0 | E | 17.5 | 26.5 | 24 | 33 | 6.5 | F | 33 | 37 | 33 | 37 | 0 | G | 37 | 44.5 | 37 | 44.5 | 0 | H | 44.5 | 49.5 | 44.5 | 49.5 | 0 | I | 49.5 | 52.5 | 49.5 | 52.5 | 0 | | Project | 52.5 | | | | Variance | Critical Variance | 1.77777778 | 1.78 | 2.25 | 2.25 | 3.36111111 | | 3.36111111 | 3.36 | 1 | | 0.44444444 | 0.44 | 2.25 | 2.25 | 0.44444444 | 0.44 | 0.11111111 | 0.11 | Project | 10.64 | Std.dev | 3.26 | Probabilities | | z | p | <57 | 1,37963555 | 0,9162 | = 50 | -0,7664642 | 0,2206 | 22. The expected project completion time for the construction of a pleasure yacht is 21 months and the project variance is 6. What is the probability that the project will: (a) Require at...
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...Lesson 4: | | Ex: 35 and wants to retire at 65Wants to be able to withdraw $90k on each bday for 20 years (65-85)First withdrawal on 66th bdayInvesting w/ 8% return Wants to make equal payments on each bdayWhat amount must she deposit annually 1) Find amount at age 66 that must be accumulated to withdraw 90k for 20 years at 8%. Ordinary annuity (cash flow occurring at end of each year) 2) Find the annual deposit amount that will accumulate to the amount found above for 30 years at 8%. Ordinary annuity.Savingst=35 t=36 t=37 … t=65 PMT PMT PMT/ FV?Withdrawals T=65 PV? t=66 t=67 … t=85 90k 90k 90kStart w/ 2) WithdrawalsPMT = 90kN=20yearsr = 0.08Find PVUse PV from 2) to solve 1)FV at 65 = PV at 65N=30 yearsr =0.08Find PMT 3) Since cash flows from 1) and 2) are both annuities, we can calculate the PV(2) and PMT (1) using calculator Stage 2: Calc Pv[PMT]=-90,000[N] = 20[8] = I/Y[comp][PV] = 883,633.2667 saveStage 1: Calc PMTRecall 883,633.2667 [FV][N]=30[I/Y] = 8[comp][PMT] = -7,800.213801b)LUMP SUM payment on 35th bday to cover retirement needs. How much does she have to depositFV = 883,633.2667N=30r=0.08PV(lump sum) = FV1+rN PV(lump sum) = 883633.26671.0830 PV(lump sum) = 87813.117Would have to put that amount in today to have FVc) receives $1500/yr from co. as profit sharingexpects 25k from family trust on 55th bday3 cash flows1 –...
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...h case Applied corporate finance | TeleTech Corporation 2005 | Case Analysis | | | | | CONTENTS 1. Executive Summary 2. Introduction 3. Analysis 4. Conclusion 1. Executive Summary Teletech Corporation is one of the frontrunners in Telecommunications industry. The company is mainly concentrated along two lines of business, the first being Telecommunication services and the second being Products and Systems (P&S) Segment. Telecommunication services accounted for 75% of the market value of the assets and the other 25% was occupied by P&S, however the ROC for the year 2004 for P&S is greater than Telecommunication services with a noticeable difference of 1.9%. The Current Book Value of Net Assets is$ 16 billion – 11.4 to Telecommunication, 4.6 to P&S. The Telecommunications Services segment currently has 7 million customers mainly belonging to the Southwest and Midwest and is considered as the dominant service providers of consumer satisfaction and product quality. It also has its revenues growing at an average rate of 3% (2000-2004). Its 2004 figures indicated a NOPAT of 1.18 billion, Net Assets: 11.4 Billion, Revenues: 11 Billion. Its Capital Budget is between 1.5 and 2 billion every year for 10 years and there is No tax rate relief for capital investments. Some factors that are playing to the advantage of this segment include Teletech expanding via acquisitions in Latin America, an overall deregulation of...
