Lsp 120 free essay sample

This is noted in the graph at the top. b. Let us look more carefully at the complete 2001 data. (This is the data for the year before the article)   Open the file HomicidesForCities2001. xls. Sort the data by the absolute number of murders. Which three cities had the highest number of murders in 2001? Chicago, New York, and Los Angeles c. In Column D, calculate the homicide rate (homicides per person). Paste into your Word document the top five rows of the resulting table. Chicago, Illinois| 2910709| 665| 0. 000228| New York, New York| 8023018| 649| 8. 9E-05| Los Angeles, California| 3763486| 588| 0. 000156| Detroit, Michigan| 956283| 395| 0. 000413| Philadelphia, Pennsylvania| 1518302| 309| 0. 000204| Note: New York’s rate is â€Å"8. 09E-05. † This means 8. 09*10^-5 or 0. 0000809 (move the decimal to the left 5 times. d. Now sort the data by column D. Which three cities had the highest murder rates in 2001? Fairfield, AL, Gary,In, and Opa Locka, FL e. How many times greater was the murder rate for the Fairfield, Alabama than the rate for Chicago? 4. We will write a custom essay sample on Lsp 120 or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page 23 0. 000965/ 0. 000228 = 4. 23 Fairfield’s rate is 4. 23 times greater than Chicago’s f. There were exactly four cities with population greater than 500,000 with a rate higher than Chicagos. Which were they? Memphis, Baltimore, DC, Detroit g. Now sort by column B (population) in descending order to look at the largest cities in the US. Copy the top 10 rows of the table and paste them into a different part of your Excel sheet. You should now have the just the cities with population greater than 1 million. Sort this table by rate and paste the resulting table into your Word document. Who is ahead of the pack here when we consider cities of population 1 million or greater? Chicago, Illinois| 2910709| 665| 0. 000228| Philadelphia, Pennsylvania| 1518302| 309| 0. 000204| Dallas, Texas| 1215553| 240| 0. 000197| Los Angeles, California| 3763486| 588| 0. 000156| Phoenix, Arizona| 1366542| 209| 0. 000153| Houston, Texas| 1997965| 267| 0. 000134| Las Vegas, Nevada| 1117763| 133| 0. 000119| San Antonio, Texas| 1170622| 100| 8. 54E-05| New York, New York| 8023018| 649| 8. 09E-05| San Diego, California| 1246136| 50| 4. 1E-05| Chicago h. What was the overall impression of the article and the accompanying graph? Given the additional data in the Excel file, do you think the article is misleading in certain ways? If so, how? Critique the use of quantitative information in the New Years Day article. Yes, the article is a bit misleading in that it is only considering cities with more than a million people when it says Chicago is leading with regard to homicide rate. Naturally the rate is going to be high when you have so many people in a city. If you consider cities that have 500,000 or more people we are fifth despite having a larger population than the four cities ahead of us. Additionally, it mentions in the title that Chicago has fallen out of first, but this is only in absolute terms. 2. Spot prices for crude oil are rather volatile. From 1998 to 1999, spot prices for crude oil decreased by 28%. From 1999 to 2000, they increased by 106%. What was the percentage change over the two year period from 1998 to 2000? (You can assume that you start with a $100 initial price. If I start with $100 and in the first year, from 98 to 99, it decreases by 28% then in that year the price goes from $100 to: y= P*(1+/-r)^x y=100*(1-. 28)^1 = $72 If I start with $72 in 1999 and increase that by 100% to 2000 then in 2000 the price is: y = 72*(1+1. 06) = $148. 32 If I started in 1998 with $100 and ended with my new value of $148. 32 in 2000 then my percent increase is: (148. 32 – 100)/100 = . 4832 OR 48. 32% increase 3. There were 100 cellular telecommunications employees in the year 2000. The number of cellular telecommunications employees increased 10. % from 2000 to 2001 and decreased 5. 5% from 2001 to 2002. a. How many cellular telecommunications employees were there in 2002? From 2000 to 2001 we go from 100 employees to: y = 100*(1+. 104) = 110. 4 or 110 employees If we decrease this by 5. 5% then in 2002 we’ll have: Y = 110*(1-. 055) = 103. 95 or 104 employees b. What was the overall percent change in the number of employees from 2000 to 2002? Had 100 (reference or old value) and I now have 104 employees (new value): (104-100)/100 = . 04 or 4% increase

