HS2021 Database Design and Use
Week 2 - 2020 Tutorial
Date:
Instructions:
This exam has three (3) questions.
You are expected to select one question out of three (3) questions and to submit your answer via the blackboard assessment system.
Assessment Weight:
This test accounts for five per cent (5%) of total marks.
Total marks for the paper
5 marks
Question A: Create the Entity-Relationship Diagram and the Relational Schema for the following scenario
BestBank prides itself on having up-to-date information on the current account balance of its customers. To do this, BestBank relies on a company-wide information system. Customers are the heart of the BestBank information system. Customers are characterized by their customer number (unique), first name, last name, address, and date of birth. A customer can have multiple accounts into the BestBank information system. Accounts are characterized by their account number (unique), account type (i.e. everyday, savings, business) and amount and they must be assigned to a specific customer. To keep track of their spending habits BestBank customers can review all the transactions executed using their accounts. A transaction must be associated with a specific account, and each account can have multiple transactions. Finally, each transaction is characterized by a transaction id (unique), a transaction type (i.e. withdraw or deposit) and the transaction amount.
Question B: Create the Entity-Relationship Diagram and the Relational Schema for the following scenario
BestDelivery prides itself on having up-to-date information on the status of shipped item. To do this, BestDelivery relies on a company-wide information system. Items are the heart of the BestDelivery information system. Items are characterized by their item code (unique), delivery status, and destination address. Items are assigned to couriers who are in charge of their delivery. A courier delivers several items in a day. Couriers are characterized by their employee number (unique), first name, last name, and driving license.
Question C: Create the Entity-Relationship Diagram and the Relational Schema for the following scenario
BestFreelancer prides itself on having the most efficient platform through which is possible to find freelancers for any type of work. Freelancers can freely register on the platform and provide information about all the projects they have completed. To do this, BestFreelancer relies on a company-wide information system. Freelancers are the heart of the BestFreelancer information system. Freelancers are characterized by their profile code (unique), first name, last name, and email. Freelancers can list, within their profile, as many projects as they want. Projects are characterized by their project code (unique), start date, end date, project title, and project description.
Student Name: _____________________________________________________
Student ID: ____________________________
HS2021 Databa ...
prog-03.pdf
CSci 430: Programming Project #3
Deadlock Detection
Spring 2019
Dates:
Assigned: Monday February 25, 2019
Due: Wednesday March 13, 2019 (before Midnight)
Objectives:
ˆ Learn more about Deadlock algorithms.
ˆ Better understand how we can algorithmically detect deadlocks on a
system.
ˆ Use C/C++ to implement vector and matrix data structures, get prac-
tice in creating and using such data structures in C/C++.
Description:
Our textbook gives the following algorithm (pg. 276) for algorithmically
detecting if a deadlock is present or not in a system. It requires that the
system keep an Allocation matrix A, listing which resources are currently
allocated to which processes, and the available vector V, which gives the
amount of each resource currently available in the system. In addition, the
deadlock detection algorithm requies a request matrix Q, which keeps track
of the amount of each resource each process is currently requesting from the
system. The algorithm is:
1. Mark each process that has a row in the Allocation matrix of all zeros.
2. Initialize a temporary vector W to equal the Available vector A.
1
3. Find an index i such that process i is currently unmarked and the i th
row of Q is less than or equal toW. That is, Qik ≤ Wk, for 1 ≤ k ≤ m.
If no such row is found, terminate the algorithm.
4. If such a row is found, mark process i and add the corresponding row of
the allocation matrix toW. That is, setWk = Wk+Aik, for 1 ≤ k ≤ m.
Return to step 3.
A deadlock exists if and only if there are unmarked processes at the end
of the algorithm. Each unmarked process is deadlocked.
In this assignment we will implement the deadlock detection algorithm.
Your program will be given a �le that describes the A allocation matrix
and the Q request matrix, representing the current state of all allocations
and requested allocations in the system. Your program will implement the
deadlock detection algorithm described above. The result of your program
will be one of 2 outputs:
1. If no deadlock exists, the program will display No Deadlock on stan-
dard output.
2. If a deadlock does exist, the program will display Deadlock: P0, P1,
P2 on standard output, where P0, P1, P2 are the processes that the
algorithm determined to be deadlocked in the system.
State simulation �le formats
I have provided a p3-start.cpp template that can open up and read in the
process/resource state simulation �les used for this assignment. Here we
discuss a bit more the format of these �le. I have provided 2 or 3 exam-
ple simulations, with expected correct answers, for you to use to test your
implementations with.
The input �les needed for this assignment need to contain the information
found in theV available vector and theA allocation andQ request matrices.
In the following I use r as the number of resources and p as the number of
processes. Thus the general format of the input �le is:
r p
V1 V2 V3 ... Vr
A11 A12 ... A1r
...
Ap1 Ap2 ... Apr
2 ...
Esoft Metro Campus - Diploma in Web Engineering - (Module VII) Advanced PHP Concepts
(Template - Virtusa Corporate)
Contents:
Arrays
Indexed Arrays
Associative Arrays
Multidimensional arrays
Array Functions
PHP Objects and Classes
Creating an Object
Properties of Objects
Object Methods
Constructors
Inheritance
Method overriding
PHP Strings
printf() Function
String Functions
PHP Date/Time Functions
time() Function
getdate() Function
date() Function
mktime() function
checkdate() function
PHP Form Handling
Collecting form data with PHP
GET vs POST
Data validation against malicious code
Required fields validation
Validating an E-mail address
PHP mail() Function
Using header() function to redirect user
File Upload
Processing the uploaded file
Check if File Already Exists
Limit File Size
Limit File Type
Check if image file is an actual image
Uploading File
Cookies
Sessions
1-What are the opportunities and threats that could impact the orgAbbyWhyte974
1-What are the opportunities and threats that could impact the organization?
· Review all the general environmental categories. (PESTEL Analysis)
· Use Porter’s Five Forces model to analyze the company’s industry. Identify key competitors and analyze their strategies, core competencies, and competitive response.
2-What are the strengths or weaknesses of the organization?
· Review factors within the company that are critical to the strategy of the firm and classify them as strengths or weaknesses.
· Look for resources, capabilities, and core competencies.
· Use the "Four Criteria of Sustainable Competitive Advantage".
3-In the past, BMW has been able to successfully differentiate its products by engaging in value-adding value chain activities. What are some of these specific activities? How can BMW ensure its ability to continue with value-adding activities as it evolves into a maker of self-driving cars?
· Use the "Value Chain Analysis" to identify value-adding activities and functions.
· This question is not about Business or Corporate level strategies. focus on the functional level.
Programming Using Inheritance/Programming Using Inheritance/.vs/Programming Using Inheritance/v16/.suo
Programming Using Inheritance/Programming Using Inheritance/Account.cs
using System;
using System.Collections.Generic;
using System.Linq;
using System.Text;
using System.Threading.Tasks;
namespace Programming_Using_Inheritance
{
class Account
{
//Declares the instance variable for the class
private decimal Balance;
private string AccountName;
private int AccountNumber;
//Creates the class constructor and initialize its instance variables using mutator methods
public Account(decimal Balance, string AccountName, int AccountNumber)
{
setAccontNumber(AccountNumber);
setAccountName(AccountName);
//For the balance initialization to make sure it is greater than zero
if (Balance >= 0)
setBalance(Balance);
else
setBalance(Balance);
}
//Creates mutator methods to set balance, accountNumber and accountName
public void setBalance(decimal Balance)
{
this.Balance = Balance;
}
public void setAccontNumber(int AccountNumber)
{
this.AccountNumber = AccountNumber;
}
public void setAccountName(string AccountName)
{
this.AccountName = AccountName;
}
//To get the instance field variables
public decimal getBalance()
{
return this.Balance;
}
public int getAccontNumber()
{
return this.AccountNumber;
}
public string getAccountName()
{
return this.AccountName;
}
//Creates a credit method to add current balance to passed balance ...
1-What are the opportunities and threats that could impact the orgMartineMccracken314
1-What are the opportunities and threats that could impact the organization?
· Review all the general environmental categories. (PESTEL Analysis)
· Use Porter’s Five Forces model to analyze the company’s industry. Identify key competitors and analyze their strategies, core competencies, and competitive response.
