There are not many options to write a diploma: we write ourselves, take from a friend, choose from whom to buy. The last two options are indisputable examples of a costly economy. Who needs knowledge that gives costs, not profit?
The student’s decision to buy a diploma speaks for itself. For the future employer, this will be a signal: there will be no benefit from such a specialist. Instead of useful knowledge, there is a firm rule to do everything at the expense of others and to attract costs to the business that were not there.
Classic economic options
The simplest option is the organizational and economic part of the diploma. There is a small business or production site. Conveyor or workshop of CNC machines, united by one remote control. Work team and a system of sequential tasks leading to a finished product.
In the thesis, all aspects of the organization of work are examined in detail and the proper conclusions are drawn. Turning to economics, the student compares the current production option and optimizes the organizational aspect for all indicators that are considered in the diploma.
A more complex option, when the emphasis is not on the organization of work, but on equipment. In this case, the technical and economic part of the diploma determines the range of technical characteristics and the student determines the real economic effect from them, which are given by the proposals that he substantiated in the thesis.
Real options when questions arise
With any topic of the diploma there is every reason to extract the effect of the application of knowledge. If it comes to the economic part, then there is a fact of knowledge and skills. The provisions with which you can go to the defense are formulated. It remains to describe how useful the application of the results of the work done in real practice in the prevailing socio-economic environment.
Creation of a robot, website development, justification of research methods, etc. There is something here that with a certain method of use can bring profit or cost savings. But not all theses are in the field of direct economic benefit.
Theoretically, research in the field of philosophy, psychology, linguistics, design, etc., do not provide direct options for the development of the economic part.
But with the advent of programming and information technology, almost any area of human activity has become economically promising. Perhaps the topic of the diploma does not give grounds to calculate the economy. But the diploma is written, and this gives reason to believe: the information processing cycle has taken place and there is a result.
The formal basis of utility
Not all theses are directly related to the economy, its laws and deep theoretical foundations. The economic part of the diploma does not require a deep understanding of finances, accounting, own technological knowledge in organizing production or marketing products.
The economic part of the diploma of an economist or financier is their bread, but economics for a philosopher or programmer is their problem.
If the meaning of the philosopher’s activity is to manipulate words and create information, then why not direct this process to a socially useful thing, for example, a diploma on (randomly chosen) topics:
- Personality in the era of social disasters.
- The ontological side of the main question of philosophy (what is primary and what is secondary - matter or consciousness).
- Information technology as a means of transforming human everyday life
It easily fits into an excellent economy, which will not only attract the attention of the protection commission, but will also enable the student to go further in their professional and economic development.
An engineering degree is much simpler. Almost any technical specialist learns to create equipment, processes, robots, sites and other real objects. Each object has useful properties - this is an axiom, because a diploma has already been written in front of the economic part and the provisions to be defended have been formulated . So proven: relevance, novelty and the presence of new knowledge created by a future engineer.
Programming is a mirror of the human mind, here the economy is always obvious. It is a matter of technology to qualitatively show this evidence so that it can be seen by the commission for the protection of diploma.
Objective justification for the need
The indisputability of the fact that sites offering to write a diploma for money is growing in quantity, as modern inflation - in volumes, means the indisputability of the fact that knowledge graduated from modern educational institutions is falling, and the need for modern and high-quality knowledge in all specialties is growing.
A diploma is a prerequisite for graduation, it must be written personally by the student. The main part of the diploma is relevance, novelty and personal contribution.
It is in the novelty that the differences between the existing process, phenomenon or object, from what the author offers, are hidden. Just listing them in the current state and in the proposed version, after studying the problem and conducting research, you can perform a comparison and get an exact answer to the question of how to calculate the economic part of the diploma.
Economic indicators
Enterprises and businesses exist in many implementations. There are trade, commercial educational and medical institutions. Recreation and travel agencies. All these implementations differ significantly in the parameters used and their application. The range of options is not so much extensive as growing rapidly.
A diploma does not require the development of an economy in the full sense of the term. It is enough to outline the basic scheme and show how exactly from the results of the thesis its usefulness and real economic efficiency follow.
In the literal sense, it is necessary to show how profit is formed, how costs are reduced, how time is spent on doing work, etc.
The economic effect is an absolute indicator of the enterprise, but a rare diploma is dedicated to the whole enterprise. More often than not, the topic is much more modest and simpler.
