// exit
// one option
CMDTYPE getCmdType(const char *cmd)
{
if (strcmp(cmd, "exit") == 0)
return EXIT;
if (strcmp(cmd, "cd") == 0)
return CD;
if (strcmp(cmd, "pwd") == 0)
return PWD;
if (strcmp(cmd, "echo") == 0)
return ECHO;
return CMD;
}
// second option
void exit()
{
if('$1' == 'exit')
{
$2 $3;
$1;
}
else if('$3' == 'exit' )
{
$1 $2;
$2;
}
}
// pipelining
void pipes(int a, char * pipes[100], int size)
{
char* p1[10] // variable for command 1
char* p2[10] // variable for command 2
char* p3[10] // variable for command 3
int num = 0; // integer for amount of pipes
int n1 = 0; // interger for command 1 array
int n2 = 0; // integer for command 2 array
int n3 = 0; // integer for command 3 array
int status; // for status
pid_t pd, pd2, pd3; //variables for pid to be forked
for (int i=0; i<size; i++) //size of command line input
{
if(strcmp(pipes[i], "|") == 0) // if the pipe is found
{
num++; //increment the counter
}
else if(num == 0) // if no pipe found
{
p1[n1] = pipes[i]; //place the command and argument into p1
n1++; // incrementing place in command 1 array
}
else if(num == 1) // if 1 pipe is found
{
p2[n2] = pipes[i]; //place the command and argumemnt into p2
n2++; //increment place in command 2 array
}
else if (num == 2) // if 2 pipes are found
{
p3[n3] = pipes[i]; //place the command and argumemnt into p3
n3++; //increment place in command 3 array
}
} // end of for loop
p1[n1] = NULL; //setting the place in the array to NULL
p2[n2] = NULL; //setting the place in the array to NULL
p3[n3] = NULL; //setting the place in the array to NULL
int dir1[2], dir2[2]; // integers for directing
pipe(dir1); //pipe
pipe(dir2); //pipe
pd = fork(); // first fork for command 1
if(pd == 0)
{
dup2(dir1[1] , 1); // duplicate write end of p1->p2 pipe stdout
close(dir1[0]);
close(dir1[1]);
close(dir2[0]);
close(dir2[1]);
execvp(p1[0], p1); //execute command p1
}
else if(pd>0) //the parent
{
pd2 = fork(); // fork second chil to execute grep
if(pd2 == 0)
{
dup2(dir1[0], 0); // duplicate read end of p1->p2 to stdin of p2
if(a == 2) // if second pipe was found
{
dup2(dir2[1], 1);
}
//close bothe ends of all created dir pipes
close(dir1[0]);
close(dir1[1]);
close(dir2[0]);
close(dir2[1]);
execvp(p2[0], p2); //execute command p2
}
else if(pd2 > 0)
{
if(a == 2)
{
pd3 = fork();
if(pd3 == 0)
{
dup2(dir2[0], 0);
//close bothe ends of all created dir pipes
close(dir1[0]);
close(dir1[1]); ...
CurrentCurrent PracticeMicrowave ModelABCDEFTotal$ Value500.00500.00500.00500.00500.00500.00Holding Cost Factor0.250.250.250.250.250.25Fixed Cost Per Order1000.001000.001000.001000.001000.001000.00Daily Demand:Average122288359744Std. Dev.171867192222Order Quantity
p038981: p038981:
Current practice is a 30 day supply = 30 * average daily demand3606602640105029101320Ship Time (days):Average777777Std. Dev.222222Production Time (days):Average303030303030Std. Dev.444444Lead Time (days):Average
p038981: p038981:
=Average ship time + average production time37.00Std. Dev.
p038981: p038981:
sqrt(sum of variances of ship time^2 + variance of production time^2)
4.47Demand during Lead Time:Average
p038981: p038981:
Average daily demand * average lead time444Std. Dev.
p038981: SQRT((Average lead time * Standard deviation of daily demand^2)+(Average daily demand^2 * Standard deviation of Lead time^2))
117Reorder Point
p038981: p038981:
Current practice is 51*average daily demand612Safety Stock Level
Bret Kauffman: = Reorder point - average demand during lead time168Inventory Performance:Service Level
p038981: We know that safety stock = z * standard deviation of demand during lead time
therefore the z value = safety stock / standard deviation of demand during lead time
once we know the z value, NORMSINV will give us the current level of customer service that IMI is providing for this model.
This Service Level = NORMSDIST(safety stock / standard deviation of demand during lead time)
0.9254Calculation of Total CostPurchase Cost
Bret Kauffman: Value of the microwave * number of microwaves sold (=average daily demand * 365)2,190,000Annual Holding Cost:Cycle Stock
p038981: p038981:
Holding cost factor * Price/unit * Average inventory
remember average inventory = order quantity / 222,500Safety Stock
p038981: p038981:
Holding cost factor * value/unit * safety stock units
p038981: p038981:
Current practice is a 30 day supply = 30 * average daily demand21,000Anuual Fixed Order Cost
p038981: p038981:
Order cost = Fixed cost per order * (Annual demand / Order quantity)
assume 365 days / year12,167Annual Total Cost
p038981: p038981:
Total cost = Purchase cost + ordering cost + holding cost
p038981: p038981:
=Average ship time + average production time
p038981: p038981:
sqrt(sum of variances of ship time^2 + variance of production time^2)
p038981: p038981:
Average daily demand * average lead time
p038981: SQRT((Average lead time * Standard deviation of daily demand^2)+(Average daily demand^2 * Standard deviation of Lead time^2))
p038981: p038981:
Current practice is 51*average daily demand
Bret Kauffman: = Reorder point - average demand during lead time2,245,667
AnalysisEconomic Order Quantity and Safety StockSingle ModelMicrowave ModelABCDEFTotalX$ Value500.00500.00500.00500.00500.00500.00500.00Holding Cost Factor0.250.250.250.250.250.250.25Fixed Cost Per Order1000.001000.001000.001000.001000.001000.001000.00Daily Demand:Average122288359744Std.
Read Chapter 3. Answer the following questions1.Wha.docxShiraPrater50
Read Chapter 3
.
Answer the following questions:
1.
What can give a teacher insight into children’s language behavior?
2.
How many new words might a preschooler acquire each day?
3.
Define
receptive vocabulary and expressive vocabulary.
4.
Compare speech when a child is excited to speech when a child is embarrassed, sad, or shy.
5.
What is the focus of play for very young preschoolers?
6.
Define
regularization.
7.
What is the focus for questions during the toddler period?
8.
Define
overextension.
9.
Describe
running commentaries.
10.
List
eight (8)
possible developmental reasons and benefits of self-talk.
11.
Define
consonant and vowel.
12.
What advice should be given to families and early childhood educators?
13.
List
(four) 4
suggestions for books for younger preschoolers.
14.
List
ten (10)
expectations as preschoolers get older.
15.
Describe friendships of young preschoolers.
16. List
five (5)
areas of growth in children through group play.
17. How do children learn language?
18. Explain
relational words
and why these words are important.
19. Explain
impact words, sound words, created words
and
displaying creativity
.
20. Discuss the danger of assumptions about intelligence through language ability.
21. List
four (4)
speech and language characteristics of older preschoolers.
22. What may depress a child's vocabulary development?
23. Define
metalinguistic awareness.
24. How does physical growth affect children's perceptions of themselves?
25.
Define
mental image.
26.
Define
visual literacy.
27.
Explain the order in which motor skills are developed.
28.
Explain the
Montessori
approach to education for young children.
29. List
seventeen (17) objectives for refining perceptual-motor skills.
30.
Define
assimilation and accommodation.
31. What is a zone of proximal development?
32.
What is the teacher’s role in working with infants, toddlers and preschoolers?
33.
Define
metalinguistic skills.
34.
Define
social connectedness.
35. List
six (6)
social ability goals that serve as a strong foundation for future schooling.
.
Read Chapter 15 and answer the following questions 1. De.docxShiraPrater50
Read Chapter 15 and answer the following questions
:
1. Describe several characteristics of infants that make them different from other children.
2. What is the feeding challenge in meeting the nutritional needs of an infant?
3. Define
low-birthweight (LBW) infant
.
4. List
nine (9)
problems associated with low birth weight.
5. List
five (5)
reasons a mother may choose formula feeding instead of breast feeding.
6. List
four (4)
steps to safe handling of breast milk.
7. What
two (2)
factors determine safe preparation of formula? Briefly describe each factor.
8. Define
aseptic procedure.
9. Define
distention
and tell what causes distention.
10. Define
regurgitation, electrolytes,
and
developmental or physiological readiness.
11. Why should a bottle
NEVER
be propped and a baby left unattended while feeding?
12. When might an infant need supplemental water?
13. When should solid food be introduced to an infant? What is meant by the infant being developmentally ready?
14. Define
palmar grasp
and
pincer grip.
15. List
ten (10)
common feeding concerns. Pick
ONE
and explain why that is a concern.