Use of conflict in Life of Pi free essay sample

?Oliver Christie-Limbrick Analyse how conflict was used to explore a theme In Life of Pi, the author Yann Martel analyses how a conflict was used to explore one of the main themes within the text, coming of age. Martel uses the conflict between the main protagonist Piscine Patel and Richard Parker the Bengal tiger, and how this conflict develops to skilfully teach the reader about what it means to become a fully grown individual. There are three stages to this conflict, when Piscine is fighting Richard Parker for territory upon the life boat, when Piscine touches Richard Parker and comes to be able to cooperate with him, and then when Piscine tells the second story in Mexico and learns to accept his own actions. Within this essay I will explain how these stages represent the long process of coming of age through the use of Richard Parker as a part of Piscine’s own psyche. We will write a custom essay sample on Use of conflict in Life of Pi or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page When Piscine first enters the life boat, he has not fully grasped the side of himself which is needed to survive and come of age. â€Å"†¦I was so obviously out matched by Richard Parker that it wasn’t even worth worrying about† is what the narrator says on page 149. At the beginning of Piscine’s adventures, he often has to fight and evade Richard Parker as at that point they have not learned to cooperate with each other. During Life of Pi, Richard parker is a character created by Piscine within his mind for which he blames for the actions he is not willing to accept he committed due to their inhumanity. Piscine creates the story with the tiger in order to cope with his own trauma. In Life of Pi the colour orange symbolises survival, therefore because the tiger is orange it is these action which are needed to survive, the survival instinct. If one comes to realise this part of them they become empowered. They grow and become stronger. Yet because Piscine and Richard Parker are seen as conflicting the reader comes to realise Piscine has not realised that part of himself, and in order to come of age this is what needs to happen. Martel uses this conflict to teach society that in order to come of age you need to come to see that humans are not black or white, good or evil, rather that they are black and white, good and evil; they are a mix of two opposites. Piscine is shown as not seeing this through the Zebra and its black AND white stripes which represent what he believed at that time. In order to come of age we need to come to realise that we are also made of morals and our survival instincts, with our survival instincts being our own Richard Parker’s. As Piscine trains Richard Parker into cooperating with him in chapter 72, he has controlled the part of him needed to ‘grow up’ but has still not fully acknowledged it within himself. On page 207 at the end of chapter 72, the narrator says â€Å"The fifth shield lasted me the rest of his training. † This meant that Piscine had now learnt how to control Richard Parker. Due to Richard parker representing the side of Piscine which is needed to survive and come of age, this development in the conflict was a step in the right direction. Through showing Piscine as being able to control Richard Parker the reader learns that at that instance Piscine has learnt to control his survival instincts as by controlling the tiger it has made it easier for Piscine to survive on the Life boat. Yet he has still not fully come of age as in order to do this you need to acknowledge that this fragment of your psyche consists within your own self. As Piscine is still at this point using the character Richard Parker who he blames the actions he is not willing to accept he did on, Piscine is still failing to accept his own survival instincts and therefore has not come of age. Through this development in the conflict between Piscine and Richard Parker, Martel intentionally demonstrates to society that the process of coming of age is not entirely instant. It is impossible in the space of one day to fully develop from the mind of a child to the mind of a fully grown adult. This was a step for Piscine, because of this the reader realises that there are important steps which need to be taken. Life of Pi is the story of Piscine’s coming of age, and Piscine is on the boat for 227 days. Therefore the coming of age is a gradual evolution. Piscine comes of age when he tells the second story to the Japanese. On page 310 during chapter 99 Piscine says while telling this story â€Å"Then we fought and I killed him [the chef]. † And then he says â€Å"I stabbed him in the stomach. † In order to come of age you need to come to terms with your own survival instincts. Due to Piscine in this story plainly saying exactly what he committed and him no longer placing the blame on the imaginary character Richard Parker, he has now fully realised that he contains within him not only his ideals, but also his survival instincts. He is a mixture of the two. With this he also realises that humanity is not made up of only black or white, good or evil, rather that it is made up of grey. Again, it is made up of a mixture. Before Piscine had been internalising the conflict between himself and Richard Parker. He was trying to distance himself from his instincts. So during this very moment that conflict had been resolved. As a result of this Piscine becomes empowered and stronger. This newly found strength is demonstrated through his precision of language while telling the second story. In those two examples of Piscine explaining how he killed the chef, short precise simple sentences are used to explain directly what occurred. This gives the impression to the reader that Piscine is now fully able to interpret his actions clearly and therefore becomes much stronger for it. While demonstrating this, Yann Martel deliberately shows society that once an individual becomes fully grown, they will achieve this precision of language and clear interpretation of their own actions. They will become strong human beings who will be succeed within our society’s and understand how their own mind works. In conclusion Yann Martel uses the internalized conflict between Richard Parker and Piscine to demonstrate the process of coming of age and analysing exactly what it means to come of age. He shows Piscine’s process using three important stages. The first is when he first gets on the boat and is fighting Richard Parker for territory, the second is when he learns to control the tiger thus learning to control his survival instincts, and the third is when he tells the second story and realising Richard Parker is part of him. Also by showing Piscine come of age through realising that he consists of a mixture of ideals and survival instincts, Martel shows the reader that coming of age is to realise humanity is not black or white, but a combination of the two. It is a great novel which should all of society aspire for that moment of revelation, that moment when we ‘grow up’. By Oliver Christie-Limbrick

