> ... table ...
This gave me PTSD from FMEA analysis. Why not just write the arbitrary product only, or rank the risks, or don't rank them at all. No-one is forcing them why do this? Is this curriculum now?
> ... table ...
This gave me PTSD from FMEA analysis. Why not just write the arbitrary product only, or rank the risks, or don't rank them at all. No-one is forcing them why do this? Is this curriculum now?
It seems fine to me, and it's just a multiplication of two numbers, that's not overwhelming.
https://en.wikipedia.org/wiki/Risk_matrix
Take a look at this risk matrix. It's divided into cells that are each assigned a category. If you assigned numbers to it, you'd get conflicting results:
1. Possible (3) x Catastrophic (4) = Very High (12)
2. Likely (4) x Critical (3) = High (12)
In this case, 12 can mean either High or Very High. Therefore the category is more important than the product.
So basically, the product is only meaningful if the categories are defined in terms of it, which I don't think is common. Really, I should have said you need the category, rather than the product.
If this is true , it wouldn't surprise me if this is the effect of them cargo-culting one of their Software-Engineering course
This is true. There are also some (like me) who think both are great.
> the reason this project survives is that some professors have decided to use this as an assignment.
I am not sure that this is true.