Read Chapter 16 and answer the following questions:
1. Describe
toddlers and preschoolers
.
2. Define
neophobic.
3. List
three (3)
things a teacher is responsible for when feeding a toddler. List
two (2)
things for which the child is responsible.
4. Why should you
NOT
try to force a toddler to eat or be overly concerned if children are suddenly eating less?
5. Explain the results of spacing meals
too far apart
and
too close together
.
6. List a
good eating pattern
for toddlers.
7. Name several healthy snack choices for toddlers and young children.
8. List several suggestions for making eating time comfortable, pleasant and safe.
9. What changes about eating habits when a toddler develops into a preschooler?
10. Define
Down syndrome
and
Prader-Willi syndrome.
11. How can parents and teachers promote good eating habits for preschoolers?
12. When and where should rewards be offered?
13. Why should children
not
be encouraged to have a
“clean plate”?
14. List
five (5)
health conditions related to dietary patterns.
15. What is the Physical Activity Pyramid and for what is it designed?
16. List
eight (8)
common feeding concerns during toddler and preschool years. Pick
one and explain
it thoroughly.
https://books.google.com/books/about/Health_Safety_and_Nutrition_for_the_Youn.html?id=7zcaCgAAQBAJ&printsec=frontcover&source=kp_read_button#v=onepage&q&f=false
.
More Related Content
Similar to exit one optionCMDTYPE getCmdType(const char cmd).docx
CurrentCurrent PracticeMicrowave ModelABCDEFTotal$ Value500.00500.00500.00500.00500.00500.00Holding Cost Factor0.250.250.250.250.250.25Fixed Cost Per Order1000.001000.001000.001000.001000.001000.00Daily Demand:Average122288359744Std. Dev.171867192222Order Quantity
p038981: p038981:
Current practice is a 30 day supply = 30 * average daily demand3606602640105029101320Ship Time (days):Average777777Std. Dev.222222Production Time (days):Average303030303030Std. Dev.444444Lead Time (days):Average
p038981: p038981:
=Average ship time + average production time37.00Std. Dev.
p038981: p038981:
sqrt(sum of variances of ship time^2 + variance of production time^2)
4.47Demand during Lead Time:Average
p038981: p038981:
Average daily demand * average lead time444Std. Dev.
p038981: SQRT((Average lead time * Standard deviation of daily demand^2)+(Average daily demand^2 * Standard deviation of Lead time^2))
117Reorder Point
p038981: p038981:
Current practice is 51*average daily demand612Safety Stock Level
Bret Kauffman: = Reorder point - average demand during lead time168Inventory Performance:Service Level
p038981: We know that safety stock = z * standard deviation of demand during lead time
therefore the z value = safety stock / standard deviation of demand during lead time
once we know the z value, NORMSINV will give us the current level of customer service that IMI is providing for this model.
This Service Level = NORMSDIST(safety stock / standard deviation of demand during lead time)
0.9254Calculation of Total CostPurchase Cost
Bret Kauffman: Value of the microwave * number of microwaves sold (=average daily demand * 365)2,190,000Annual Holding Cost:Cycle Stock
p038981: p038981:
Holding cost factor * Price/unit * Average inventory
remember average inventory = order quantity / 222,500Safety Stock
p038981: p038981:
Holding cost factor * value/unit * safety stock units
p038981: p038981:
Current practice is a 30 day supply = 30 * average daily demand21,000Anuual Fixed Order Cost
p038981: p038981:
Order cost = Fixed cost per order * (Annual demand / Order quantity)
assume 365 days / year12,167Annual Total Cost
p038981: p038981:
Total cost = Purchase cost + ordering cost + holding cost
p038981: p038981:
=Average ship time + average production time
p038981: p038981:
sqrt(sum of variances of ship time^2 + variance of production time^2)
p038981: p038981:
Average daily demand * average lead time
p038981: SQRT((Average lead time * Standard deviation of daily demand^2)+(Average daily demand^2 * Standard deviation of Lead time^2))
p038981: p038981:
Current practice is 51*average daily demand
Bret Kauffman: = Reorder point - average demand during lead time2,245,667
AnalysisEconomic Order Quantity and Safety StockSingle ModelMicrowave ModelABCDEFTotalX$ Value500.00500.00500.00500.00500.00500.00500.00Holding Cost Factor0.250.250.250.250.250.250.25Fixed Cost Per Order1000.001000.001000.001000.001000.001000.001000.00Daily Demand:Average122288359744Std.
Read Chapter 3. Answer the following questions1.Wha.docxShiraPrater50
Read Chapter 3
.
Answer the following questions:
1.
What can give a teacher insight into children’s language behavior?
2.
How many new words might a preschooler acquire each day?
3.
Define
receptive vocabulary and expressive vocabulary.
4.
Compare speech when a child is excited to speech when a child is embarrassed, sad, or shy.
5.
What is the focus of play for very young preschoolers?
6.
Define
regularization.
7.
What is the focus for questions during the toddler period?
8.
Define
overextension.
9.
Describe
running commentaries.
10.
List
eight (8)
possible developmental reasons and benefits of self-talk.
11.
Define
consonant and vowel.
12.
What advice should be given to families and early childhood educators?
13.
List
(four) 4
suggestions for books for younger preschoolers.
14.
List
ten (10)
expectations as preschoolers get older.
15.
Describe friendships of young preschoolers.
16. List
five (5)
areas of growth in children through group play.
17. How do children learn language?
18. Explain
relational words
and why these words are important.
19. Explain
impact words, sound words, created words
and
displaying creativity
.
20. Discuss the danger of assumptions about intelligence through language ability.
21. List
four (4)
speech and language characteristics of older preschoolers.
22. What may depress a child's vocabulary development?
23. Define
metalinguistic awareness.
24. How does physical growth affect children's perceptions of themselves?
25.
Define
mental image.
26.
Define
visual literacy.
27.
Explain the order in which motor skills are developed.
28.
Explain the
Montessori
approach to education for young children.
29. List
seventeen (17) objectives for refining perceptual-motor skills.
30.
Define
assimilation and accommodation.
31. What is a zone of proximal development?
32.
What is the teacher’s role in working with infants, toddlers and preschoolers?
33.
Define
metalinguistic skills.
34.
Define
social connectedness.
35. List
six (6)
social ability goals that serve as a strong foundation for future schooling.
.
Read Chapter 15 and answer the following questions 1. De.docxShiraPrater50
Read Chapter 15 and answer the following questions
:
1. Describe several characteristics of infants that make them different from other children.
2. What is the feeding challenge in meeting the nutritional needs of an infant?
3. Define
low-birthweight (LBW) infant
.
4. List
nine (9)
problems associated with low birth weight.
5. List
five (5)
reasons a mother may choose formula feeding instead of breast feeding.
6. List
four (4)
steps to safe handling of breast milk.
7. What
two (2)
factors determine safe preparation of formula? Briefly describe each factor.
8. Define
aseptic procedure.
9. Define
distention
and tell what causes distention.
10. Define
regurgitation, electrolytes,
and
developmental or physiological readiness.
11. Why should a bottle
NEVER
be propped and a baby left unattended while feeding?
12. When might an infant need supplemental water?
13. When should solid food be introduced to an infant? What is meant by the infant being developmentally ready?
14. Define
palmar grasp
and
pincer grip.
15. List
ten (10)
common feeding concerns. Pick
ONE
and explain why that is a concern.
Read Chapter 16 and answer the following questions:
1. Describe
toddlers and preschoolers
.
2. Define
neophobic.
3. List
three (3)
things a teacher is responsible for when feeding a toddler. List
two (2)
things for which the child is responsible.
4. Why should you
NOT
try to force a toddler to eat or be overly concerned if children are suddenly eating less?
5. Explain the results of spacing meals
too far apart
and
too close together
.
6. List a
good eating pattern
for toddlers.
7. Name several healthy snack choices for toddlers and young children.
8. List several suggestions for making eating time comfortable, pleasant and safe.
9. What changes about eating habits when a toddler develops into a preschooler?
10. Define
Down syndrome
and
Prader-Willi syndrome.
11. How can parents and teachers promote good eating habits for preschoolers?
12. When and where should rewards be offered?
13. Why should children
not
be encouraged to have a
“clean plate”?
14. List
five (5)
health conditions related to dietary patterns.
15. What is the Physical Activity Pyramid and for what is it designed?
16. List
eight (8)
common feeding concerns during toddler and preschool years. Pick
one and explain
it thoroughly.
https://books.google.com/books/about/Health_Safety_and_Nutrition_for_the_Youn.html?id=7zcaCgAAQBAJ&printsec=frontcover&source=kp_read_button#v=onepage&q&f=false
.
Read Chapter 2 and answer the following questions1. List .docxShiraPrater50
Read Chapter 2 and answer the following questions:
1. List
five (5)
decisions a teacher must make about the curriculum.