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...ACC 312 Fundamentals of Managerial Accounting Midterm Exam 1, Spring 2014 Test Form A SOLUTION Name ______________________________________________________________________ UTEID ____________________________________ Instructor ____________________________________________ Class Days ___________________ Time ______________________ DO NOT OPEN until given instructions to do so. Instructions Pages are numbered sequentially, including this page. Confirm that you have 11 pages. 1. Answers to Multiple-Choice Questions (first two sections) should be recorded on the Scantron. A. On your Scantron answer sheet, write and bubble in your name, UTEID, and the “Test Form” letter noted above. B. Use a #2 pencil only to mark your responses on your Scantron answer sheet. Mark clearly and erase completely as needed. Only the multiple-choice answers marked on your Scantron answer sheet will be graded. C. The time allotted for an exam includes the time required to “bubble-in” your Scantron answer sheets. It is cheating to take extra time to bubble in the answer sheet after time is up for the exam. 2. Answers to Problems should be recorded on the exam where indicated. Show your work legibly in the space provided or attach scratch paper. 3. Cell phones, books, notes, PDAs and programmable calculators are NOT allowed at your desk during the exam. Calculators capable of storing text are NOT allowed. 4. In the interest of minimizing disruptions and making sure all...
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...F4: DW Architecture and Lifecycle Erik Perjons, DSV, SU/KTH perjons@dsv.su.se The data warehouse architecture The back room The front room Analysis/OLAP Productt Product2 Product3 Product4 Time1 Time2 Time3 Time4 Value1 Value2 Value3 Value4 Value11 Value21 Value31 Value41 Data warehouse External sources Extract Transform Load Serve Query/Reporting Operational source systems Data marts Data mining Falö aöldf flaöd aklöd falö alksdf Operational source Data staging systems (RK) area (RK) Legacy systems Back end tools OLTP/TP systems Data presentation area (RK) ”The data warehouse” Presentation (OLAP) servers Data access tools (RK) End user applications Business Intelligence tools Operational Source Systems Operational source systems characteristics: Operational source systems • the source data often in OLTP (Online Transaction Processing) systems, also called TPS (Transaction Processing Systems) • high level of performance and availability • often one-record-at-a time queries • already occupied by the normal operations of the organisation OLTP vs. DSS (Decision Support Systems) OLTP vs. OLAP (Online analytical processing) Operational Source Systems More operational source systems characteristics: Operational source systems • a OLTP system may be reliable and consistent, but there are often inconsistencies between different OLTP systems • different types of data format and data structures in different OLTP systems AND DIFFERENT...
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...Subject Outline Subject Name: Managing Entrepreneurial Enterprises Code: LB5207:03 Study Period: SP21, 2014 Study Mode: Internal Campus: Brisbane Subject Coordinator: Dr. Boaz Bernstein Pre-requisites: If pre-requisites apply to your subject, provide link to subject in Studyfinder <https://secure.jcu.edu.au/app/studyfinder/index.cfm> e.g., For prerequisites for EV3010, see https://secure.jcu.edu.au/app/studyfinder/index.cfm?subject=EV3010&year=2013&transform=subjectwebview.xslt Note that where a subject is offered across different campuses and/or modes and/or teaching periods within the one calendar year, the learning outcomes will be the same and, other than in exceptional circumstances, there will be no variation in assessment type or weighting. Any minor variation in assessment type or weighting will be authorised through relevant School/Faculty processes and by Head of School, and documented in the subject outline/s, prior to the commencement of the subject. The design of course content and learning experiences across different campuses and/or modes and/or teaching periods within the one calendar year will ensure equivalent opportunity for students to achieve learning outcomes. This subject outline has been prepared by the School of Business, Faculty of Law, Business and the Creative Arts, James Cook University. Updated 20 March 2014. Q1. This subject is offered across more than one campus and/or mode and/or teaching...
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...Reproduced with permission from Energy for Sustainable Development Articles Synthetic fuel production by indirect coal liquefaction Eric D. Larson Princeton Environmental Institute, Princeton University Guyot Hall, Washington Road, Princeton, NJ 08544-1003, USA E-mail: elarson@princeton.edu Ren Tingjin Department of Thermal Engineering, Tsinghua University, 100084 Beijing, China This paper reports detailed process designs and cost assessments for production of clean liquid fuels (methanol and dimethyl ether) by indirect coal liquefaction (ICL). Gasification of coal produces a synthesis gas that can be converted to liquid fuel by synthesis over appropriate catalysts. Recycling of unconverted synthesis gas back to the synthesis reactor enables a larger fraction of the coal energy to be converted to liquid fuel. Passing synthesis gas once over the synthesis catalyst, with unconverted synthesis gas used to generate electricity in a gas turbine combined cycle, leads to less liquid fuel production, but provides for a significant second revenue stream from sale of electricity. Recently-developed liquid-phase synthesis reactors are especially attractive for ‘‘oncethrough’’ processing. Both ‘‘recycle’’ and ‘‘once-through’’ plant configurations are evaluated in this paper. Because synthesis catalysts are poisoned by sulfur, essentially all sulfur must be removed upstream. Upstream removal of CO2 from the synthesis gas is also desirable to maximize synthesis productivity, and it provides...