How a Daughter Grieves the Loss of a Mother

How a Daughter Grieves the Loss of a Mother A son’s a son till he takes a wife, a daughter’s a daughter for the rest of her life. By and large, this old folk saying still rings true. Generally, young men are raised to become autonomous beings, and the act is regarded as mandatory to their adult development. On the other hand, young women are raised to become moms themselves and remain close to their mothers, setting off what many psychologists maintain is the most intense relationship in a woman’s life. The mother-daughter bond is essential, and 80-90 percent of women report good relationships with their mothers during their midlife, despite wanting an even stronger relationship. What Happens When a Mother Passes When her mother dies, the adult daughter loses her security touchstone. As long as her mother is alive, even if she’s halfway across the country, she’s often only a phone call away. Even if a daughter doesn’t always reach out to her mother when she has a problem, knowing her mother is around can be reassuring. Alternatively, when mom dies, the daughter is starkly alone. Women with close mother-daughter relationships may feel the loss more acutely, but the dynamics are the same for women who report conflicted relationships with their mothers- there is a prevailing tendency to feel unmoored. According to a 2016 article by psychologist Susan Campbell, 92% of daughters say that their relationship with their mother is positive, and over half of women say their mother was more influential than their father. Coping With a Mother Who Has Died Many adult daughters hold a story of their mothers that is based more on the daughters’ wounded memories than on the real truth of their mothers’ lives. For the brave at heart, the immediate aftermath of a mother’s death can be an opportunity for a more objective, compassionate understanding of her and, in turn, a resolution of long-standing differences. Clues to a mother’s true narrative can be found by listening attentively to stories told at the funeral, studying her letters and personal writings, and reviewing her choice of reading materials and entries in her calendar. Even the contents of her closet can help to fill in the gaps of her life. Daughters can take this time to learn more about their mother, and cope with the grief by expressing their feelings, remembering and cherishing their mom, and allowing themselves to grieve properly. Learning About Mom Through Memories Often, there can be a real disparity between a mother’s public self and her private self, or the one portrayed in the family. Many women lead much more accomplished lives than their mothers, which can mask their gifts. A mother’s death can be an excellent time to revisit her teachings. For example, Hillary Clinton’s mother, Dorothy Rodham, was cast off by her parents and sent to live with harsh grandparents. She never got the opportunity to attend college, but when Hillary phoned home from Wellesley, worried that she wouldn’t make the grade, Dorothy encouraged her to stick it out, something she had learned the hard way. Theres no doubt that Hillary Clinton’s reputation as a tenacious candidate and negotiator owes a lot to her mother’s support. Embedded in this example is the knowledge that mothers want the best for their daughters. We can return the favor by rediscovering our mother’s stories and honoring them.