2. List
three (3)
ways that all children are alike.
3. List
three (3)
similar needs of young children.
4. Describe the change in thought from age 2 through age 11 or 12.
5. List
four (4)
ways teachers can determine children’s background experiences.
6. List
three (3)
ways to find out children’s interests.
7. List
four (4)
ways to determine the developmental levels and abilities of children.
8. What is P.L. 94-142 and what does it state?
9. List
four (4)
things you need to do as a teacher of special children regarding P.L. 94-142.
10. List
eight (8)
categories of special needs children.
11. List the
eleven (11)
goals of an inclusion program.
12.
List
and
explain three (3)
methods to gain knowledge about the culture and values of a community.
13. Why must teachers of young children understand geography, history, economics and other social sciences?
14. List
six (6)
ways children can assist with planning.
15. List
five (5)
elements that should be included in lessons plans.
16. List
four (4)
main sections that every lesson plan should include regardless of format.
17. Define
behavioral objective.
What
three (3)
questions do behavioral objectives answer?
18. What are
four (4)
goals which can be accomplished through the use of units, projects, and thematic learning?
19. List
three (3)
considerations for selecting themes or topics.
20. After selecting a theme or topic, list
seven (7)
elements that should be included in planning for the theme or unit.
21. List
five (5)
uses for authentic assessment
.
22.
List
and
describe
four (4)
types of assessments.
23. List
five (5)
things you should look for when interviewing children.
24. What are
rubrics
, and how can rubrics be used?
25. What are standardized tests and why might they
not
be useful to teachers of young children?
book
Social Studies for the Preschool/Primary Child
Carol Seefeldt; Sharon D. Castle; Renee Falconer
also you may used any addition
.
Read chapter 7 and write the book report The paper should be .docxShiraPrater50
Read chapter 7 and write the book report
The paper should be single-spaced, 2-page (excluding cover page and references) long, and typed in Times New Roman 12 points. The paper should have a title, and consists of at least two sections: 1) A brief narrative of how an IS/IT is realized, initiated, designed, and implemented in terms of what/when/where/how this happened, and key character players involved in the series of events.
.
Read Chapter 7 and answer the following questions1. What a.docxShiraPrater50
Read Chapter 7 and answer the following questions:
1. What are preschoolers like?
2. Define
large motor, coordination, agility
and
conscience
.
3. What do preschoolers do?
4. What do preschoolers need?
5. Define
sense of initiative, socialized
and
norms
.
6. List the
seven (7)
dimensions of an environment advocated by Prescott.
7. Describe an environment that provides for initiative.
8. List
six (6)
opportunities for children provided through good storage of materials.
9. Define
pictograph
.
10. List
six (6)
environments that foster initiative
.
11. Describe an environment that helps to develop creativity.
12. List
eight (8)
factors for creativity.
13. Describe an environment for learning through play.
14. Where do you begin when deciding how to set up a room?
15. What should you know about pathways in the room?
16. How can you modify a classroom for children with special needs?
17. List
seven (7)
suggestions for welcoming children with special needs.
18. Describe an environment for outdoor play.
19. List
seven (7)
suggestions for an environment that fosters play.
20. How can you plan for safety?
21. Define
interest centers, indirect guidance, private space
and
antibiased
.
22. Describe an environment that fosters self-control.
23. Define
time blocks, child-initiated,
and
teacher-initiated
.
24. List
six (6)
features found in schedules that meet children's needs.
25. List
eight (8)
principles of developmentally appropriate transitions for preschoolers.
26. Define
kindergarten
. Describe kindergarten today.
27. Define
screening, readiness tests, transitional classes
and
retention
.
28. What is the kindergarten dilemma?
29. List
five (5)
inappropriate physical environments for preschoolers.
Read Chapter 8 and answer the following questions:
1. What are primary-age children like?
2. What do primary-age children like to do?
3. Define
peers, sense of industry, competence
and
concrete
.
4. What do primary-age children need?
5. How do primary-age children learn best?
6. What are some of the concerns about public education?
7. Describe an environment for a sense of industry.
8. What is a benefit of the learning-center approach for primary-age children?
9. What is a planning contract?
10. What is an advantage to providing a number of separate learning centers?
11. What is a planning board?
12. Define
portfolio
.
13. How do teachers of primary-age children use portfolios and work samples?
14. What are two large and important learning centers related to literacy?
15. What should a writing center contain?
16. List
four (4)
suggestions for an environment that fosters early literacy.
17. Describe an environment that fosters math understanding.
18. Describe a physical environment that fosters scientific awareness.
19. Describe an environment for relationships.
20. List
five (5)
suggestions for fostering peer- and te.
Read chapter 14, 15 and 18 of the class textbook.Saucier.docxShiraPrater50
Read chapter 14, 15 and 18 of the class textbook.
Saucier Lundy, K & Janes, S.. (2016). Community Health Nursing. Caring for the Public’s Health. (3rd
ed.)
ISBN: 978-1-4496-9149-3
Once done answer the following questions;
1. How the different topics/health issues can be addressed through both professional health promotion and personal health promotion. What is the difference in the approach? How does each approach contribute to the desired effect?
2. Should health insurance companies cover services that are purely for health promotion purposes? Why or why not? What about employers? What are the pros and cons of this type of coverage?
3. What do you think about the role integrating nursing with faith? Is this something you feel is appropriate? When is it appropriate? What types of settings do you feel this would work best in? Do you feel nurses should integrate faith in their nursing practice? Why or why not and how?
4. Have you been a part of a group in which corruption of leadership has occurred? Do you feel it is unavoidable? How did you feel in that particular group?
APA format word document Arial 12 font attached to the forum in the discussion board title "Week 4 discussion questions".
A minimum of 2 evidence based references no older than 5 years old are required besides the class textbook
A minimum of 500 words without count the first and last page are required.
.
Read Chapter 10 APA FORMAT1. In the last century, what historica.docxShiraPrater50
Read Chapter 10 APA FORMAT
1. In the last century, what historical, social, political, and economic trends and issues have influenced today’s health-care system?
2. What is the purpose and process of evaluating the three aspects of health care: structure, process, and outcome?
3. How does technology improve patient outcomes and the health-care system?
4. How can you intervene to improve quality of care and safety within the health-care system and at the bedside?
5. Select one nonprofit organization or one government agencies that influences and advocates for quality improvement in the health-care system. Explore the Web site for your selected organization/agency and answer the following questions: •
What does the organization/agency do that supports the hallmarks of quality? •
What have been the results of their efforts for patients, facilities, the health-care delivery system, or the nursing profession? •
How has the organization/agency affected facilities where you are practicing and your own professional practice?
.
Read chapter 7 and write the book report The paper should b.docxShiraPrater50
Read chapter 7 and write the book report
The paper should be single-spaced, 2-page (excluding cover page and references) long, and typed in Times New Roman 12 points. The paper should have a title, and consists of at least two sections: 1) A brief narrative of how an IS/IT is realized, initiated, designed, and implemented in terms of what/when/where/how this happened, and key character players involved in the series of events.
.
Read Chapter 14 and answer the following questions1. Explain t.docxShiraPrater50
Read Chapter 14 and answer the following questions:
1. Explain the importance of proteins.
2. Define
amino acids, non-essential amino acids, essential amino acids, complete protein,
and
incomplete proteins.
3. Define
complementary proteins
and
supplementary proteins.
4. Why are
vitamins
important?
5. Define
fat soluble
and
water soluble.
6. What is
DNA
?
RNA?
7. Which vitamins play essential roles in the formation of blood cells and hemoglobin?
8. Which vitamins regulate bone growth?
9. Define
collagen.
10. Which vitamins regulate energy metabolism?
11. Define
neuromuscular
and
spina bifida.
12. What are
megadoses
?
13. Define
minerals
and tell why they are important.
14. What minerals support growth?
15. What are the major minerals found in bones and teeth?
16. Why is fluoride added to water supplies of communities? Why is fluoride important?
17. What are the major food sources of
calcium
and
phosphorus
?
18. Define
hemoglobin
. Define
iron-deficiency
anemia
.
19. What are the major food sources of iron?
20. Why is water so important to children? How is water lost and replaced in children?
21. Name
three (3)
problems caused by children drinking too much fruit juice.
https://books.google.com/books/about/Health_Safety_and_Nutrition_for_the_Youn.html?id=7zcaCgAAQBAJ&printsec=frontcover&source=kp_read_button#v=onepage&q&f=false
.
Read Chapter 2 first. Then come to this assignment.The first t.docxShiraPrater50
Read Chapter 2 first. Then come to this assignment.
The first theme of next week's class (Week 2) will be Chapter 2, Concepts of Infectious Disease. I will briefly go through the chapter to make sure that you understand it, and then we will have a discussion.
Since the chapter in the textbook is so full of important concepts, it would be difficult to narrow it down to a single topic for discussion. So I have posted this introduction and 3 separate subtopics. You can choose which one you want to write about. Each student should choose one of these subtopics for your major post. You should write well thought out primary comments on at least one of the points below (150-200 words).