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...Campbell Systematic Reviews 2011:8 First published: 14 November, 2011 Last updated: 14 November, 2011 Search date: April, 2011 Dropout prevention and intervention programs: Effects on school completion and dropout among schoolaged children and youth Sandra Jo Wilson, Emily E. Tanner-Smith, Mark W. Lipsey, Katarzyna Steinka-Fry, & Jan Morrison Colophon Title Institution Authors Dropout prevention and intervention programs: Effects on school completion and dropout among school-aged children and youth The Campbell Collaboration Wilson, Sandra Jo Tanner-Smith, Emily E. Lipsey, Mark W. Steinka-Fry, Katarzyna Morrison, Jan 10.4073/csr.2011.8 62 24 August, 2011 Wilson SJ, Tanner-Smith EE, Lipsey, MW, Steinka-Fry, K, Morrison, J. Dropout prevention and intervention programs: Effects on school completion and dropout among school aged children and youth. Campbell Systematic Reviews 2011:8 DOI: 10.4073/csr.2011.8 © Wilson et al. This is an open-access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited. School dropout, school attendance, early school leaving, school failure Wilson, Tanner-Smith, and Lipsey contributed to the writing and revising of this review and protocol. Wilson, Tanner-Smith, Steinka-Fry and Morrison contributed to information retrieval and data collection. Work on this review was supported by the Campbell Collaboration...
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...a humble gift to you, dear reader, we have now put together this Editor’s Choice eBook. It’s a little Smashing Library treat, featuring some of the most memorable and useful articles that have been published on Smashing Magazine in the last few years — all of them carefully selected and thoroughly edited. Ranging from heavily discussed topics such as responsive Web design, to ideas on UX, to trusty mainstays like nifty Photoshop tricks, to hands-on business advice and design inspiration, this eBook is a potpourri as diverse as your work as a Web designer. We hope you enjoy reading it as much as we do editing and creating each and every eBook page that finds a home in our Smashing Library. — Cosima Mielke, Smashing eBook Producer 1. http://smashed.by/library 2 TABLE OF CONTENTS Designing For The Reading Experience ............................................................. 4 Logical Breakpoints For Your Responsive Design ........................................ 24 Sketching A New Mobile Web............................................................................. 35 Towards A Retina Web ........................................................................................... 47 Avoiding The...
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...Unit 1: Role and Scope of management accounting 1.1The Role of the Management Accountant |Content |CLP |Text |Worked Example/Activity Ref | | | | | | |What is it? Provision of info financial and non-financial to decisions makers usually in|Pg 9 | |Activity 1 - the role of the| |the organisation | | |decision maker | | | | | | |Thought Process: | | | | |understanding what is required | | | | |calculating or compiling the information required | | | | |analysing, interpreting or understanding the information obtained | | | | |Making recommendations and drawing conclusions | | ...
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...VOCATIONAL HIGHER SECONDARY TEACHER’S SOURCE BOOK COMPUTER SCIENCE FIRST YEAR Government of Kerala Department of Education SCERT - 2005-06 STATE COUNCIL OF EDUCATIONAL RESEARCH AND TRAINING Vidyabhavan, Poojappura, Thiruvananthapuram-12 Prepared by: State Council of Educational Research & Training (SCERT) Vidyabhavan, Poojappura, Thiruvananthapuram -12 Kerala E-mail:scertkerala@asianetindia.com Type setting by: SCERT Computer Lab. © Government of Kerala Education Department 2005 P REFACE Dear Teachers, Computer Science is concerned with the gathering, manipulation, classification, storage and retrival of knowledge. Understanding Computer Science, is necessary because of its power and influence in modern society. Learning of Computer Science should be activity based, process oriented, student-centred, environmental based and life oriented. The approach to learning is based on five domains of science: Knowledge domain, process domain, application and connection domain, domain of attitudes and values and creativity domain. But we know that most of the present vocational higher secondary teachers are not familiar with this paradigm. Hence for the first time we are introducing sourcebooks for all the subjects in the vocational higher secondary curriculum. This source book for computer science aims to provide guidelines to the teachers of our state to change their pedagogy from the conventional content-based approach to the process...