2-What are the strengths or weaknesses of the organization?
· Review factors within the company that are critical to the strategy of the firm and classify them as strengths or weaknesses.
· Look for resources, capabilities, and core competencies.
· Use the "Four Criteria of Sustainable Competitive Advantage".
3-In the past, BMW has been able to successfully differentiate its products by engaging in value-adding value chain activities. What are some of these specific activities? How can BMW ensure its ability to continue with value-adding activities as it evolves into a maker of self-driving cars?
· Use the "Value Chain Analysis" to identify value-adding activities and functions.
· This question is not about Business or Corporate level strategies. focus on the functional level.
Programming Using Inheritance/Programming Using Inheritance/.vs/Programming Using Inheritance/v16/.suo
Programming Using Inheritance/Programming Using Inheritance/Account.cs
using System;
using System.Collections.Generic;
using System.Linq;
using System.Text;
using System.Threading.Tasks;
namespace Programming_Using_Inheritance
{
class Account
{
//Declares the instance variable for the class
private decimal Balance;
private string AccountName;
private int AccountNumber;
//Creates the class constructor and initialize its instance variables using mutator methods
public Account(decimal Balance, string AccountName, int AccountNumber)
{
setAccontNumber(AccountNumber);
setAccountName(AccountName);
//For the balance initialization to make sure it is greater than zero
if (Balance >= 0)
setBalance(Balance);
else
setBalance(Balance);
}
//Creates mutator methods to set balance, accountNumber and accountName
public void setBalance(decimal Balance)
{
this.Balance = Balance;
}
public void setAccontNumber(int AccountNumber)
{
this.AccountNumber = AccountNumber;
}
public void setAccountName(string AccountName)
{
this.AccountName = AccountName;
}
//To get the instance field variables
public decimal getBalance()
{
return this.Balance;
}
public int getAccontNumber()
{
return this.AccountNumber;
}
public string getAccountName()
{
return this.AccountName;
}
//Creates a credit method to add current balance to passed balance ...
prog-03.pdf
CSci 430: Programming Project #3
Deadlock Detection
Spring 2019
Dates:
Assigned: Monday February 25, 2019
Due: Wednesday March 13, 2019 (before Midnight)
Objectives:
ˆ Learn more about Deadlock algorithms.
ˆ Better understand how we can algorithmically detect deadlocks on a
system.
ˆ Use C/C++ to implement vector and matrix data structures, get prac-
tice in creating and using such data structures in C/C++.
Description:
Our textbook gives the following algorithm (pg. 276) for algorithmically
detecting if a deadlock is present or not in a system. It requires that the
system keep an Allocation matrix A, listing which resources are currently
allocated to which processes, and the available vector V, which gives the
amount of each resource currently available in the system. In addition, the
deadlock detection algorithm requies a request matrix Q, which keeps track
of the amount of each resource each process is currently requesting from the
system. The algorithm is:
1. Mark each process that has a row in the Allocation matrix of all zeros.
2. Initialize a temporary vector W to equal the Available vector A.
1
3. Find an index i such that process i is currently unmarked and the i th
row of Q is less than or equal toW. That is, Qik ≤ Wk, for 1 ≤ k ≤ m.
If no such row is found, terminate the algorithm.
4. If such a row is found, mark process i and add the corresponding row of
the allocation matrix toW. That is, setWk = Wk+Aik, for 1 ≤ k ≤ m.
Return to step 3.
A deadlock exists if and only if there are unmarked processes at the end
of the algorithm. Each unmarked process is deadlocked.
In this assignment we will implement the deadlock detection algorithm.
Your program will be given a �le that describes the A allocation matrix
and the Q request matrix, representing the current state of all allocations
and requested allocations in the system. Your program will implement the
deadlock detection algorithm described above. The result of your program
will be one of 2 outputs:
1. If no deadlock exists, the program will display No Deadlock on stan-
dard output.
2. If a deadlock does exist, the program will display Deadlock: P0, P1,
P2 on standard output, where P0, P1, P2 are the processes that the
algorithm determined to be deadlocked in the system.
State simulation �le formats
I have provided a p3-start.cpp template that can open up and read in the
process/resource state simulation �les used for this assignment. Here we
discuss a bit more the format of these �le. I have provided 2 or 3 exam-
ple simulations, with expected correct answers, for you to use to test your
implementations with.
The input �les needed for this assignment need to contain the information
found in theV available vector and theA allocation andQ request matrices.
In the following I use r as the number of resources and p as the number of
processes. Thus the general format of the input �le is:
r p
V1 V2 V3 ... Vr
A11 A12 ... A1r
...
Ap1 Ap2 ... Apr
2 ...
Esoft Metro Campus - Diploma in Web Engineering - (Module VII) Advanced PHP Concepts
(Template - Virtusa Corporate)
Contents:
Arrays
Indexed Arrays
Associative Arrays
Multidimensional arrays
Array Functions
PHP Objects and Classes
Creating an Object
Properties of Objects
Object Methods
Constructors
Inheritance
Method overriding
PHP Strings
printf() Function
String Functions
PHP Date/Time Functions
time() Function
getdate() Function
date() Function
mktime() function
checkdate() function
PHP Form Handling
Collecting form data with PHP
GET vs POST
Data validation against malicious code
Required fields validation
Validating an E-mail address
PHP mail() Function
Using header() function to redirect user
File Upload
Processing the uploaded file
Check if File Already Exists
Limit File Size
Limit File Type
Check if image file is an actual image
Uploading File
Cookies
Sessions
1-What are the opportunities and threats that could impact the orgAbbyWhyte974
1-What are the opportunities and threats that could impact the organization?
· Review all the general environmental categories. (PESTEL Analysis)
· Use Porter’s Five Forces model to analyze the company’s industry. Identify key competitors and analyze their strategies, core competencies, and competitive response.
2-What are the strengths or weaknesses of the organization?
· Review factors within the company that are critical to the strategy of the firm and classify them as strengths or weaknesses.
· Look for resources, capabilities, and core competencies.
· Use the "Four Criteria of Sustainable Competitive Advantage".
3-In the past, BMW has been able to successfully differentiate its products by engaging in value-adding value chain activities. What are some of these specific activities? How can BMW ensure its ability to continue with value-adding activities as it evolves into a maker of self-driving cars?
· Use the "Value Chain Analysis" to identify value-adding activities and functions.
· This question is not about Business or Corporate level strategies. focus on the functional level.
Programming Using Inheritance/Programming Using Inheritance/.vs/Programming Using Inheritance/v16/.suo
Programming Using Inheritance/Programming Using Inheritance/Account.cs
using System;
using System.Collections.Generic;
using System.Linq;
using System.Text;
using System.Threading.Tasks;
namespace Programming_Using_Inheritance
{
class Account
{
//Declares the instance variable for the class
private decimal Balance;
private string AccountName;
private int AccountNumber;
//Creates the class constructor and initialize its instance variables using mutator methods
public Account(decimal Balance, string AccountName, int AccountNumber)
{
setAccontNumber(AccountNumber);
setAccountName(AccountName);
//For the balance initialization to make sure it is greater than zero
if (Balance >= 0)
setBalance(Balance);
else
setBalance(Balance);
}
//Creates mutator methods to set balance, accountNumber and accountName
public void setBalance(decimal Balance)
{
this.Balance = Balance;
}
public void setAccontNumber(int AccountNumber)
{
this.AccountNumber = AccountNumber;
}
public void setAccountName(string AccountName)
{
this.AccountName = AccountName;
}
//To get the instance field variables
public decimal getBalance()
{
return this.Balance;
}
public int getAccontNumber()
{
return this.AccountNumber;
}
public string getAccountName()
{
return this.AccountName;
}
//Creates a credit method to add current balance to passed balance ...
1-What are the opportunities and threats that could impact the orgMartineMccracken314
1-What are the opportunities and threats that could impact the organization?
· Review all the general environmental categories. (PESTEL Analysis)
· Use Porter’s Five Forces model to analyze the company’s industry. Identify key competitors and analyze their strategies, core competencies, and competitive response.
2-What are the strengths or weaknesses of the organization?
· Review factors within the company that are critical to the strategy of the firm and classify them as strengths or weaknesses.
· Look for resources, capabilities, and core competencies.