BE SURE TO INCLUDE YOUR NAME AND SUBTOPIC IN THE HEADER FOR YOUR PAPER.
We will discuss each of the subtopics that were chosen by the students. Each of you should take an active role in presenting your topic to the other students. Explain the concept in your own words, or develop it further using a relevant example. As other students present their perspective on the same topic, hopefully an active discussion will take hold. I will jump in only as needed. This format will allow you to develop one subtopic in an active sense, but learn about the others by being drawn into them through other people's discussions.
Choose your subtopic:
Subtopic 1: Factors that affect the spread of epidemics
Question: Explain how the interaction between these factors are relevant to the transmission of AIDS. For example, which of these factors are most critical to the transmission of HIV. Which aren't.
1. Total number of hosts
2. Host’s birth rate
3. Rate at which new susceptible hosts migrate into population
4. Number of susceptible uninfected hosts
5. Rate at which disease can be transmitted from infected to uninfected hosts
6. Death rate of infected hosts
7. The number of infected hosts who survive and become immune or resistant to further infection
Subtopic 2: Acute versus Chronic Infections
Question: Compare the definitions of Acute Infections and Chronic Infections below. Based on what you know about HIV/AIDS at this point, which description most closely matches AIDS? Explain your answer, using evidence from the book to support your position.
What is an acute infection?
1. Produces symptoms and makes a person infectious soon after infection.
2. The infected person may: transmit the disease
die from the infection
recover and develop immunity
3. the acute microorganism
STRIKES QUICKLY
infects entire group (small group)
dies out
What is a chronic infection?
Person may never show symptoms
Person continues to carry infectious agent at a low level
Does NOT mount an effective immune response
Subtopic 3: Controlling infectious disease
Question: Explain what herd immunity is and how it works. Use an example from either the bo.
Journal of Public Affairs Education 515Teaching Grammar a.docxShiraPrater50
Journal of Public Affairs Education 515
Teaching Grammar and Editing in Public
Administration: Lessons Learned from
Early Offerings of an Undergraduate
Administrative Writing Course
Claire Connolly Knox
University of Central Florida School of Public Administration
ABSTRACT
College graduates need to possess strong writing skills before entering the work-
force. Although many public administration undergraduate programs primarily
focus on policy, finance, and management, we fall short of a larger goal if students
cannot communicate results to a variety of audiences. This article discusses the
results of a national survey, which concludes that few undergraduate public affairs
programs require an administrative/technical writing course. Based on pedagogical
theories, this article describes the design of a newly implemented, undergraduate,
administrative writing course. The article concludes with lessons learned, provides
recommendations for programs considering requiring an administrative writing
course, and discusses future research.
Keywords: administrative writing, Plain Language Movement, discourse community,
undergraduate course design
“Administrators not only need to know about communications, they need to
be able to communicate” (Denhardt, 2001, p. 529). Public administration under-
graduate students learn the importance of communication within organizations
in leadership, human resources, or organizational management courses; however,
practical instruction in communication skills, such as effective, audience-centered
writing, are lacking. Scholars (e.g., Cleary, 1990, 1997; Lee, 2000; Raphael &
Nesbary, 2005; Waugh & Manns, 1991) have noted this lack of required commun-
ication and writing courses in public administration curriculum. The majority of
administrative writing literature is from the late 1980s and early 1990s when
universities began implementing Writing Across the Curriculum programs (i.e.,
JPAE 19 (3), 515–536
516 Journal of Public Affairs Education
Londow, 1993; Stanford, 1992). The limited discussions and conclusions coincide
with private and public sector trends—newly hired students’ writing skills are
lacking (Hines & Basso, 2008; National Commission, 2005).
A survey by the National Commission on Writing for America’s Families,
Schools, and Colleges (2005) reported that approximately 80% of public sector
human resource directors seriously considered writing skills when hiring professional
employees and assumed new employees obtained these skills in college. Increasingly,
public managers require employees to attend writing and communication trainings,
which cost governments approximately $221 million annually (National Commis-
sion, 2005). In fact, the public sector (66%) is more likely to send professional/
salaried employees for writing training than the private sector (40%; National
Commission, 2005). Public, private, and nonprofit sector organizations certainly
should cont ...
MBA 6941, Managing Project Teams 1 Course Learning Ou.docxShiraPrater50
MBA 6941, Managing Project Teams 1
Course Learning Outcomes for Unit III
Upon completion of this unit, students should be able to:
8. Assess strategies to manage organizational change.
8.1 Explain how the triple constraints play an integral role in managing a successful project.
8.2 Explain the relationship between the scope statement and the WBS and why they are
fundamental to project success.
8.3 Identify the critical path of a project and why it is important to an effective schedule
management.
Reading Assignment
Chapter 8: Scope
Chapter 13: Time
Unit Lesson
Project Scope Management
Project scope management includes the processes concerned with all of the work required to successfully
deliver a project to the stakeholders’ expectations, manage changes, minimize surprises, and gain
acceptance of the product in order to complete the project. During scope management, the project manager
should always be in control of the scope and must make sure of the following:
each requirement is documented with the acceptance criteria defined;
all the work is being completed;
define and control what is and is not in the project;
guard against additional scope not covered under the
project charter;
prevent extra work or “gold plating,” which increases risk
and uncertainties and introduces problems into the project;
proactively identify and influence the factors that cause
changes; and
capture, evaluate, and manage the scope changes in a
controlled, structured, and procedural manner (Perrin,
2013).
Key Terms in Project Scope Management:
Triple constraints: A project’s scope is one the triple
constraints, so managing the scope of the project is one of
the key ways in which project management performance
can be measured. Since scope is usually owned by the
project sponsor or the customer but managed by the project
manager, project scope management is especially challenging (Perrin, 2013).
Scope creep: Scope creeps are unapproved and undocumented changes, and they occur when
changes to the scope are not detected early enough or managed. All these minor changes slowly add
up and may have drastic impact on budget, schedule, and quality (Perrin, 2013).
Causes of scope creep can include the following:
UNIT III STUDY GUIDE
Project Performance and
Team
Graphical representation of triple
constraints (Mapto, 2007)
MBA 6941, Managing Project Teams 2
UNIT x STUDY GUIDE
Title
Unexpected scope-related issues: These issues can change project requirements or increase the
project’s complexity.
Placating stakeholders: This involves giving in to stakeholders’ additional requests without following
the proper approval process, which can lead to cost and time overruns.
Perfectionism: Team members often try to improve the product without proper approval, which can
also lead to cost and time overruns.
Misunderstanding about the project scop ...
Inventory Decisions in Dells Supply ChainAuthor(s) Ro.docxShiraPrater50
Inventory Decisions in Dell's Supply Chain
Author(s): Roman Kapuscinski, Rachel Q. Zhang, Paul Carbonneau, Robert Moore and Bill
Reeves
Source: Interfaces, Vol. 34, No. 3 (May - Jun., 2004), pp. 191-205
Published by: INFORMS
Stable URL: https://www.jstor.org/stable/25062900
Accessed: 13-02-2019 19:24 UTC
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This content downloaded from 141.217.20.120 on Wed, 13 Feb 2019 19:24:25 UTC
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Interfaces infjIML
Vol. 34, No. 3, May-June 2004, pp. 191-205 DOI i0.1287/inte.l030.0068
ISSN 0092-21021 eissn 1526-551X1041340310191 @ 2004 INFORMS
Inventory Decisions in Dell's Supply Chain
Roman Kapuscinski
University of Michigan Business School, Ann Arbor, Michigan 48109, [email protected]
Rachel Q. Zhang
Johnson Graduate School of Management, Cornell University, Ithaca, New York 14853, [email protected]
Paul Carbonneau
McKinsey & Company, 3 Landmark Square, Stamford, Connecticut 06901, [email protected]
Robert Moore, Bill Reeves
Dell Inc., Mail Stop 6363, Austin, Texas 78682 {[email protected], [email protected]}
The Tauber Manufacturing Institute (TMI) is a partnership between the engineering and business schools at
the University of Michigan. In the summer of 1999, a TMI team spent 14 weeks at Dell Inc. in Austin, Texas,
and developed an inventory model to identify inventory drivers and quantify target levels for inventory in the
final stage of Dell's supply chain, the revolvers or supplier logistics centers (SLC). With the information and
analysis provided by this model, Dell's regional materials organizations could tactically manage revolver inven
tory while Dell's worldwide commodity management could partner with suppliers in improvement projects to
identify inventory drivers and to reduce inventory. Dell also initiated a pilot program for procurement of XDX
(a disguised name for one of the major components of personal computers (PCs)) in the United States to insti
tutionalize the model and promote partnership with suppliers. Based on the model predictions, Dell launched
e-commerce and manufacturing initiatives with its suppliers to lower supply-chain-inventory costs by reducing
revolver inventory by 40 percent. This reduction would raise the corresponding inventory turns by 67 percent.