Halloween Quotes for Kids

Halloween Quotes for Kids Halloween has special significance for children. Kids look forward to October 31 when they can play out their imagination and spook their friends. Retailers have realized the importance of this holiday and stock up a variety of wild costumes for kids. You can get any costume- from a pirate to Pinocchio. On Halloween night, kids dress up in zany costumes, pretending to be scary monsters and weird creatures. They travel door to door, usually accompanied by an adult and yell, trick or treat! If the friendly neighbor chooses to be tricked, the kids play a naughty prank on the neighbor. Most people enjoy treating kids with candy. Kids also love to share ghost stories, and spooky tales of dead people to add to the thrill. If your children enjoy Halloween, join them in their naughty adventures. Share these wonderful Halloween quotes for kids to make the night a truly memorable one. Organize a Halloween costume party and encourage kids to dress up in wicked and wacky costumes. Titus Lucretius Carus For as children tremble and fear everything in the blind darkness, so we in the light sometimes fear what is no more to be feared than the things children in the dark hold in terror and imagine will come true. Robert Brault I dont know that there are real ghosts and goblins, but there are always more trick-or-treaters than neighborhood kids. David Arquette The first horror film I remember seeing in the theatre was Halloween and from the first scene when the kid puts on the mask and it is his POV, I was hooked. R. L. Stine When I was a kid my family was really poor and I remember one Halloween I wanted to dress up really scary and my parents came home with a duck costume. I wore that costume for years! I hated it. Gavin DeGraw When I was a kid I got busted for throwing a rock through a car window and egging a house on Halloween. Larry, Curb Your Enthusiasm [When trick or treating kids ask for some candy] Yeah, its Halloween but that doesnt mean you can go around to peoples houses and bilk candy from them. Emily Dickinson One need not be a chamber to be haunted;One need not be a house;The brain has corridors surpassingMaterial place. Dexter Kozen Shadows of a thousand years rise again unseen,Voices whisper in the trees, Tonight is Halloween! Henry C. Link Fear is natures warning signal to get busy. Virna Sheard Hark! Hark to the wind! Tis the night, they say,When all souls come back from the far away-The dead, forgotten this many a day! Scottish Saying From ghoulies and ghosties and long leggety beasties and things that go bump in the night, Good Lord, deliver us! Theodosia Garrison At first cock-crow, the ghosts must goBack to their quiet graves below. William Motherwell Men say that in this midnight hour,The disembodià ¨d have powerTo wander as it liketh them,By wizard oak and fairy stream. John Kendrick Bangs Bring forth the raisins and the nuts-Tonight All-Hallows Spectre strutsAlong the moonlit way. Henry David Thoreau I would rather sit on a pumpkin and have it all to myself than be crowded on a velvet cushion. Dennis Yost and the Classics IV Just like a ghost, youve been a-hauntin my dreams, So Ill propose on Halloween. Love is kinda crazy with a spooky little girl like you. Shakespeare O horror! Horror! Horror! Tongue nor heart Cannot conceive nor name thee! Steve Almond Nothing on Earth so beautiful as the final haul on Halloween night. William Shakespeare Tis now the very witching time of night, When churchyards yawn and hell itself breathes out, Contagion to this world. J. M. Barrie A house is never still in darkness to those who listen intently; there is a whispering in distant chambers, an unearthly hand presses the snib of the window, the latch rises. Ghosts were created when the first man awoke in the night. Janet Little, On Halloween At Halloween, when fairy spritesPerform their mystic gambols,When ilka witch her neebour greets,On their nocturnal rambles;When elves at midnight-hour are seen,Near hollow caverns sportin,Then lads an lasses aft convene,In hopes to ken their fortune,By freets that night. Nina Willis Walter The witches flyAcross the sky,The owls go, Who? Who? Who?The black cats yowlAnd green ghosts howl,Scary Halloween to you! Henry Wadsworth Longfellow, Haunted Houses The spirit-world around this world of senseFloats like an atmosphere, and everywhereWafts through these earthly mists and vapours denseA vital breath of more ethereal air.

