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The aim of OPTIMISTIC — an acronym for

Project Evaluation and Review Techniques is commonly abbreviated to PERT. PERT is a method of analyzing the tasks involved in completing a given project, especially the time needed to complete each task, and to identify the minimum time needed to complete the total project. incorporates uncertainty by making it possible to schedule a project while not knowing precisely the details and of all the activities. It is more of an event-oriented technique rather than start- and completion-oriented, and is used mo

Central to the way you use PERT is the chart, which represents the events and milestones within the project in a visual manner. Events within the process are identified via nodes (these can be either circles or rectangles) and they are linked together by lines and arrows called vectors, and it’s the vectors that the order in which the events need to take place.

The next step is to determine the and if any activities have . The critical path is the path that takes the to complete. To determine the path times, add the task durations for all available paths. Activities that have slack can be delayed without changing the overall time of the project. Slack is computed in one of two ways, slack = LF − EF slack = LS − ES. Activities that are on the critical path have a slack of zero (0).Assuming these scenarios do not happen, the slack for each activity can now be

Glad you liked it Adrienne. Thanks for stopping by 🙂To get hold of questionnaires for groups and more you can visit or for more general information you can .

Today, the 29 of September 2013, the UfSO used the occasion of a three-sided football game in Deptford to hand out flyers announcing their immediate self-abolition and auto-dissolution. They simultaneously proclaimed the birth of a triolectical football team, playing in the Luther Blissett Deptford League – going by the name of Strategic Optimism Football.The second step is to imagine mass education without accreditation.

What I am proposing here is that we base our ideas of a network of radical/free education provisions on the anarchist social centres that we saw proliferate during the height of the recent protest movement, and that have been around for decades. These social centres functioned as radical community centres, operating outside the existing welfare system, occupying abandoned buildings right in the heart of a community and opening up social and material resources for that community. Food, books, clothes, bike r

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