· Use the "Four Criteria of Sustainable Competitive Advantage".
3-In the past, BMW has been able to successfully differentiate its products by engaging in value-adding value chain activities. What are some of these specific activities? How can BMW ensure its ability to continue with value-adding activities as it evolves into a maker of self-driving cars?
· Use the "Value Chain Analysis" to identify value-adding activities and functions.
· This question is not about Business or Corporate level strategies. focus on the functional level.
Programming Using Inheritance/Programming Using Inheritance/.vs/Programming Using Inheritance/v16/.suo
Programming Using Inheritance/Programming Using Inheritance/Account.cs
using System;
using System.Collections.Generic;
using System.Linq;
using System.Text;
using System.Threading.Tasks;
namespace Programming_Using_Inheritance
{
class Account
{
//Declares the instance variable for the class
private decimal Balance;
private string AccountName;
private int AccountNumber;
//Creates the class constructor and initialize its instance variables using mutator methods
public Account(decimal Balance, string AccountName, int AccountNumber)
{
setAccontNumber(AccountNumber);
setAccountName(AccountName);
//For the balance initialization to make sure it is greater than zero
if (Balance >= 0)
setBalance(Balance);
else
setBalance(Balance);
}
//Creates mutator methods to set balance, accountNumber and accountName
public void setBalance(decimal Balance)
{
this.Balance = Balance;
}
public void setAccontNumber(int AccountNumber)
{
this.AccountNumber = AccountNumber;
}
public void setAccountName(string AccountName)
{
this.AccountName = AccountName;
}
//To get the instance field variables
public decimal getBalance()
{
return this.Balance;
}
public int getAccontNumber()
{
return this.AccountNumber;
}
public string getAccountName()
{
return this.AccountName;
}
//Creates a credit method to add current balance to passed balance ...
this the a web technology that is used in many web applications . xmlrpc is mainly used to transport request for input parameter and output parameters .
Deep Dive into Salesforce Integrations: Mapping EnginesCRMScienceKirk
Presented by Ami Assayag of CRM Science at a Salesforce World Tour event. This deck covers the importance of a mapping engine in an integration solution and the role it plays in translating and connecting data from end to end.
Included within is an architecture overview, support infrastructure, review of different mapping types, as well as code samples.
MSCD650 Final Exam feedback FormMSCD650 Final Exam Grading For.docxgilpinleeanna
MSCD650 Final Exam feedback Form
MSCD650 Final Exam Grading Form
(Instructions follow the form)
Coding
55 Percent
Points Earned
Comments:
Trigger Code:
· Code meets requirements
· Code compiles cleanly
/15
Pre-Calculation Procedure Code
· Code meets requirements
· Code compiles cleanly
/15
PL/SQL Block Code
· Code meets requirements
· Code compiles cleanly
/15
Function Code
· Code meets requirements
· Code compiles cleanly
/10
/55
Unit Testing
35 Percent
Points Earned
Comments:
Unit Test for Trigger Code:
· All conditions are thoroughly tested
· The code runs successfully
· All data to prove test worked is displayed
/10
Unit Test for Procedure Code:
· All conditions are thoroughly tested
· The code runs successfully
· All data to prove test worked is displayed
· The tester can easily follow the path of the execution.
/10
.
Unit Test for PL/SQL Block Code:
· All conditions are thoroughly tested
· The code runs successfully
· All data to prove test worked is displayed
· The tester can easily follow the path of the execution.
/10
Unit Test for View/Function Code:
· All conditions are thoroughly tested
· The code runs successfully
· All data to prove test worked is displayed
· The tester can easily follow the path of the execution.
/5
/35
Documentation
10 Percent
Points Earned
Comments:
Presentation:
· The document is easy to read.
· The document is Professional in appearance
· It is easy for the reader to find what they are looking for.
/5
Documentation:
· Code is documented so that anyone who picks it up knows what it is doing.
/5
/10
Total 100
Percent
Points Earned
Comments:
Case Study
Overview of assignment
As a new ABC Consultant assigned to the XYZ Company, you have been asked to enhance the current system to include payroll processing. Although the current employee table has monthly salary and commission columns, it does not provide any means for storing employee deductions. You will add the tables necessary to store employee deductions. Next you will create a payroll pre-calculation program that will calculate the net pay for all the employees via a batch process (a stored procedure in a package, which will call other stored procedures within the package). Although this is not a complete payroll system, the unit test results must be accurate.
Next you will create two PL/SQL blocks for inserting and deleting rows from the employee deduction table. These PL/SQL blocks will be passed information from host or bind variables and a third PL/SQL block which will assign the variables defined in SQL*Plus (e.g. employee number, dollar amount and deduction name). Since the XYZ Company wants to track changes to the employee and employee deduction tables, you will create two database triggers that will update audit tables when rows are changed or deleted.
The XYZ Company also requires a view that will display specific employee information, plus the number of deductions for an employe ...
Oracle Analytical Function Include First Value, Last Value, Lead, Lag, Nth Value with Unbounded and Difference between Rank and Dense Rank . Contain Rollup, Cube and Grouping and Different type of Window Function and Analytical Window frame
Data Flow Diagram (DFD) TipsProcesses VerbsDataflows N.docxwhittemorelucilla
Data Flow Diagram (DFD) Tips
Processes: Verbs
Dataflows: Nouns
Data Stores: Nouns
External Entities: Nouns
1) Process’s input & output are different
2) Each data store should have at least
one data flow in and one data flow out
3) Each process should have at least one
data flow in and one data flow out
4) All inputs and outputs should be
labeled
5) Processes should have an identifier
(Ex., 1.0, 2.0, etc.)
Process Process
Process-to-Process
Process Process
Process-to-Process
Process-to-External Entity
Process
External
Entity
Process-to-External Entity
Process
External
Entity
Data S tore
Process-to-Data Store
Process Data S tore
Process-to-Data Store
Process
External Entity-to-External Entity
External
Entity
External
Entity
External Entity-to-External Entity
External
Entity
External
Entity
Data S tore
Data Store-to-Data Store
Data S toreData S tore
Data Store-to-Data Store
Data S tore
External Entity-to-Data StoreExternal Entity-to-Data Store
External
Entity
Data S tore
External
Entity
Data S tore
External
Entity
Data S tore
External Entity-to-Data Store
External
Entity
Data S toreProcess Process
Process-to-Process
Process-to-External Entity
Process
External
Entity
Data S tore
Process-to-Data Store
Process
External Entity-to-External Entity
External
Entity
External
Entity
Data S tore
Data Store-to-Data Store
Data S tore
External Entity-to-Data Store
External
Entity
Data S tore
DFD_Rules.vsdxTop Process
Stage 2: Requirements Specification
Before you begin this assignment, be sure you have read the Case Study and all assignments for this class, especially Stage 4: Final System Report. The feedback you received on your Stage 1 assignment should be reviewed and used as you proceed with Stage 2.
Purpose of this Assignment
This assignment gives you the opportunity to specify clear and concise requirements, including the use of data and process models, for a system that enables a productive change in a way the business is conducted. This assignment specifically addresses the following course outcomes to enable you to:
· apply a systematic approach to translate requirements into an executable systems design
· effectively communicate with stakeholders to determine, manage, and document business requirements throughout the SDLC
· perform modeling to assist with analysis and decision making
Assignment
The results of your systems analysis and design work in this class will be documented in a Final System Report. The purpose of the Report is to inform management of your system proposal and gain approval to proceed with the project. The Report will be developed and submitted in stages, which will be compiled at the end of class into the Final System Report. Review the outline of the Final System Report in the Stage 4 Assignment description. Note that it contains the analysis of the problem(s) and requirements, and proposes what kind of a system solution is neede.
SECTION D2)Display the item number and total cost for each order l.docxkenjordan97598
SECTION D
2)Display the item number and total cost for each order line (total cost = no of items X item cost). Name the calculated column TOTAL COST.
Answer:
SELECT item_number, no_of_items * item_cost “TOTAL COST”
FROM ORDER_LINE
4)Display the order number and client number from the ORDER table. Output the result in the format. Client <clientno> ordered <orderno>
Answer:
SELECT ‘Client ‘+ clientno+’ordered ‘+ orderno AS result
FROM ORDER
6)Display the client name and order date for all orders using the traditional method.