Net Present Value (NPV) calculations for XDX alone suggest $43 million in potential savings. To ensure project
longevity, Dell formed ...
It’s Your Choice 10 – Clear Values: 2nd Chain Link- Trade-offs - Best Chance of Getting the Most of What You Want.
Narrator: In today's episode, what do I really want? Roger and Nicole discussed the importance of being clear about your values when making a decision in order to give you the best chance of making the most of what you really want. When you understand what you care most about, you can determine which outcomes you prefer as a result of the decision. And, while we frequently can't get everything we want, making tradeoffs is easier when we are clear about our values. Roger: Nicole is something wrong? Nicole: Oh no, not really. I'm just kind of distracted today. See, I finally decided to bite the bullet and buy a car, but I'm having a lot of trouble deciding what to buy. I've been saving for years and I want to make sure I do this right. The problem is that I don't even know where to start. There are so many good cars out there. Roger: I know how tough it can be to try and figure out what you really want it, but you're in luck. On today's show, we're going to be talking about why being clear on your values is so important when making a decision. Nicole: A value is something you want as a result of the decision. Roger: Like when I was trying to decide which college to go to, some of my preferences were to go to a place with a good music program and a D-three basketball team. Nicole: It's funny because when I was looking for a school, I didn't care at all about the basketball team. I was much more interested in theater groups. Roger: and that's fine because values are completely up to the person making the decision. What I want will probably be different from what you want, but I use my values for my decisions and you will use yours for yours. Nicole: I was thinking about asking my friends for their opinions too. Roger: It can be very useful to get input from other people, especially when they're knowledgeable. Just be careful they don't try and talk you into what they want instead of what you wanted. Anyway, have you thought about the things you want the most from the car of your choice? Nicole: Oh sure. There are lots of things like I really want a car I can afford, that gets good gas mileage and is cute safe, a good size and comfortable for my friends. Roger: That's a good start. How about the things you don't want?
Nicole: Well, it has to be reliable. I'll be in a mess if it breaks down. I can't afford a lot of repair bills and I don't want a car that's too big. Roger: That's good. Identifying the things you don't want is just as important as the things you do want. Okay Nicole, now that we have your list, the next step is to ask yourself how important are these things?
Nicole: Well, they're all important.
Roger: Sure, but aren't some more important than others? Nicole: Of course, but I'm not really sure which or which? Roger: A good first step is to identify why something is important to you. For example, is getting good gas ...
MBA 5101, Strategic Management and Business Policy 1 .docxShiraPrater50
MBA 5101, Strategic Management and Business Policy 1
Course Learning Outcomes for Unit I
Upon completion of this unit, students should be able to:
2. Compare and contrast the integral functions of corporate governance.
2.1 Describe the roles and responsibilities of the board of directors in corporate governance.
2.2 Explain the Sarbanes-Oxley Act and its impact on corporate governance.
4. Analyze the processes for formulating corporate strategy.
4.1 Explain the benefits of strategic management.
5. Evaluate methods that impact strategy implementation, such as staffing, directing, and organizing.
5.1 Discuss the strategic audit as a method of analyzing corporate functions and activities.
Reading Assignment
In order to access the following resources, click the links below:
College of Business – CSU. (2016, January 12). MBA5101 Unit I lesson video [YouTube video].
Retrieved from
https://www.youtube.com/watch?v=p5axP8yAmFk&feature=youtu.be&list=PL08sf8iXqZn54RIuJs-
skgp4omxG-UOu5
Click here to access a transcript of the video.
Pomykalski, A. (2015). Global business networks and technology. Management, 19(1), 46-56. Retrieved from
https://libraryresources.columbiasouthern.edu/login?url=http://search.ebscohost.com/login.aspx?direc
t=true&db=bth&AN=103247112&site=ehost-live&scope=site
Silverstein, E. (2015). Years later, Sarbanes-Oxley is part of how companies do business. Insidecounsel,
26(286), 38-39. Retrieved from
https://libraryresources.columbiasouthern.edu/login?url=http://search.ebscohost.com/login.aspx?direc
t=true&db=bth&AN=111456112&site=ehost-live&scope=site
Wheelen, T. L., & Hunger, J. D. (1987). Using the strategic audit. SAM Advanced Management Journal,
52(1), 4. Retrieved from
https://libraryresources.columbiasouthern.edu/login?url=http://search.ebscohost.com/login.aspx?
direct=true&db=bth&AN=4604880&site=ehost-live&scope=site
Unit Lesson
When founders form companies, they usually focus on the product and the customers they hope to generate.
The founders are usually of the same mindset and intention about what they want their company to do and
how they would like it to grow. What many companies fail to plan for is the inevitable death of one of the
founding members and what that might mean for the vision and purpose of the company. In other words, what
would the management structure resemble if one of the founding partners had to deal with the heir of the
deceased partner?
For example, once, two middle-aged founders focused on the same mission, creating and living by their
cultural values and vision, diligently reaching out to their target market, and productively engaging their
customers. One partner unexpectedly died. After the funeral, the surviving founder finds himself now working
side-by-side with the recently deceased founder’s 17-year-old son or daughter. Very quickly, the surviving
UNIT I STUDY GUIDE
Governance and the Value
of Planning
https:// ...
MAJOR WORLD RELIGIONSJudaismJudaism (began .docxShiraPrater50
MAJOR WORLD RELIGIONS
JudaismJudaism (began circa 1,800 BC)
This was the first monotheistic religion on earth
God is all-powerful with many prophets, Jesus among them
Followers are called Jews, 80% of 14 million total adherents live in U.S. or Israel
Christianity
(began around 30AD)Most followers of any religion: 2 billionMost geographically widespread religionCenters on Jesus Christ as the savior whose sacrificial death forgives/erases Christians’ sinsHalf of global Christians are Catholics (the Americas) and one-fourth are Protestant (Europe and U.S.)
Islam
(began around 615AD)2nd largest world religion: 1.5 billion followersOver 80% are “Sunnis”, 20% are “Shiite”(Iran)Based on the Prophet Muhammad’s teachings & revelations
Green = Sunni
Maroon = Shiite
Buddhism
(began ca. 450 B.C.)Centered in East and Southeast Asia, 400 million followersBased on the example and teachings of Siddhartha Gautama (the Buddha) who lived in eastern India around 500 B.C.Life’s core suffering can be ended by releasing attachment to desires and becoming “awakened”
Taoism
(began ca. 500B.C.)
Lao-Tzu (Laozi) founding spiritualist/philosopher Action through non-action, simplicity, compassion, humility, learning from/oneness with the “Tao” (the force/energy of nature/all things)Practiced mostly in China, but expressed in Western pop culture (Star Wars, yoga, etc.)
HinduismFocused on the enlightened being Krishna who lived 5,000 BPBhagavad Gita religious text composed by one authorPracticed by hundreds of millions, principally in India
Animism/“Primal Indigenous”PolytheisticPracticed largely among tribal groupsEverything in nature, even non-living entities, have a spiritPhysical and spiritual realms are one, which is opposite of Western thinking
Religious Perspectives on the Human/Environment Relationship
Questions
How do you feel about Evolution vs. Creation?
Do you feel that people are more important than animals, plants, and nature?
Do you think about the effects of your lifestyle on the natural world? (trash, CO2, etc)
Do you believe that nature is here to supply man’s needs or that we have a responsibility to tend and care for nature as well?
Your responses…Indicate a position relative to some very old questions!These questions concern the fundamental or essential nature of the world, and as such they affect geographical worldviewsReligious/philosophical worldviews affect how we treat the planet
Man and Nature are Connected
Man and Nature are Separate
Judaism/Christianity/IslamEverything in nature was created by a single supreme being with unlimited powers.Man’s relationship to nature is either dominion or stewardship (but separate from nature either way).Salvation depends on faith and belief (Christianity) so issues like treatment of animals or conservation of resources are of minor ethical importanceEastern religions don’t separate man from nature as much as Abrahamic religions.
Nature as God’s Handiwork“But ...