Return on Investment - Education Funding Coursework

Return on Investment - Education Funding - Coursework Example Secondly, the MBA course offered has an international outlook for students. Essentially, it fosters diversity of the students within their careers across the world enabling them to tackle global and local challenges facing the businesses that they work at. Lastly, with the wide variety of students from across the world, an MBA course at the university enables students to develop lasting lifelong networks across the world. The executive MBA program in Health Administration at the University of Colorado Denver is paramount towards my career development. The MBA program gears towards imparting health care professionals with excellent health management skills. As a student of the course, I will be able to develop management skills that are practical and real time. The skills will enhance my ability to respond to developments within the workplace and health care as an industry. Being more attune to these developments as well as having the knowledge to develop solutions to the challenges occurring will enable me to optimize the performance of the workplace. Overall, the course will improve my skills, confidence and career as a health care administrator. The two-year course is offered on and off campus. Regardless of the schedule of choice, the basic costs incurred are within the same range. The total cost of tuition is $53,000. Other costs incurred include a onetime non-refundable deposit of $1,000. Additionally, food and housing will amount to $27,008 and personal expenses amount to $8672. Miscellaneous expense will amount to $2,000 for the two-year program. The total costs of the program will amount to $89,680 (University of Colorado, 2014). Given the investment of $89,960 in the Executive MBA in Health Administration, the course was able to generate a Net Present Value of $ 49,372.9. Further, the Executive MBA in Health Administration was able to deliver an internal rate of return of 14%. The internal rate of return of

The Stasi Officer in The Lives of Others Movie Review

The Stasi Officer in The Lives of Others - Movie Review Example They submit secret reports on their co-workers, bosses, friends, neighbors, and even family members. Some do so voluntarily, but many are bribed or blackmailed into collaboration. When the movie begins, the interrogator, Wiesler, seeks a confession from a political prisoner. The accused is made to sit on his hands and is forced to stay awake. Wiesler informs his victim that merely to question the integrity of the Stasi is itself a serious crime. When the necessary confession has been obtained, Wiesler places the cloth from the seat the prisoner has been sitting on in a bottle for the use of tracker dogs. The tape recording of this scene is used to lecture recruits in the art of interrogation. In the process, Weisler is asked a question about the possibility that a victim is innocent. He puts a little cross beside the inquirer's name. At the end of his lecture, an old school friend, Lieutenant-Colonel Anton Grubitz, now head of the Stasi's Cultural Department arrives. Grubitz takes Wiesler to the theatre and suggests that he take an interest in a potentially dissident playwright, Georg Dreyman, whose beautiful girlfriend, Christa-Marie Sieland is appearing in his new play. An influential cultural minister (Bruno Hempf) has designs on the actress and intends to use the Stasi to tarnish the playwright. Wiesler is assigned to the case by his old friend and proceeds to bug the writer's flat and put him under 24-hour surveillance with an eye toward getting him out of the way. As the Captain listens to Dreyman and his girlfriend he begins to like them. Later on, he comes to doubt what he is doing and to suspect the patriotism of those around him. He develops human sympathies for people his superior believes to be suffering from a sickness known as 'anthropocentrism'. He finally becomes moved to question the state tyranny to whose service he has dedicated his whole life. Finally, he provides false reports to his boss, Lt. Col. Anton Grubitz, until the publication of Dreyman's article about suicides raises questions about the few secretly anti-Communist writers who have not already been forced to commit suicide by threats from the secret police. Eventually, Grubitz authorizes a search of the couple's apartment. Since Dreyman has hidden the typewriter under a floorboard, the search reveals nothing. Then Grubitz arrests Christa-Maria, assigns interrogation to Wiesler, who threatens to end her career if she will not talk, so she does. The secret police then organize a second search. However, Wiesler quickly goes to the apartment and disposes of the typewriter before the second search. When the search team arrives, Christa-Maria cannot face her partner, so she leaves the apartment, walks into a passing truck, and dies. Dreyman, however, is in the clear. Realizing that Wiesler has either extracted a false confession or is responsible for the incriminating typewriter, Grubitz demotes him to letter opening or mailman. The events in the story take place in 1984-1985. Mikhail Gorbachev is chosen as the leader of the Soviet Union in 1985, and three years later the Berlin wall falls. Fast forward to 1991, Dreyman leaves the performance of a play and accidentally runs into the culture minister, Bruno Hempf, who in turn tells him to his surprise that he was under constant surveillance. He then goes to the archives of the former East German government to examine