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...Corporate Bonds: Background Bonds may be registered (bondholder’s name is kept in a file) or held as bearer bonds (anyone possessing the bond may sell it or collect interest payments and face value). Each bond round of sales is called a “series.” So the company’s Series M bond issue might have occurred in 2003; and its Series N issue might have taken place in 2005. It might be that the total amount the company raised in its Series M equaled $600 million; and the amount raised (borrowed) in its Series N was $900 million. Each bond series has its own indenture (legal document stating the requirements, definitions and consequences of default). Moreover, all of the bonds issued from a series, say Series P, have bond certificates (like a stock certificate) which specifies the company (bond issuer) name, the bond face value (par value), the coupon rate (interest rate), the dates that interest will be paid, and the maturity date (when $1,000 is paid). Corporate Bonds: Interest Payments Corporate bonds might have a) fixed interest rate payments (“CoCo”, b) no interest rate payments (“NoNo”), or 3) floating-rate payments (“floaters”). The interest rate on a bond is stated as its “coupon rate.” If the company is issuing bonds that have a coupon rate of 6%; that means that the company is promising to make semiannual interest payments to the bondholder of $30 (every 6 months) until maturity—and they will pay the bondholder the face amount of $1,000 upon maturity. Most corporate...
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...branch of mathematics focused on limits,functions, derivatives, integrals, and infinite series. This subject constitutes a major part of modernmathematics education. It has two major branches,differential calculus and integral calculus, which are related by the fundamental theorem of calculus. Calculus is the study of change,[1] in the same way that geometry is the study of shape and algebra is the study of operations and their application to solving equations. A course in calculus is a gateway to other, more advanced courses in mathematics devoted to the study of functions and limits, broadly called mathematical analysis. Calculus has widespread applications in science,economics, and engineering and can solve many problems for which algebra alone is insufficient. Historically, calculus was called "the calculus of infinitesimals", or "infinitesimal calculus". More generally, calculus (plural calculi) refers to any method or system of calculation guided by the symbolic manipulation of expressions. Some examples of other well-known calculi are propositional calculus, variational calculus, lambda calculus, pi calculus, andjoin calculus. Contents [hide] • 1 History o 1.1 Ancient o 1.2 Modern o 1.3 Significance o 1.4 Foundations • 2 Principles o 2.1 Limits and infinitesimals o 2.2 Differential calculus o 2.3 Leibniz notation o 2.4 Integral calculus o 2.5 Fundamental theorem • 3 Applications • 4 See also o 4.1 Lists o 4.2 Related topics...
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...copyright material used in this publication. Acknowledgments are included, where appropriate, and, if notified, the IBO will be pleased to rectify any errors or omissions at the earliest opportunity. IBO merchandise and publications in its official and working languages can be purchased through the IB store at http://store.ibo.org. General ordering queries should be directed to the sales and marketing department in Cardiff. Phone: +44 29 2054 7746 Fax: +44 29 2054 7779 E-mail: sales@ibo.org Printed in the United Kingdom by Antony Rowe Ltd, Chippenham, Wiltshire. 5007 CONTENTS INTRODUCTION 1 NATURE OF THE SUBJECT 3 AIMS 6 OBJECTIVES 7 SYLLABUS OUTLINE 8 SYLLABUS DETAILS 9 ASSESSMENT OUTLINE 53 ASSESSMENT DETAILS 55 c International Baccalaureate Organization 2006 1 INTRODUCTION The International Baccalaureate Diploma Programme (DP) is a rigorous pre-university course of studies, leading to examinations, that meets the needs of highly motivated secondary school students between the ages of 16 and 19 years. Designed as a comprehensive two-year curriculum that allows its graduates to fulfill...
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.... ReseaRching and WRiting a disseRtation a guidebook foR business students Colin Fisher second edition . Researching and Writing a Dissertation: A Guidebook for Business Students . We work with leading authors to develop the strongest educational materials in management, bringing cutting-edge thinking and best learning practice to a global market. Under a range of well-known imprints, including Financial Times Prentice Hall, we craft high-quality print and electronic publications which help readers to understand and apply their content, whether studying or at work. To find out more about the complete range of our publishing, please visit us on the World Wide Web at: www.pearsoned.co.uk . Researching and Writing a Dissertation: A Guidebook for Business Students Second edition Colin Fisher with John Buglear Diannah Lowry Alistair Mutch Carole Tansley . Pearson Education Limited Edinburgh Gate Harlow Essex CM20 2JE England and Associated Companies throughout the world Visit us on the World Wide Web at: www.pearsoned.co.uk First published 2004 Second edition 2007 © Pearson Education Limited 2004 © Pearson Education Limited 2007 The right of Colin Fisher to be identified as author of this work has been asserted by him in accordance with the Copyright, Designs and Patents Act 1988. All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical...
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