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
3. char* p1[10] // variable for command 1
char* p2[10] // variable for command 2
char* p3[10] // variable for command 3
int num = 0; // integer for amount of pipes
int n1 = 0; // interger for command 1 array
int n2 = 0; // integer for command 2 array
int n3 = 0; // integer for command 3 array
int status; // for status
pid_t pd, pd2, pd3; //variables for pid to be forked
for (int i=0; i<size; i++) //size of command line input
{
if(strcmp(pipes[i], "|") == 0) // if the pipe is found
{
num++; //increment the counter
}
else if(num == 0) // if no pipe found
{
4. p1[n1] = pipes[i]; //place the command and argument into
p1
n1++; // incrementing place in command 1 array
}
else if(num == 1) // if 1 pipe is found
{
p2[n2] = pipes[i]; //place the command and argumemnt
into p2
n2++; //increment place in command 2 array
}
else if (num == 2) // if 2 pipes are found
{
p3[n3] = pipes[i]; //place the command and argumemnt
into p3
n3++; //increment place in command 3 array
}
} // end of for loop
p1[n1] = NULL; //setting the place in the array to NULL
p2[n2] = NULL; //setting the place in the array to NULL
5. p3[n3] = NULL; //setting the place in the array to NULL
int dir1[2], dir2[2]; // integers for directing
pipe(dir1); //pipe
pipe(dir2); //pipe
pd = fork(); // first fork for command 1
if(pd == 0)
{
dup2(dir1[1] , 1); // duplicate write end of p1->p2 pipe
stdout
close(dir1[0]);
close(dir1[1]);
close(dir2[0]);
close(dir2[1]);
6. execvp(p1[0], p1); //execute command p1
}
else if(pd>0) //the parent
{
pd2 = fork(); // fork second chil to execute grep
if(pd2 == 0)
{
dup2(dir1[0], 0); // duplicate read end of p1->p2 to stdin
of p2
if(a == 2) // if second pipe was found
{
dup2(dir2[1], 1);
}
//close bothe ends of all created dir pipes
close(dir1[0]);
close(dir1[1]);
close(dir2[0]);
7. close(dir2[1]);
execvp(p2[0], p2); //execute command p2
}
else if(pd2 > 0)
{
if(a == 2)
{
pd3 = fork();
if(pd3 == 0)
{
dup2(dir2[0], 0);
//close bothe ends of all created dir pipes
close(dir1[0]);
close(dir1[1]);
close(dir2[0]);
9. } // end of else if(pd>0)
else
{
perror("FORK FAILURE");
}
// only the parent gets here and close all the pipes and wait for
the 3 children to finish
close(dir1[0]);
close(dir1[1]);
close(dir2[0]);
close(dir2[1]);
for (int i = 0; i<(a+1); i++)
{
wait(&status); // waiting for the status
}
67. 86
Solved Problem 3
Nelson’s Hardware Store stocks a 19.2 volt cordless drill that is
a popular seller. Annual demand is 5,000 units, the ordering
cost is $15, and the inventory holding cost is $4/unit/year.
a.What is the economic order quantity?
b.What is the total annual cost for this inventory item?
a. The order quantity is
EOQ = =
2DS
H
2(5,000)($15)
$4
= 37,500 = 193.65 or 194 drills
b.The total annual cost is
C = (H) + (S) =
Q
2
D
Q
($4) + ($15) = $774.60
194
2
5,000
194
92. SmallCarry Bag LargeSauce Panni for Veg PackingBrown
BagCarry Bag SmallRubber Band
Nice Touch Hygiene
Nice Touch Hygiene is a company which produces tissues and
supplies hygienic products like sanitizers, hand wash, waste
baskets, cleaning equipment and chemicals. They are the
distributers of TTS Italy and an exclusive distributer of Jofel
Dispensers. Nice Touch produces a large variety of tissues; such
as face tissues, wet tissues, toilet papers, hand towels etc. The
main objective of the company is to produce quality products
and create a value in the minds of their customers. Nice Touch
serves both the B2B and B2C customers.
B2B customers: Facility management, cleaning companies,
retailers as well as other selective tissue company brands by
producing tissues to be sold under their respective brands.
B2C customers: Five-star, three star and four-star hotels,
restaurants.
The above customers which the company serves now are called
away from home market, which means these are the products
which customers cannot get from a grocery store or
hypermarkets for personal use. The products are supplied with a
contract of two years with their customers
Future Goals (entering home market)
Nice Touch has plans of entering the home market, making their
products available to customers, by supplying it to the grocery
stores and hypermarkets. By entering this market, they will be
exposed to various threats due to high competition. The target
segments for this market are both the premium customers and
the economy customers. The company will approach the
premium customers with specially designed and well-presented
tissue boxes and the economy customers will be presented with
simple tissue boxes with smaller size tissues without
compromising on the quality, making it available for the
customers at a lower price.
Cost structure
93. · Salaries of 60 staff
· Machine depreciation and maintenance
· Rent (one showroom and two stores)
Promotional activities
Offering gifts and vouchers annually to the employees of the
businesses where Nice Touch Products are bought and used, to
enhance customer relations.
Marketing
· Advertisements
· Personal selling
Competition
· Gulf Paper Industry
· Jasoor Factory
· National Paper Industry.
Flash Rent a car WLL.
Flash rent a car provides rentals of a large variety of vehicles;
Sedans, SUV’s, Pick up’s, vans and Buses. These rentals are
provided to the customers with or without drivers based on their
requirements. The company provides quality services by
providing their customers with on time car maintenance and
replacement of cars in case of accidents or car breakdowns. The
firm provides vehicles of Toyota, KIA, Honda and Nissan.
94. The firm focuses on B2C, there are different types of services
they offer, which are:
· Spot rentals for Individuals: Spot rental means renting out to
individuals on day to day basis. The car will be rented out by
securing an advance and the passport of the individuals.
· Monthly/Weekly: Renting vehicle to customers on weekly or
monthly basis according to customer demand.
· Car leasing to companies: Providing vehicles on annual bases
or with a contract of two years.
Customer Complaints
Customer care is a very important factor in this industry since
the firms with better customer service has the competitive
advantage. The complaints received by the customers are
normally regarding vehicle breakdown or vehicle problems and
the complaints should be dealt with no time delay by
replacement or fixing the complaints. The operations
department of Flash Rent a Car is always available to the
customer’s, resolving customer complaints.
Offers
· Commission on reference
· Discount on long term contracts
Variables/ factors considered in pricing
· Market study
· Vehicle price
· Cost of maintenance
· Resale value
Marketing
· Advertisements- Qatar Living, Facebook, Newspapers and
WhatsApp, Emails.
· Website- Is an identity of the firm, it helps people to get their
contacts details, location and the services they offer.
· Direct Sales- visiting clients
CRM- customized software for vehicle tracking.
Other Income
As per the law in Qatar, rent a car companies can only rent out
cars which are less than five years old. After five years these
95. cars will be sold which is another income for the company.
PROJECT GUIDELINES
The guidelines below will be updated whenever deemed
necessary. General
Project Subjects
· The ultimate purpose of the project is to show the ability of
the students to link the concepts studied in the chapter 9 with
the real‐world.
· The subject of the project must be clearly related to the
selected chapter. It does not have to cover the whole chapter,
but it is expected to relate to the most important concept(s) in
the chapter. The subject is also expected to be relevant to Qatar.
· Each group a case project (please note that the case project is
different from the case analysis). o
· o A case is a description and a resolution of a problem related
to some of the concepts in the chapter. The ideal is to have a
real problem (from a real situation); but it is acceptable to
invent an imaginary one as long as it is realistic. The problem
can also be based on a case from the literature (which must be
duly cited).
· The case is necessarily related to Qatar
Important Notes
All groups are expected to:
· Read these guidelines very carefully before starting the
project.
· Read the whole chapter (especially the examples and the
cases) in the book (not just rely on the slides) before starting
the project.
· Include in the presentation as well as in the report a title page
that provides: o Course name, course code and section number
o Chapter number and title o Title of the project o Name and ID
number of each student in the group (the names have to be in
96. the same order as the presentation; the first name is that of the
student that presents the first part, the second name is that of
the student that presents second, etc…)
o Date of the presentation
· Make the presentation file (whether video or slides) available
to the instructor and the students at least 12 hours before the
start of the class.
· Limit the presentation, in terms of time, to around 15 to 20
minutes.
· Have all the students of the group participate equally in the
presentation and in answering the questions.
· 750‐1,000 words for case projects.
· Submit the report using SafeAssign no later than one week
after the presentation (Only one student in each group should
submit the project on behalf of the entire group)
· Tell whether the same project has been or will be used for a
different course (Failing to provide this information will be
considered as plagiarism).
· Provide the references for the data in order to ensure
verifiability thereof. Grading Criteria
· The presentation is out of 7 points while that of the report is
out of 5.
· The grading scheme for the group presentation is as follows:
Criterion
Weightage
How successful were the students in describing the application
of some of the chapter concepts in a real‐world organization?
100
How good was the delivery? How clear, how organized, and
how coherent was it?
10
How informative was the video? How clear was it? How
understandable was it? How interesting and how original was it?
30
To what extent is the video related to the chapter? How
successful were the students in proving their ability to
97. effectively explain the concepts studied in the chapter?
30
· The grading scheme for the report is as follows:
Criterion
Weightage
How successful were the students in describing the application
of some of the chapter concepts in a real‐world organization?
100
How well‐written, clear, organized, and coherent is the report?
15
To what extent does the report explain the video?
15
To what extent does the report show the relation of the video to
the chapter?
20 Case Projects
Deliverables
This type of project has two deliverables: a presentation and a
report.