Answer:
SELECT name, order_date
FROM
CLIENT c INNER JOIN ORDER o
ON (c.clientno = o.clientno);
7)Repeat query (7) but also display all clients who have never ordered anything.
Answer:
SELECT name, order_date
FROM
CLIENT c LEFT OUTER JOIN ORDER o
ON (c.clientno = o.clientno);
8) Display the client name and order date for all orders using the natural join keywords.
SELECT name, order_date
FROM
CLIENT NATURAL JOIN ORDER;
9) Display the client name and order date for all orders using the JOIN . . . USING method.
SELECT name, order_date
FROM CLIENT c JOIN ORDER o
USING (clientno);
10) Display the client number, order date and shipping date for all orders where the shipping date is between three and six months after the order date.
SELECT clientno, order_date, shipping_date
FROM
CLIENT c,
ORDER o,
ORDER_LINE ol
WHERE c.clientno = o.clientno
AND o.orderno = ol.orderno
AND shipping_date BETWEEN ADD_MONTHS(shipping_date,3) AND ADD_MONTHS(shipping_date,6);
16) Display the order number, order line number and the shipping date. If the shipping date is null, display the string <not shipped yet>.
SELECT orderno, order_line_number, NVL(shipping_date,’<not shipped yet>’)
FROM ORDER_LINE
18)Display the clientno and total value for all orders placed by that client. Output the result in the following format: Client <clientno> has placed orders to the value of <total value>
SELECT ‘Client ‘+clientno+’ has placed order to the value of ‘+ SUM(no_of_items*item_cost)
FROM ORDER_LINE
GROUP BY clientno
19) Display all clients whose name begins with the letter J or contains the letter M anywhere or contains E as the third letter.
SELECT *
FROM CLIENT
WHERE UPPER(name) LIKE ‘J%’
OR upper(name) LIKE ‘%M%’
OR
Upper(name) LIKE ‘??E%’
20)Using a set operator, display the client number of all clients who have never placed an order.
Answer:
SELECT clientno
FROM CLIENT
MINUS
SELECT clientno
FROM ORDER
21)Using a set operator, display the client number of all clients who have ever placed an order and whose name does not contain the string Sm.
SELECT clientno
FROM CLIENT
WHERE INSTR(name,’Sm’) = 0
INTERSECT
SELECT clientno
FROM
ORDER
23)Display the client name for all clients who have placed an order where any order line has more than 3 items. Do not use a table join anywhere in your query.
SELECT name
FROM CLIENT c,
ORDER o,
ORDER_LINE ol
WHERE c.clientno = o.clientno
AND o.orderno = ol.orderno
AND ol.no_of_items> 3
26)Display the earli.
Please the following is the currency class of perious one- class Curre.pdfadmin463580
Please the following is the currency class of perious one.
class Currency {
protected:
int whole;
int fraction;
virtual std::string get_name() = 0;
public:
Currency() {
whole = 0;
fraction = 0;
}
Currency(double value) {
if (value < 0)
throw "Invalid value";
whole = int(value);
fraction = std::round(100 * (value - whole));
}
Currency(const Currency& curr) {
whole = curr.whole;
fraction = curr.fraction;
}
/* This algorithm gets the whole part or fractional part of the currency
Pre: whole, fraction - integer numbers
Post:
Return: whole or fraction
*/
int get_whole() { return whole; }
int get_fraction() { return fraction; }
/* This algorithm adds an object to the same currency
Pre: object (same currency)
Post:
Return:
*/
void set_whole(int w) {
if (w >= 0)
whole = w;
}
void set_fraction(int f) {
if (f >= 0 && f < 100)
fraction = f;
}
/* This algorithm adds an object to the same currency
Pre: object (same currency)
Post:
Return:
*/
void add(const Currency* curr) {
whole += curr->whole;
fraction += curr->fraction;
if (fraction > 100) {
whole++;
fraction %= 100;
}
}
/* This algorithm subtracts an object to the same currency
Pre: object (same currency)
Post:
Return:
*/
void subtract(const Currency* curr) {
if (!isGreater(*curr))
throw "Invalid Subtraction";
whole -= curr->whole;
if (fraction < curr->fraction) {
fraction = fraction + 100 - curr->fraction;
whole--;
}
else {
fraction -= curr->fraction;
}
}
/* This algorithm compares the an object of the same currency for equality or inequality
Pre: object (same currency)
Post:
Return: whole/fraction
*/
bool isEqual(const Currency& curr) {
return curr.whole == whole && curr.fraction == fraction;
}
/* This algorithm compares the an object of the same currency to determine which is greater or
smaller
Pre: object (same currency)
Post:
Return: true/false
*/
bool isGreater(const Currency& curr) {
if (whole < curr.whole)
return false;
if (whole == curr.whole && fraction < curr.fraction)
return false;
return true;
}
/* This algorithm prints the name and value of the currency object
Pre: value of whole, fraction, and the name
Post: whole, fraction, get_name()
Return:
*/
void print() {
std::cout << whole << "." << fraction << " " << get_name() << std::endl;
}
};
class Krone : public Currency {
protected:
/*
This algorithm gets the name for the Currency.
Pre: name - declared as string and initialized as Krone
Post:
Return: name
*/
std::string name = "Krone";
std::string get_name() {
return name;
}
public:
Krone() : Currency() { }
Krone(double value) : Currency(value) { }
Krone(Krone& curr) : Currency(curr) { }
};
class Soum : public Currency {
protected:
/* This algorithm gets the name for the Currency.
Pre: name - declared as string and initialized as Soum
Post:
Return: name
*/
std::string name = "Soum";
std::string get_name() {
return name;
}
public:
Soum() : Currency() { }
Soum(double value) : Currency(value) { }
Soum(Krone& curr) : Currency(curr) { }
};
A LinkNode structure or class which will have two attrib.
This is the assignmentOBJECTIVESAfter finishing this lab, stude.pdfbharatchawla141
Sustainability: Sustainability is an important consideration for any nation. Discuss what countries
do to sustain their economy and help its people.
Solution
Sustainable development is a crucial subject to affix downward since it beset so many
contrasting stuff.Due to the complication of this accountable it is big to attention at the big in a
holistic action that approaches affair intelligently.The authority for sustainab;e development at
the civil level that is for the difficult mosaic is a mixture of economic,political that precondition
be bring combine under a particular set of circumstances.Any changes in the people life style
makes a economic atmosphere and candid of championship and business will make a country
effort easy..
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
.
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MSCD650 Final Exam feedback FormMSCD650 Final Exam Grading For.docxgilpinleeanna
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Coding
55 Percent
Points Earned
Comments:
Trigger Code:
· Code meets requirements
· Code compiles cleanly
/15
Pre-Calculation Procedure Code
· Code meets requirements
· Code compiles cleanly
/15
PL/SQL Block Code
· Code meets requirements
· Code compiles cleanly
/15
Function Code
· Code meets requirements
· Code compiles cleanly
/10
/55
Unit Testing
35 Percent
Points Earned
Comments:
Unit Test for Trigger Code:
· All conditions are thoroughly tested
· The code runs successfully
· All data to prove test worked is displayed
/10
Unit Test for Procedure Code:
· All conditions are thoroughly tested
· The code runs successfully
· All data to prove test worked is displayed
· The tester can easily follow the path of the execution.
/10
.
Unit Test for PL/SQL Block Code:
· All conditions are thoroughly tested
· The code runs successfully
· All data to prove test worked is displayed
· The tester can easily follow the path of the execution.
/10
Unit Test for View/Function Code:
· All conditions are thoroughly tested
· The code runs successfully
· All data to prove test worked is displayed
· The tester can easily follow the path of the execution.
/5
/35
Documentation
10 Percent
Points Earned
Comments:
Presentation:
· The document is easy to read.
· The document is Professional in appearance
· It is easy for the reader to find what they are looking for.
/5
Documentation:
· Code is documented so that anyone who picks it up knows what it is doing.
/5
/10
Total 100
Percent
Points Earned
Comments:
Case Study
Overview of assignment
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The XYZ Company also requires a view that will display specific employee information, plus the number of deductions for an employe ...