Decision Making Process Essay Example for Free

Decision Making Process Essay .Decision making is the study of identifying and choosing alternatives based on the values and preferences of the decision maker. Making a decision implies that there are alternative choices to be considered, and in such a case we want not only to identify as many of these alternatives as possible but to choose the one that best fits with our goals, objectives, desires, values, and so on.. (Harris (1980)) According to Baker et al. (2001), decision making should start with the identification of the decision maker(s) and stakeholder(s) in the decision, reducing the possible disagreement about problem definition, requirements, goals and criteria. Then, a general decision making process can be divided into the following steps: Step 1. Define the problem. This process must, as a minimum, identify root causes, limiting assumptions, system and organizational boundaries and interfaces, and any stakeholder issues. The goal is to express the issue in a clear, one-sentence problem statement that describes both the initial conditions and the desired conditions.. Of course, the one-sentence limit is often exceeded in the practice in case of complex decision problems. The problem statement must however be a concise and unambiguous written material agreed by all decision makers and stakeholders. Even if it can be sometimes a long iterative process to come to such an agreement, it is a crucial and necessary point before proceeding to the next step. Step 2. Determine requirements. Requirements are conditions that any acceptable solution to the problem must meet. Requirements spell out what the solution to the problem must do.. In mathematical form, these requirements are the constraints describing the set of the feasible (admissible) solutions of the decision problem. It is very important that even if subjective or judgmental evaluations may occur in the following steps, the requirements must be stated in exact quantitative form, i. e. for any possible solution it has to be decided unambiguously whether it meets the requirements or not. We can prevent the ensuing debates by putting down the requirements and how to check them in a written material. Step 3. Establish goals. Goals are broad statements of intent and desirable programmatic values. Goals go beyond the minimum essential must have. s (i. e. requirements) to wants and desires.. In mathematical form, the goals are objectives contrary to the requirements that are constraints. The goals may be conflicting but this is a natural concomitant of practical decision situations. Step 4. Identify alternatives. Alternatives offer different approaches for changing the initial condition into the desired condition.. Be it an existing one or only constructed in mind, any alternative must meet the requirements. If the number of the possible alternatives is finite, we can check one by one if it to meets the requirements. The infeasible ones must be deleted (screened out) from the further consideration, and we obtain the explicit list of the alternatives. If the number of the possible alternatives is infinite, the set of alternatives is considered as the set of the solutions fulfilling the constraints in the mathematical form of the requirements. Step 5. Define criteria. Decision criteria, which will discriminate among alternatives, must be based on the goals. It is necessary to define discriminating criteria as objective measures of the goals to measure how well each alternative achieves the goals.. Since the goals will be represented in the form of criteria, every goal must generate at least one criterion but complex goals may be represented only by several criteria. It can be helpful to group together criteria into a series of sets that relate to separate and distinguishable components of the overall objective for the decision. This is particularly helpful if the emerging decision structure contains a relatively large number of criteria. Grouping criteria can help the process of checking whether the set of criteria selected is appropriate to the problem, can ease the process of calculating criteria weights in some methods, and can facilitate the emergence of higher level views of the issues. It is a usual way to arrange the groups of criteria, subcriteria, and sub-subcriteria in a tree-structure (UK DTLR (2001)). According to Baker et al. (2001), criteria should be †¢ able to discriminate among the alternatives and to support the comparison of the performance of the alternatives, †¢ complete to include all goals, †¢ operational and meaningful, †¢ non-redundant, †¢ few in number. In some methods, see Keeney and Raiffa (1976), non-redundancy is required in the form of independency. We mention that some authors use the word attribute instead of criterion. Attribute is also sometimes used to refer to a measurable criterion. Step 6. Select a decision making tool There are several tools for solving a decision problem. Some of them will be briefly described here,and references of further readings will also be proposed. The selection of an appropriate tool is not an easy task and depends on the concrete decision problem, as well as on the objectives of the decision makers. Sometimes . the simpler the method, the better. but complex decision problems may require complex methods, as well. Step 7. Evaluate alternatives against criteria Every correct method for decision making needs, as input data, the evaluation of the alternatives against the criteria. Depending on the criterion, the assessment may be objective (factual), with respect to some commonly shared and understood scale of measurement (e. g. money) or can be subjective (judgmental), reflecting the subjective assessment of the evaluator. After the evaluations the selected decision making tool can be applied to rank the alternatives or to choose a subset of the most promising alternatives. Step 8. Validate solutions against problem statement The alternatives selected by the applied decision making tools have always to be validated against the requirements and goals of the decision problem. It may happen that the decision making tool was misapplied. In complex problems the selected alternatives may also call the attention of the decision makers and stakeholders that further goals or requirements should be added to the decision model.