· Both the presentation and the report must include two major
parts (clearly separated): o The problem: This part is a
description of the problem faced by the organization from the
perspective of non‐technical persons.
o The solution: This part is the solution proposed by the group
to the problem. It is like a technical report to be presented to
the company.
· In the presentation part, the students introduce their project,
present their slides (see Appendix B), and answer the questions
of the other students and the instructor.
· The report is a Word document whose content must introduce
the organization, describe the project, explain how the data
were obtained, and provide the references. However, the most
two important parts are the presentation of the problem and the
solution proposed.
Grading Criteria
98. · The presentation is out of 5 points while that of the report is
out of 7.
· The grading scheme for the group presentation is as follows:
Criterion
Weightage
How successful were the students in proving their ability to
effectively apply the concepts studied in the chapter to a
real‐world situation?
100
How good was the delivery? How clear, organized, and coherent
was the presentation?
10
How pertinent are the data? How reliable are they? How
realistic is the problem? To what extent is it related to Qatar?
How interesting and how original is the problem? To what
extent is it related to the chapter?
20
How suitable is the solution? How convincing is it? To what
extent was the course helpful in finding the solution?
20
· The grading scheme for the report is as follows:
Criterion
Weightage
How successful were the students in proving their ability to
effectively apply the concepts studied in the chapter to a real‐
world situation?
100
How well‐written, clear, organized, and coherent is the report?
25
How pertinent are the data? How reliable are they? How
realistic is the problem? To what extent is it related to Qatar?
How interesting and how original is the problem? To what
extent is it related to the chapter?
20
How suitable is the solution? How convincing is it? To what
extent was the course
99. 25
helpful in finding the solution?
Appendix A: Group Work Contribution Policy
· To ensure more equity in the grading of group works (projects,
cases, etc…), each group with variation in the contribution of
its members is required to complete the contribution form.
· This form is not required if all the members of the group agree
that they contributed equally to the work.
· The grade of each member within the group depends on his/her
contribution.
· The sum of all the contributions must equal 100%.
· Although it is better to reach a consensus, this may not be
possible all the time. In such a case, the group can submit more
than one form with one being completed by two or three
students, for example, while the other one being completed by
the other member(s) of the group. However, no student is
allowed to approve more than one form.
· The form has to be sent by email by one of the students of the
group the same day of the submission of the work on Bb. The
student who sends the form is required to copy (cc) all the
students who approved it.
· If the members of the group agree on getting the same grade
they don’t have to complete any contribution form.
· The contribution form is as provided below:
Project Contribution Form
Student Number
Student Name
Contribution in %
100. Total
100% Appendix B: Dynamic Delivery
For a dynamic delivery, the students presenting their project
should try to:
· Avoid overloaded slides; try to have 10 to 15 slides, 5 to 10
bullets per slide, and 5 to 10 words per bullet.
· Stand up tall and straight, stand on both feet, and move
naturally, but not too much.
· Gesture when appropriate.
· Speak naturally and conversationally.
· Use an outline for the presentation.
· Have their notes ready, but not to depend on them.
· Use short sentences for emphasis, longer sentences for
explanation and discussion.
· Be dynamic in their delivery.
· Talk to the audience communicatively (establishing eye
contact).
Profit Crisis in the Restaurant Business
A leading Pakistani Cuisine Restaurant in Qatar, Qutba, faced
issues with cash flow and profitability. Further investigation
with the restaurant owner revealed poor inventory management
and wastage. While trying to salvage the situation, the
restaurant owner tried various methods to tackling inventory
management issues but always ended up affecting the quality of
the food. Reverting back the quality, reduced the profits and
created cash flow problems. The specific issues faced by the
restaurant owner are discussed below
Issues related to Inventory control and wastage faced by the
restaurant are as follows:
1. Issues with availability of fresh produce, meats and poultry:
The vegetable markets and wholesaler of meats and poultry are
at a far distance from the restaurant location and operate within
101. certain hours. The delivery schedule from the wholesalers are
limited and are not able to provide on demand.
2. Issues with wastage at end of service: The restaurant faced
issues with having to throw both cooked and fresh ingredients at
end of service every night. Being a full service restaurant, a
long menu leads to having to prepare for every item on the
menu. The demand however cannot be accurately predicted.
While there is an element of process while preparing the final
product, it is continuous and short. The inventory cannot be
divided into raw material, work in progress and finished good.
This is especially the case due to the fact that this is not a
“McDonald” style, quick service restaurant. Every dish is
prepared fresh on order. Analyzing the restaurant industry in
Qatar, especially in context of material availability and
logistics, the type of inventory category it falls under is
operational inventory.
Since the inventories lead time is one day for almost all
ingredients, cycle and pipeline categories do not fit in the
restaurant industry. However, Safety and Anticipatory
inventories need to be stocked for emergency or unexpected
demand. Since this is a “make to order” restaurant and there is
no significant ordering costs, Economic Order Quantity does not
particularly apply in this scenario.
With the above constraints in mind, an ABC analysis was
recommended to accurately stock and create the possibility for
repeatability of ingredients. The list of inventory items and the
costs was analyzed to find items for closets attention and
tightest control. With this information, four areas of
improvements was recommended to the restaurant owner as
follows:
1. Sales Forecast: It was recommended to analyze daily sales
from previous years in an attempt to create a weekly forecast.
Similarly, Analyze months with greater sales and special
occasions like New Years, Ramadhan and Eid holidays. The
sales forecast will help identify the quantity of ingredients to be
ordered. To do this, recipe management is necessary.
102. 2. Recipe Management: An as accurate as possible, every
ingredient for every item on the menu needs to be calculated.
The idea is to as accurately as possible maintain inventory, in
an effort to avoid wastage but at the same time maintain the
quality levels.
3. Mass Order discounts: Negotiate mass order discounts with
vendors and wholesalers to reduce unit cost on ingredients
while keeping in mind storage cost, wastage and freshness of
the produce.
4. Re-Order levels: In an effort to reduce the complexity of
calculating when to re-order, create bins of the size of
appropriate stock that needs to be maintained. Create visual
markers to accommodate lead times for all ingredients.
The above recommendations will provide fruit only when they
are constantly reviewed for effectiveness and efficiency. Every
business has its own set of quality standards, customer
satisfaction standards and expectation of profits. The restaurant
industry is particularly challenging due to the fact that entry
barriers are minimum and what is in fashion today may not be
the choice of customers tomorrow. The additional challenge is
Pakistani/Indian cuisine is that they have an extensive menu.
The extensive menu is extremely ingrained into the psychology
of the customers. This results into a downward spiral for
restaurants, where they are trying desperately to create profits,
while the inventories eat up the profits.
103. My suggestion about the case formation
First part of the case
1. We can start the case with the problems that are directed by
the restaurants in general and their need to fresh food and
because food generally has a specific expiration date ... I wrote
already two up but we can add more e important questions for
the case : 1 - the quantity we need to provide 2 - when we need
to provide
2. Also one of the problems: pressure of small inventions and
The points on page 340 We can apply which suitable for the
restaurants
3. Also we can talk about the type of inventory. In the
restaurants
*The second part*:
Solution
s / Be the answer to quantity and time ..
I think it is possible to analyze the Excel sheet and see the more
requested dishes in the restaurant and its components .. and
choose it as an example of the solution to the restaurant.
104. We can choose a technique or more of the operational
inventories ...Or EOQ if they are used for the restaurant!
Or continue review system In this case, I think the second type
for the demands to be Variable or the third for the Demands and
the time are Variable Or we can use the Q system
I think this is the most appropriate way to calculate them and to
know the quantitative result and the time we need each request
...
*Note*:
The Excel is the one in which it is written, in which the
invoices are as an example of the dimension, and in it the
ingredients for some dishes ... so be the source of analysis of
the data for us because we give it to Dr ..