Oracle Analytical Function Include First Value, Last Value, Lead, Lag, Nth Value with Unbounded and Difference between Rank and Dense Rank . Contain Rollup, Cube and Grouping and Different type of Window Function and Analytical Window frame
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5) Processes should have an identifier
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Entity
External
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SECTION D2)Display the item number and total cost for each order l.docxkenjordan97598
SECTION D
2)Display the item number and total cost for each order line (total cost = no of items X item cost). Name the calculated column TOTAL COST.
Answer:
SELECT item_number, no_of_items * item_cost “TOTAL COST”
FROM ORDER_LINE
4)Display the order number and client number from the ORDER table. Output the result in the format. Client <clientno> ordered <orderno>
Answer:
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FROM ORDER
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Answer:
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FROM
CLIENT c INNER JOIN ORDER o
ON (c.clientno = o.clientno);
7)Repeat query (7) but also display all clients who have never ordered anything.
Answer:
SELECT name, order_date
FROM
CLIENT c LEFT OUTER JOIN ORDER o
ON (c.clientno = o.clientno);
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FROM
CLIENT NATURAL JOIN ORDER;
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FROM CLIENT c JOIN ORDER o
USING (clientno);
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SELECT clientno, order_date, shipping_date
FROM
CLIENT c,
ORDER o,
ORDER_LINE ol
WHERE c.clientno = o.clientno
AND o.orderno = ol.orderno
AND shipping_date BETWEEN ADD_MONTHS(shipping_date,3) AND ADD_MONTHS(shipping_date,6);
16) Display the order number, order line number and the shipping date. If the shipping date is null, display the string <not shipped yet>.
SELECT orderno, order_line_number, NVL(shipping_date,’<not shipped yet>’)
FROM ORDER_LINE
18)Display the clientno and total value for all orders placed by that client. Output the result in the following format: Client <clientno> has placed orders to the value of <total value>
SELECT ‘Client ‘+clientno+’ has placed order to the value of ‘+ SUM(no_of_items*item_cost)
FROM ORDER_LINE
GROUP BY clientno
19) Display all clients whose name begins with the letter J or contains the letter M anywhere or contains E as the third letter.
SELECT *
FROM CLIENT
WHERE UPPER(name) LIKE ‘J%’
OR upper(name) LIKE ‘%M%’
OR
Upper(name) LIKE ‘??E%’
20)Using a set operator, display the client number of all clients who have never placed an order.
Answer:
SELECT clientno
FROM CLIENT
MINUS
SELECT clientno
FROM ORDER
21)Using a set operator, display the client number of all clients who have ever placed an order and whose name does not contain the string Sm.
SELECT clientno
FROM CLIENT
WHERE INSTR(name,’Sm’) = 0
INTERSECT
SELECT clientno
FROM
ORDER
23)Display the client name for all clients who have placed an order where any order line has more than 3 items. Do not use a table join anywhere in your query.
SELECT name
FROM CLIENT c,
ORDER o,
ORDER_LINE ol
WHERE c.clientno = o.clientno
AND o.orderno = ol.orderno
AND ol.no_of_items> 3
26)Display the earli.
Please the following is the currency class of perious one- class Curre.pdfadmin463580
Please the following is the currency class of perious one.
class Currency {
protected:
int whole;
int fraction;
virtual std::string get_name() = 0;
public:
Currency() {
whole = 0;
fraction = 0;
}
Currency(double value) {
if (value < 0)
throw "Invalid value";
whole = int(value);
fraction = std::round(100 * (value - whole));
}
Currency(const Currency& curr) {
whole = curr.whole;
fraction = curr.fraction;
}
/* This algorithm gets the whole part or fractional part of the currency
Pre: whole, fraction - integer numbers
Post:
Return: whole or fraction
*/
int get_whole() { return whole; }
int get_fraction() { return fraction; }
/* This algorithm adds an object to the same currency
Pre: object (same currency)
Post:
Return:
*/
void set_whole(int w) {
if (w >= 0)
whole = w;
}
void set_fraction(int f) {
if (f >= 0 && f < 100)
fraction = f;
}
/* This algorithm adds an object to the same currency
Pre: object (same currency)
Post:
Return:
*/
void add(const Currency* curr) {
whole += curr->whole;
fraction += curr->fraction;
if (fraction > 100) {
whole++;
fraction %= 100;
}
}
/* This algorithm subtracts an object to the same currency
Pre: object (same currency)
Post:
Return:
*/
void subtract(const Currency* curr) {
if (!isGreater(*curr))
throw "Invalid Subtraction";
whole -= curr->whole;
if (fraction < curr->fraction) {
fraction = fraction + 100 - curr->fraction;
whole--;
}
else {
fraction -= curr->fraction;
}
}
/* This algorithm compares the an object of the same currency for equality or inequality
Pre: object (same currency)
Post:
Return: whole/fraction
*/
bool isEqual(const Currency& curr) {
return curr.whole == whole && curr.fraction == fraction;
}
/* This algorithm compares the an object of the same currency to determine which is greater or
smaller
Pre: object (same currency)
Post:
Return: true/false
*/
bool isGreater(const Currency& curr) {
if (whole < curr.whole)
return false;
if (whole == curr.whole && fraction < curr.fraction)
return false;
return true;
}
/* This algorithm prints the name and value of the currency object
Pre: value of whole, fraction, and the name
Post: whole, fraction, get_name()
Return:
*/
void print() {
std::cout << whole << "." << fraction << " " << get_name() << std::endl;
}
};
class Krone : public Currency {
protected:
/*
This algorithm gets the name for the Currency.
Pre: name - declared as string and initialized as Krone
Post:
Return: name
*/
std::string name = "Krone";
std::string get_name() {
return name;
}
public:
Krone() : Currency() { }
Krone(double value) : Currency(value) { }
Krone(Krone& curr) : Currency(curr) { }
};
class Soum : public Currency {
protected:
/* This algorithm gets the name for the Currency.
Pre: name - declared as string and initialized as Soum
Post:
Return: name
*/
std::string name = "Soum";
std::string get_name() {
return name;
}
public:
Soum() : Currency() { }
Soum(double value) : Currency(value) { }
Soum(Krone& curr) : Currency(curr) { }
};
A LinkNode structure or class which will have two attrib.
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Sustainability: Sustainability is an important consideration for any nation. Discuss what countries
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holistic action that approaches affair intelligently.The authority for sustainab;e development at
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Similar to HS2021 Database Design and UseWeek 2 - 2020 Tutorial.docx (20)
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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INFORMS is collaborating with JSTOR to digitize, preserve and extend access to Interfaces
This content downloaded from 141.217.20.120 on Wed, 13 Feb 2019 19:24:25 UTC
All use subject to https://about.jstor.org/terms
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 ...
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
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HS2021 Database Design and UseWeek 2 - 2020 Tutorial.docx
1. HS2021 Database Design and Use
Week 2 - 2020 Tutorial
Date:
Instructions:
This exam has three (3) questions.
You are expected to select one question out of three (3)
questions and to submit your answer via the blackboard
assessment system.
Assessment Weight:
This test accounts for five per cent (5%) of total marks.
Total marks for the paper
5 marks
Question A: Create the Entity-Relationship Diagram and the
Relational Schema for the following scenario
BestBank prides itself on having up-to-date information on the
current account balance of its customers. To do this, BestBank
relies on a company-wide information system. Customers are
the heart of the BestBank information system. Customers are
characterized by their customer number (unique), first name,
last name, address, and date of birth. A customer can have
multiple accounts into the BestBank information system.
Accounts are characterized by their account number (unique),
account type (i.e. everyday, savings, business) and amount and
they must be assigned to a specific customer. To keep track of
their spending habits BestBank customers can review all the
2. transactions executed using their accounts. A transaction must
be associated with a specific account, and each account can
have multiple transactions. Finally, each transaction is
characterized by a transaction id (unique), a transaction type
(i.e. withdraw or deposit) and the transaction amount.
Question B: Create the Entity-Relationship Diagram and the
Relational Schema for the following scenario
BestDelivery prides itself on having up-to-date information on
the status of shipped item. To do this, BestDelivery relies on a
company-wide information system. Items are the heart of the
BestDelivery information system. Items are characterized by
their item code (unique), delivery status, and destination
address. Items are assigned to couriers who are in charge of
their delivery. A courier delivers several items in a day.