For example, the economic part of an engineering diploma, an example of a general plan: "using a robot in production." Here, the economy will be built not only on a net increase in production efficiency:
- the robot works much faster, more reliable, more accurately;
- there is no need to pay sick leave;
- there is no cost for providing food;
- no social conflicts in the team;
- no salary costs.
When using the robot, costly moments will appear:
- high cost of the robot;
- fixed costs for electricity;
- need for maintenance;
- costs of consumables and spare parts.
In each specific diploma project related to the use of robots, the economy will be built on very specific positive and negative points. An accurate list will allow you to calculate the difference between the items of cost and income. The dynamics of this time difference will give an understanding of the economic efficiency of the thesis.
An example of an analysis of the application of the robot from an economic point of view will determine the economic indicators of a particular graduation project, and not abstract indicators from economic theory in general.
Process Automation Economics
Classical engineering tasks have long migrated from the field of manual machines and mechanisms to the sphere of CNC machines. In this case, the economic part of an engineering diploma (an example of a topic “engine control algorithm”) will create significant difficulties for the author.
The problem of engine control is usually the inertia of acceleration and braking. The tasks of creating a reliable algorithm are outwardly primitive, but the work of the robot arm depends on their quality: metal cutting speed, fabric cutting quality, laser residence time over the material, that is, the exact execution of a production task for a device that uses an engine and an developed algorithm.
To determine the economic indicators and build a high-quality economic section of the thesis, it is necessary to transfer the “quality of the algorithm” to real cost indicators.
For example, the cost of a counterweight, the need for which is justified by a diploma, a decrease in the power of the engine used, or another model of the engine. Changing the path to the working line, reducing / increasing the cost of electricity, the use of switching power and the need for an additional signal generator.
Arguing in this way, the scientific and practical results of the thesis can be translated into a list of economic indicators and offer a rationale for the economic efficiency of the graduation project.
Features of technical systems
There are many technical and engineering specialties that do not need to develop new products, optimize processes, perform work or solve problems.
There are systems that "live" their own lives and they cannot be changed, created or optimized: an internal combustion engine, a braking system, or steering. Everyone can just call in at the service station, but how many times will it have to be done again then?
The scientific organization of labor at the service station is the real economic part of the auto mechanic diploma. Diagnosis and treatment of "disease" - as in medicine. The task is simple: the client cannot be disassembled, it must be cured so that the second time he does not come and remains “satisfied” with the speed and quality of treatment.
The economic part of a diploma in technical systems is somewhat more complicated than the classical approach. The thing is that the internal combustion engine cannot be dissected. It should work. It is necessary to identify the problem when the system is a whole. Dismantling is not a problem, but it is time, money and a bad economy.
Accurate and quick diagnosis and targeted treatment is a guarantee of a brilliantly executed economic part of the diploma, when in the main part an analysis of all options and methods for diagnosing the system has been meticulously carried out, and an informed decision has been made on how to make the correct diagnosis exactly.
Philosophy and Programming
In topics on philosophy (see above), the economic part of the diploma is at a glance. Public consciousness is accustomed to seeing in philosophy the queen of all sciences and a very “distant” science from worldly life. But the development of information technology allows us to look differently at things that have long been too familiar to be true.
The economic part of a programmer’s diploma is an example of an unsolvable problem when it comes to knowledge. Indeed, how to program knowledge? Since the 80s of the last century, outstanding programmers have created a lot of artificial intelligence languages, but remained in the era when the name of Charles Babbage (the 17th century, and today the 21st) became famous.
Meanwhile, the fundamental question of philosophy is what is primary and what is secondarily easily transferred to the economy. On this account there is a real observation and objective data.
Few people do not know the name of Oracle, but even if you do not touch the leader, then the rest of the developers of modern high-performance databases for many decades have created knowledge and experience, and as a result, today people can use all the delights of working with information through hundreds of products of various functions that implement the required functionality .
Few people know that any two children in kindergarten are perfectly in contact with each other and solve all information issues without using hundreds of software products from the leader of information technology.
The idea of active knowledge, appeared in the 90s of the last century, it is not new, but has not yet been implemented. If you calculate how much money was spent by leaders in the field of information technology on materials, equipment and wages from the 80s to the present, then the economic effect that was lost during all this time will become completely obvious.