#include <string.h>
void StoreInputToChar2DArray(char str[], char args[][100],
char seperator)
{
105. int startIndexCopy = 0; // Starting index of str to start
copying string into args[]
int indexToCopyTo = 0; // Which index of args[] to copy to
int lastIndex = 0; // Know when to start copying string for
each space sepearted strings
int charFound = 0;
int lastWasSpace = 0;
// Begin processing user input
for(int i = 0; i < strlen(str)+1; i++)
{
// Copy everytime a char is found
if(str[i] == seperator)
{
106. if(indexToCopyTo == 0)
{
strncpy(args[indexToCopyTo], str+startIndexCopy, i-
lastIndex);
strcat(args[indexToCopyTo], "0");
// Remove spaces before and after string
int lastCharIndex;
for(int j = strlen(args[indexToCopyTo])-1; j >= 0; j--
)
{
if(args[indexToCopyTo][j] == ' ')
121. lastIndex = i;
}
}
// Put "0" as the last element to know when to stop searching
array
strcpy(args[indexToCopyTo],"0");
return;
}
void StoreInputToChar2DArray2(char str[], char args[][100],
char seperator)
{
122. int startIndexCopy = 0; // Starting index of str to start
copying string into args[]
int indexToCopyTo = 0; // Which index of args[] to copy to
int lastIndex = 0; // Know when to start copying string for
each space sepearted strings
int spaceFound = 0;
// Begin processing user input
for(int i = 0; i < strlen(str)+1; i++)
{
// Copy everytime a char is found
if(str[i] == seperator && str[i+1] != ' ')
{
129. #include <sys/types.h>
#include <sys/file.h>
void StoreInputToChar2DArray(char str[], char args[][100],
char seperator); // Seperate the commands seperated by a
semicolon
void StoreInputToChar2DArray2(char str[], char args[][100],
char seperator); // Converts each command into a 2d array
void ClearCharArrays(char args[][100], char* args2[], char
str[], int strSize); // Clear character arrays for next user input
#endif
#include "header.h"
130. int main()
{
while(1)
{
char args[100][100]; // Semicolon seperated input goes
here
char str[512]; // Read in input into here
pid_t pid; // For executing commands with a child
process
int usedChild = 0; // Flag for checking if child process
was used for command
int numArrEle = 0; // For keeping track of how many
space sepearted strings there are in a command
131. // Ask and take in user input
printf("prompt> ");
fgets(str, 513, stdin);
// Removes the newline character from fgets
int ln = strlen(str)-1;
if (str[ln] == 'n')
{
str[ln] = '0';
}
StoreInputToChar2DArray(str, args, ';'); // Seperate
semicolon seperated input
132. // Run loop based on number of commands and execute
each one
for(int i = 0; i < 100; i++)
{
// Don't run command if it's whitespace
if(strcmp(args[i], "0") == 0)
{
continue;
}
char args2[100][100]; // Passed into the exec()
functions, after converting to char pointer array
char* args3[100]; // This is what is passed into the
133. exec() functions
StoreInputToChar2DArray2(args[i], args2, ' '); //
Seperate space seperated input
// Store 2d array into the char pointer array
for (int j = 0; j < 100; j++)
{
if (strcmp(args2[j], "0") == 0) // Let's us know when
to stop searching array
{
numArrEle = j;
args3[j] = NULL;
break;
134. }
args3[j] = args2[j];
}
// Run built in "cd" command
if(strcmp(args3[0], "cd") == 0)
{
if(args3[1] == NULL)
{
char argument[50] = "/home/";
char* name = getenv("USER");
strcat(argument, name);
137. if(fd == -1 || stdOut == -1)
{
perror("open error");
exit(EXIT_FAILURE);
}
dup2(fd, 1);
close(fd);
args3[numArrEle-2] = NULL;
// Now run command and output to file
pid = fork();
usedChild = 1;
138. if (pid > 0)
{
// Wait for child process to finish before
prompting user for input again
wait((int*)0);
}
else if (pid == 0)
{
// Command is executed using execvp()
if (execvp(args3[0], args3) == -1)
{
printf("%s: command not foundn",
139. args2[0]);
break; // Break child process so it won't
loop
}
}
else
{
perror("fork errorn");
}
// Restore stdout
dup2(stdOut, 1);
close(stdOut);
142. prompting user for input again
wait((int*)0);
}
else if (pid == 0)
{
// Command is executed using execvp()
if (execvp(args3[0], args3) == -1)
{
printf("%s: command not foundn",
args2[0]);
break; // Break child process so it won't
loop
}
}
144. {
pid = fork();
usedChild = 1;
if (pid > 0)
{
// Wait for child process to finish before
prompting user for input again
wait((int*)0);
}
else if (pid == 0)
{
// Command is executed using execvp()
145. if (execvp(args3[0], args3) == -1)
{
printf("%s: command not foundn", args2[0]);
break; // Break child process so it won't loop
}
}
else
{
perror("fork errorn");
}
}
// Clear arrays
int strSize = strlen(args[i]);
147. return 0;
}
BACKGROUND
A shell provides a command-line interface for users. It
interprets user commands and
executes them. Some shells provide simple scripting terms, such
as if or while, and
allow users to make a program that facilitates their computing
environment. Under the
hood, a shell is just another user program. The file /bin/bash is
an executable file for
the bash shell. The only thing special about your login shell is
that it is listed in your
login record so that /bin/login (i.e., the program that prompts
you for your
password)
knows what program to start when you log in. If you run "cat
/etc/passwd", you will
148. see the login records of the machine.
PROGRAM DESCRIPTION
GROUP COLLABORATIVE PORTION
In this assignment, you will implement the shell “engine” as the
“group” component,
where all members are responsible for the following
functionality:
A Command-Line Interpreter, or Shell
Your shell should read the line from standard input (i.e.,
interactive mode) or a
file (i.e., batch mode), parse the line with command and
arguments, execute the
command with arguments, and then prompt for more input (i.e.,
the shell prompt)
when it has finished.
1. Interactive Mode
In interactive mode, you will display a prompt (any string of
your choosing)
and the user of the shell will type in a command at the prompt.
2. Batch Mode
In batch mode, your shell is started by specifying a batch file on
its command
line. The batch file contains the list of commands that should be
executed. In
149. batch mode, you should not display a prompt, but you should
echo each line
you read from the batch file back to the user before executing it.
You will need to use the fork() and exec() family of system
calls. You may
2 of 8
not use the system() system call as it simply invokes the
system’s /bin/bash
shell to do all of the work.
You may assume that arguments are separated by whitespace.
You do not have
to deal with special characters such as ', ", , etc. However, you
will need to
handle the redirection operators (< and >) and the pipeline
operator (|), which
will be specified in the “individual” portion of this assignment.
Each line (either in the batch file or typed at the prompt) may
contain multiple
commands separate with the semicolon (;) character. Each
command separated
150. by a ; should be run sequentially, but the shell should not print
the next prompt
or take more input until all of these commands have finished
executing (the
wait() or waitpid() system calls may be useful here).
You may assume that the command-line a user types is not
longer than 512
bytes (including the 'n'), but you should not assume that there
is any restriction
on the number of arguments to a given command.
INDIVIDUAL PORTION
In this assignment, each member of the group will implement
the following components
as defined below. This means that the individual group member
responsible for each
portion MUST commit in GitLab the code that supports their
responsible area.
Built-In Commands
151. Every shell needs to support a number of built-in commands,
which are functions
in the shell itself, not external programs. Shells directly make
system calls to
execute built-in commands, instead of forking a child process to
handle them.
Each group member is expected to implement 1 of the following
built-in
commands.
Note that the expectation for this assignment assumes that a
group contains 4
students, but if, for some reason, a team has only 3 students,
then only 3 of the
following built-in commands would need to be supported (i.e., 1
for each group
member).
1. Add a new built-in cd command that accepts one optional
argument, a
directory path, and changes the current working directory to
that directory. If
no argument is passed, the command will change the current
working
directory to the user’s HOME directory. You may need to
invoke the chdir()
152. system call.
2. Add a new built-in exit command that exits from the shell
itself with the
exit() system call. It is not to be executed like other programs
the user
types in. If the exit command is on the same line with other
commands, you
should ensure that the other commands execute (and finish)
before you exit
your shell.
These are all valid examples for quitting the shell:
prompt> exit
3 of 8
prompt> exit; cat file1
prompt> cat file1; exit
3. Add a new built-in path command that allows users to show
the current
153. pathname list, append one pathname, or remove one pathname.
In your shell
implementation, you may keep a data structure to deal with the
pathname list.
If you do not use execle() or execve() that allows you to execute
with
your own environment variables, you will need to add it to the
“real” PATH
environment variable for executables in the path to work
correctly. The initial
value of path within your shell shall be the pathname list
contained in the
PATH environment variable. Implement the path command as
follows:
set. It should
show pathnames separated by colons. For example,
"/bin:/user/bin".
may
154. assume that only one pathname is added at a time.
- ./bin removes the pathname to the path variable. You
may
assume that only one pathname is removed at a time.
You may assume that there are no duplicate pathnames present,
being
added, or being deleted. You will restore your PATH
environment variable to
its original state (i.e., before your shell was invoked) when the
user exits your
shell.
4. Add a new built-in myhistory command that lists the shell
history of
previous commands run in your shell (not the bash shell). Note
that this does
not have to work with the up-arrow key as in bash, but only
with a new
myhistory command run inside your shell. You may not make
use of the
155. history built-in command, but instead keep track of your history
of
commands in some sort of data structure. Your myhistory built-
in command
should support a history of 20 most recent commands (i.e., this
means that
the 21st command will overwrite the 1st command, for
example). Your
myhistory command should support a couple flags: -c to clear
your
myhistory list by deleting all entries, and -e
<myhistory_number> to
execute one of your twenty myhistory commands in your list.
Redirection, Pipelining, Signal Control, and Alias Support:
1. Extend your shell with I/O redirection (mandatory for teams
of 3 or 4)
When you start a command, there are always three default file
streams open:
stdin (maps input from the keyboard by default), stdout (maps