Couriers are characterized by their employee number (unique),
first name, last name, and driving license.
Question C: Create the Entity-Relationship Diagram and the
Relational Schema for the following scenario
BestFreelancer prides itself on having the most efficient
platform through which is possible to find freelancers for any
type of work. Freelancers can freely register on the platform
and provide information about all the projects they have
completed. To do this, BestFreelancer relies on a company-wide
information system. Freelancers are the heart of the
BestFreelancer information system. Freelancers are
characterized by their profile code (unique), first name, last
name, and email. Freelancers can list, within their profile, as
many projects as they want. Projects are characterized by their
project code (unique), start date, end date, project title, and
project description.
Student Name:
_____________________________________________________
3. Student ID: ____________________________
HS2021 Database Design and use
Week 2 - 2020
10
p3-start.cppp3-start.cpp/** @file p3-start.cpp
*
* @author Your Name Here
*
* @assg Programming Assignment #3
*
* @desc Implement the deadlock detection algorithm. Given a
file
* that describes the current allocation A of resources in th
e
* system, and the current set of outstanding requests Q in
* the system, determine if a deadlock is present or not. U
se
* the algorithm given on p.276 in the Stallings textbook.
*
* @date March 05, 2018
*/
#include<stdlib.h>
#include<iostream>
#include<iomanip>
#include<fstream>
#include<string>
usingnamespace std;
4. // global constants
constint MAX_PROCESSES =10;// I won't test your algorithm
with simulations with more than 10 processes
constint MAX_RESOURCES =10;// nor will I give a simulation
to test with more than 10 resources
// simple struct to read in and hold the state of the system
typedefstruct
{
int numResources;
int numProcesses;
int available[MAX_RESOURCES];// V available vector
int alloc[MAX_PROCESSES][MAX_RESOURCES];// A allocati
on matrix
int request[MAX_PROCESSES][MAX_RESOURCES];// Q requ
est matrix
}State;
/** Read system state from file.
* Given a file, read the current system state from the file.
* The system state file is expected to hold the available vector
V
* the allocation matrix A and the request matrix Q.
*
* @param simfilename The name of the file to open and read st
ate & request
* from.
* @return state A new State structure is allocated and filled wit
h the
* system state from the file. A pointer to this allocated sy
stem
* state structure is returned as a result of calling this func
5. tion.
*/
State* readSystemState(char* statefilename)
{
ifstream simstatefile(statefilename);
State* state;
int r, p;
// If we can't open file, abort and let the user know problem
if(!simstatefile.is_open())
{
cout <<"Error: could not open system state file: "<< statefile
name
<< endl;
exit(1);
}
// dynamically allocate a new State structure, to be filled in and
returned
state =newState;
// Format of file is this (where m = numResource n = numProces
ses
// V = available vector
// A = allocation matrix and
// Q = request matrix)
// m n
// V1 V2 V3 ... Vm
// A11 A12 ... A1m
// ...
// An1 An2 ... Anm
// Q11 Q12 ... Q1m
// ...
// Qn1 Qn2 ... Qnm
// First line, get m (numResources) and n (numProcesses)
6. simstatefile >> state->numResources >> state->numProcesses;
// Next line contains the available vector V
for(r =0; r < state->numResources; r++)
{
simstatefile >> state->available[r];
}
// Next n lines contain the allocation matrix A
for(p =0; p < state->numProcesses; p++)
{
for(r =0; r < state->numResources; r++)
{
simstatefile >> state->alloc[p][r];
}
}
// Next n lines contain the request matrix Q
for(p =0; p < state->numProcesses; p++)
{
for(r =0; r < state->numResources; r++)
{
simstatefile >> state->request[p][r];
}
}
// return the newly allocated and filled in system state
return state;
}
/** Display a vector
* Display a state vector to standard output
*
* @param len The number of items in the vector
* @param v An array of integers of len items
*/
7. void displayVector(int len,int v[])
{
int i;
// Display a header
for(i =0; i < len; i++)
{
cout <<"R"<< i <<" ";
}
cout << endl;
// Display values
for(i =0; i < len; i++)
{
cout << setw(2)<< v[i]<<" ";
}
cout << endl;
}
/** Display a matrix
* Display a state matrix to standard output
*
* @param rows The number of rows in the matrix
* @param cols The number of cols in the matrix
* @param m A 2 dimensional array of rows x cols integers
*/
void displayMatrix(int rows,int cols,int v[MAX_PROCESSES][
MAX_RESOURCES])
{
int r, c;
// display column headers
cout <<" ";// extra space over for row labels
for(c =0; c < cols; c++)
{
cout <<"R"<< c <<" ";
8. }
cout << endl;
// now display data in matrix
for(r =0; r < rows; r++)
{
cout <<"P"<< r <<" ";
for(c =0; c < cols; c++)
{
cout << setw(2)<< v[r][c]<<" ";
}
cout << endl;
}
cout << endl;
}
/** Display state
* Display the values of the resource vectors and matrices in the
indicated
* state structure
*
* @param state A pointer to a State struct whose info we shoul
d display on stdout.
*/
void displayState(State* s)
{
cout <<"numResources (m) = "<< s->numResources <<" ";
cout <<"numProcesses (n) = "<< s-
>numProcesses << endl << endl;
cout <<"Available vector V:"<< endl;
displayVector(s->numResources, s->available);
cout << endl;
cout <<"Allocation matrix A: "<< endl;
displayMatrix(s->numProcesses, s->numResources, s->alloc);
9. cout << endl;
cout <<"Request matrix Q: "<< endl;
displayMatrix(s->numProcesses, s->numResources, s-
>request);
cout << endl;
}
/** The deadlock detector
* The starting point for implementation of the deadlock detecti
on algorithm.
* We open and read in the allocation matrices here, then perfor
m the deadlock detection.
*
* @ param statefilename A string with the name of the file hol
ding the A and Q system state matrices
*/
void detectDeadlock(char* statefilename)
{
State* state;
state = readSystemState(statefilename);
// I have provided some example routines to read and display sy
stem state, implemented as a plain
// C struct using C 1 and 2 dimensional arrays. You can uncom
ment out the following, and/or use
// the displayMatrix() and displayVector() functions to help you
debug. But make sure you
// remove or comment back up any statements after you are done
debugging.
displayState(state);
// You need to implement your solution here. I would recomme
nd you use functions for each of
10. // these steps.
// Step 1: Set up a data structure that records marked/unmarked
// processes. All processes are initially unmarked Search
// through the allocation matrix to find rows of all 0, and
// mark corresponding processes in your mark structure
// Step 2: Create a temporary vector W. Copy contents of availa
ble
// vector V to W. Suggestion: create a function called
// copyVector, that takes a vector as its parameter, and returns
// a new vector.
// Need to put Steps 3 and 4 in a loop
// Step 3: Find index i such that process i is currently unmarked,
// and the ith row of Q is less than or equal to W. If no
// such process is found, need to terminate algorithm/loop.
// Suggestion: write a function that takes Q and W, and
// returns either i (index of process meeting criteria) or
// -1
// Step 4: If a row was found (e.g. i was a valid process that met
// criteria of step 3), mark process i and add the
// correspoinding row of allocation matrix to W. Loop bac
k
// to beginning of step 3.
// Step 5: after loop finishes,
// if (your marked/unmarked processes contains unmarked proce
sses)
// {
// cout << "Deadlock";
// // loop through your marked/unmarked structure, print out al
l unmarked processes as P1, P2, etc.
// cout << endl;
11. // }
// else // all processes were marked, so no deadlock
// {
// cout << "No Deadlock" << endl;
// }
}
/** Main entry point of deadlock detection.
* The main entry point of the deadlock detection program. Thi
s function
* checks the command line arguments, and calls the detection f
unction if correct
* arguments were supplied. We expect a single command line
argument
* which is the name of the file holding the allocation and reque
st matrices
* of the current state of the system.
*
* @param argc The argument count
* @param argv The command line argument values. We expect
argv[1] to be the
* name of a file in the current directory holding A and
Q matrices.
*/
int main(int argc,char** argv)
{
if(argc !=2)
{
cout <<"Error: expecting state matrix file as first command li
ne parameter"<< endl;
cout <<"Usage: "<< argv[0]<<" system-state.sim"<< endl;
exit(1);
}
detectDeadlock(argv[1]);
12. // if don't want to use command line do following. Need to reco
mpile by hand since file
// name to get simulated events from is hard coded.
// Make sure you revert back to using command line before sub
mitting your program.
//detectDeadlock("state-01.sim");
}
prog-03.pdf
CSci 430: Programming Project #3
Deadlock Detection
Spring 2019
Dates:
Assigned: Monday February 25, 2019
Due: Wednesday March 13, 2019 (before Midnight)
Objectives:
� Learn more about Deadlock algorithms.
� Better understand how we can algorithmically detect
deadlocks on a
system.
� Use C/C++ to implement vector and matrix data structures,
get prac-
tice in creating and using such data structures in C/C++.
Description:
13. Our textbook gives the following algorithm (pg. 276) for
algorithmically
detecting if a deadlock is present or not in a system. It requires
that the
system keep an Allocation matrix A, listing which resources are
currently
allocated to which processes, and the available vector V, which
gives the
amount of each resource currently available in the system. In
addition, the
deadlock detection algorithm requies a request matrix Q, which
keeps track
of the amount of each resource each process is currently
requesting from the
system. The algorithm is:
1. Mark each process that has a row in the Allocation matrix of
all zeros.
2. Initialize a temporary vector W to equal the Available vector
A.
1
3. Find an index i such that process i is currently unmarked and
the i th
row of Q is less than or equal to W. That is, Qik ≤ Wk, for 1 ≤ k
≤ m.
If no such row is found, terminate the algorithm.
4. If such a row is found, mark process i and add the
corresponding row of
the allocation matrix to W. That is, set Wk = Wk+Aik, for 1 ≤ k
14. ≤ m.
Return to step 3.
A deadlock exists if and only if there are unmarked processes at
the end
of the algorithm. Each unmarked process is deadlocked.
In this assignment we will implement the deadlock detection
algorithm.
Your program will be given a �le that describes the A
allocation matrix
and the Q request matrix, representing the current state of all
allocations
and requested allocations in the system. Your program will
implement the
deadlock detection algorithm described above. The result of
your program
will be one of 2 outputs:
1. If no deadlock exists, the program will display No Deadlock
on stan-
dard output.
2. If a deadlock does exist, the program will display Deadlock:
P0, P1,
P2 on standard output, where P0, P1, P2 are the processes that
the
algorithm determined to be deadlocked in the system.
State simulation �le formats
I have provided a p3-start.cpp template that can open up and
read in the
process/resource state simulation �les used for this assignment.
Here we
discuss a bit more the format of these �le. I have provided 2 or
15. 3 exam-
ple simulations, with expected correct answers, for you to use to
test your
implementations with.
The input �les needed for this assignment need to contain the
information
found in the V available vector and the A allocation and Q
request matrices.
In the following I use r as the number of resources and p as the
number of
processes. Thus the general format of the input �le is:
r p
V1 V2 V3 ... Vr
A11 A12 ... A1r
...
Ap1 Ap2 ... Apr
2
Q11 Q12 ... Q1r
...
Qp1 Qp2 ... Qpr
For example, the example of the deadlock detection algorithm
given on
page 277 has a system with r=5 resources and p=4 processes.
16. The V, A and
Q vector/matrices are shown on that page. The input �le for the
current
state of the system shown on page 277 would be
5 4
0 0 0 0 1
1 0 1 1 0
1 1 0 0 0
0 0 0 1 0
0 0 0 0 0
0 1 0 0 1
0 0 1 0 1
0 0 0 0 1
1 0 1 0 1
The function named readSystemState() in your template p2-
start.cpp
code expects a �le of this format, and reads it into a State
structure for you.
Running Simulations
The following is a discussion of the expected output of your
program. Your
program must work from the command line, and expect a single
parameter,
17. the name of the state simulation input �le, as its input. Your
program
should display only a single line to standard output as a result
of running it.
If the system, described in the state input �le is not deadlocked,
the program
should simply state there was no deadlock to standard output:
$ p3.exe state-02.sim
No Deadlock
On the other hand, if your program is deadlocked, it should say
that it
detected a deadlock, and it should print out the processes that
are deadloked
to standard output:
$ p3.exe state-01.sim
Deadlock: P0, P1,
3
I have provided 2 or 3 example input state �les, named state-
01.sim,
state-02.sim, etc. I have also provided the correct and expected
output for
these simulations, named state-01.res, state-02.out, etc.
4
state-01.sim
23. 0 0 0 0 0 1 0 0 0 0
1 2 0 0 0 0 0 1 0 0
0 0 0 0 0 0 0 0 0 1
1 0 0 0 0 0 0 1 0 0
state-08.res
p5-start.cppp5-start.cpp/**
* @author Jane Student
* @cwid 123 45 678
* @class CSci 430, Spring 2018
* @ide Visual Studio Express 2010
* @date November 15, 2018
* @assg prog-04
*
* @description This program implements a simulation of proce
ss
* scheduling policies. In this program, we implement round-
robin
* scheduling, where the time slice quantum can be specified a
s
* as a command line parameter. And we also implement shor
test
* remaining time (SRT) scheduling policy
*/
#include<stdlib.h>
#include<iostream>
#include<iomanip>
#include<fstream>
#include<string>
#include<list>
usingnamespace std;
24. // global constants
// I won't test your round robin implementation with more than 2
0 processes
constint MAX_PROCESSES =20;
constint NO_PROCESS =0;
// Simple structure, holds all of the information about processes,
their names
// arrival and service times, that we are to simulate.
typedefstruct
{
string processName;
int arrivalTime;
int serviceTime;
// holds running count of time slices for current time quantum,
when
// serviceTime == quantum, time slice is up
int sliceTime;
// holds total number of time steps currently run, when == to
// serviceTime process is done
int totalTime;
// holds time when process finishes, used to calculate final stats,
// like T_r, T_r/T_s
int finishTime;
// a boolean flag, we will set this to true when the process is co
mplete
bool finished;
}Process;
// Process table, holds table of information about processes we a
re simulating
typedefstruct
{
int numProcesses;
Process* process[MAX_PROCESSES];
25. }ProcessTable;
/** Create process table
* Allocate memory for a new process table. Load the process
* information from the simulation file into a table with the proc
ess
* information needed to perform the simulation. At the same ti
me we
* initialize other information in process table for use in the
* simulation. Return the newly created ProcessTable
*
* @param processFilanem The name (char*) of the file to open
and read
* the process information from.
* @param processTable This is actually a return parameter. Th
is
* should be a pointer to an already allocated array of
* Process structure items. We will fill in this structure
* and return the process information.
*
* @returns ProcessTable* The newly allocated and initialized P
rocessTable
* structure.
*/
ProcessTable* createProcessTable(char* processFilename)
{
ifstream simprocessfile(processFilename);
ProcessTable* processTable;
int pid;
string processName;
int arrivalTime;
int serviceTime;
// If we can't open file, abort and let the user know problem
if(!simprocessfile.is_open())
26. {
cout <<"Error: could not open process simulation file: "
<< processFilename << endl;
exit(1);
}
// Format of file is
// ProcessName1 ArrivalTime1 ServiceTime1
// ProcessName2 ArrivalTime2 ServiceTime2
// ...
// ProcessNameN ArrivalTimeN ServiceTimeN
//
// Where the name is any arbitray string identifier, and ArrivalT
ime
// and ServiceTime are integer values
pid =0;
processTable =new(ProcessTable);
while(simprocessfile >> processName >> arrivalTime >> servic
eTime)
{
// allocate a new process to hold information
Process* process =new(Process);
processTable->process[pid]= process;
// load information into process read from simulation file
process->processName = processName;
process->arrivalTime = arrivalTime;
process->serviceTime = serviceTime;
// initialize other process information for the simulaiton
process->sliceTime =0;
process->totalTime =0;
process->finishTime =0;
process->finished =false;
pid++;
27. }
// Set the number of processes we need to simulate information i
n
// the process table
processTable->numProcesses = pid;
return processTable;
}
/** Display process table
* Convenience method, dump all of the information about the p
rocesses
* in a process table to stdout.
*
* @param processTable The table, a pointer to type ProcessTab
le
* struct, with the information we are to display
*/
void displayProcessTable(ProcessTable* processTable)
{
cout <<"Process Table num = "<< processTable-
>numProcesses << endl;
cout <<"PID Name Arrv Srvc"<< endl;
cout <<"------------------"<< endl;
for(int pid=0; pid < processTable->numProcesses; pid++)
{
Process* p = processTable->process[pid];
cout << setw(2)<< right << pid <<") ";
cout << setw(4)<< left << p->processName <<" ";
cout << setw(4)<< right << p->arrivalTime <<" ";
cout << setw(4)<< right << p->serviceTime <<" ";
cout << endl;
}
}
28. /** Round robin scheduler simulator
* The main routine for performing the round robin preemptive
* scheduler simulator. We expect the time quantum to already
be
* specified and given to us as the first parameter. The file nam
e
* with the process arrival and service time information is given
as
* the second parameter. We simulate preemptive round robin
* scheduling of all of the processes until there are no longer an
y
* processes left in the system (all processes have exceeded thei
r
* service time and have exited).
*
* @param processTable A pointer to a ProcessTable structure h
olding
* information about the processes, arrival times and duratio
ns
* that we are simulating execution of.
* @param quantum An integer value holding the time slice qua
ntum we
* are using for this simulation.
*/
void roundRobinScheduler(ProcessTable* processTable,int quan
tum)
{
// Implement the round robin scheduler here
cout <<"<roundRobinScheduler> entered, quantum: "<< quant
um << endl;
}
/** shortest remaining time simulator
29. * The main routine for performing the shortest remaining time
* preemptive scheduler simulator. The file name with the proc
ess
* arrival and service time information is given as the first
* parameter. We simulate preemptive shortest remaining time
* scheduling of all of the processes until there are no longer an
y
* processes left in the system (all processes have exceeded thei
r
* service time and have exited).
*
* @param processTable A pointer to a ProcessTable structure h
olding
* information about the processes, arrival times and duratio
ns
* that we are simulating execution of.
*/
void shortestRemainingTime(ProcessTable* processTable)
{
// Implement the shortest remaining time policy here
cout <<"<shortestRemainingTime> entered"<< endl;
}
/** Main entry point of round robin scheduler
* The main entry point of the round robin scheduler simulator.
The main funciton
* checks the command line arguments, and calls the simulation
function if correct
* arguments were supplied. We expect two command line argu
ments, which are the
* time slice quantum value we are to use for this preemptive sc
heduler simulation,
* and the name of the simulation file holding the process arriva
l and service
* time information.
30. *
* @param argc The argument count
* @param argv The command line argument values. We expect
argv[1] to be the
* time slice quantum parameter (int format) and argv[2
] to be the
* name of the process simulation file (charcter string)
*/
int main(int argc,char** argv)
{
string policy;
ProcessTable* processTable;
int quantum =0;
// If not all parameters provides, abort and let user know of prob
lem
if(argc <3|| argc >4)
{
cout <<"Error: expecting process simulation file and scheduli
ng policy as command line parameters"
<< endl;
cout <<"Usage: "<< argv[0]<<" process-
file.sim [rr|srt] [quantum]"<< endl;
exit(1);
}
// load process table and parse command line arguments
processTable = createProcessTable(argv[1]);
// just to confirm that process table loaded correctly. You shoul
d
// comment out or remove this as it is not asked for as part of th
e
// output for the assignment simulation
displayProcessTable(processTable);
// determine policy to simulate
31. policy.assign(argv[2]);
// perform simulation of indicated scheduling policy
if(policy =="rr")
{
if(argc !=4)
{
cout <<"Error: time quantum must be provided for round ro
bin `rr` scheduling policy"<< endl;
exit(1);
}
quantum = atoi(argv[3]);
if((quantum <=0)||(quantum >1000))
{
cout <<"Error: received bad time slice quantum parameter:
"<< argv[1]<< endl;
cout <<" valid values are integers in range from 1 to 10
00"<< endl;
exit(1);
}
roundRobinScheduler(processTable, quantum);
}
elseif(policy =="srt")
{
shortestRemainingTime(processTable);
}
else
{
cout <<"Error: unknown process scheduling policy: "<< polic
y << endl;
}
}
prog-05.pdf
32. Programming Assignment #5
CSci 430, Spring 2019
Dates:
Assigned: Monday April 15, 2019
Due: Wednesday May 1, 2019 (before Midnight)
Objectives:
� Understand short-term process scheduling.
� Work with data structures to implement a round-robin
scheduler.
� Look at e�ects of di�erent time slice quantum sizes on the
round-robin scheduling algorithm.
� Use C/C++ to implement vector and matrix data structures,
get practice in creating and using
such data structures in C/C++.
Description:
Our textbooks chapter 9 discusses several possible short-term
process scheduling policies. In this
programming assignment exercise we will implement two of the
preemptive policies, the simple shortest
remaining time policy (SRT) and the round-robin scheduler with
preemptive time slicing. Your program
will be given a simple input �le, indicating the process name,
its arrival time and its total service time,
the same as the process scheduling examples from our textbook
33. in Table 9.4 and Figure 9.5. You will
simulate the execution of the required schedulers. As in
previous assignments, you program will need
to work non-interactively and be callable from the command
line. The program will be provided with
the �le name of a �le with process information, in the format
discussed below. Your program will also
be given the time slicing quantum parameter it is to use for the
simulation, if round-robin scheduling
is selected. Your program will need to output the results of
running the set of simulated processes
using the selected scheduling policy with the indicated time
slice for the round-robin scheduler. Your
program will have to output its results exactly as shown below
in the required output format. Your
program will also need to calculate some summary statistics for
the simulated processes, including the
turnaround time and Tr/Ts ratio for each process, and the mean
Tr and Tr/Ts values for the given
simulation.
Process simulation �le formats
The �les with the information about the processes to be
simulated are fairly simple, and have the same
information that our textbook uses to illustrate the process
scheduling examples. Each simulation �le
contains multiple rows of data, where each row consists of the
process name, its arrival time, and its
service time. Here is an example:
1
A 0 3
34. B 2 6
C 4 4
D 6 5
E 8 2
This �le is named process-01.sim in the zip archive of �les I
have given you to get started on this
assignment. This is also the same set of processes and
start/service times used for all of the examples
in table 9.4 and �gure 9.5.
Running Simulations
As with previous assignments you are required to support using
your simulation from the command
line. Your program will take the name of the �le containing the
process information �rst. The next
parameter will be either 'rr' to perform round-robin scheduling,
or 'srt' if shortest remaining time policy
is to be simulated. Finally, a 3rd parameter will be supplied for
the round-robin scheduler, the time
slice quantum to use. An example of running your �nished
program should look like this:
$ ./p3 process-01.sim rr 4
A A A B B B B C C C C D D D D B B E E D
Name Fnsh T_r T_r/T_s
----------------------
35. A 3 3 1
B 17 15 2.5
C 11 7 1.75
D 20 14 2.8
E 19 11 5.5
Here we are running the simulation using the set of process
information given in the previous section
and with a time slice quantum of 4.
Required Output
As shown above, your program must generate 2 bits of output.
First of all, while running the simulation
of the selected scheduling policy, you should display the
process names in the order they are run. In
the previous example, the sequence of scheduled/run processes
was:
A A A B B B B C C C C D D D D B B E E D
This indicates that process A ran �rst (times 0, 1 and 2),
followed by B running 4 times (times 3
to 7), etc. You are required to output the sequence of process
runs as the �rst line of output, with a
single space in between each process name as shown.
After the processes have run, you need to calculate and display
the statistics for the processes that
you just simulated. In our previous example, the statistics for
our round-robin simulation with a time
quantum of 4 time slices were:
36. Name Fnsh T_r T_r/T_s
----------------------
A 3 3 1
B 17 15 2.5
C 11 7 1.75
2
D 20 14 2.8
E 19 11 5.5
For each process, you need to output the time when it �nished,
the turnaround time (Tr) and the
ratio of the turnaround time to the service time (Tr/Ts).
I have provided a zip �le with a �le named p3-start.cpp as a
template to get you started. In addition,
I have provided you with two process simulation �les, named
process-01.sim and process-02.sim, with
2 sets of process information you can simulate. There are
several examples of correct results generated
for the two sets of inputs, named things like process-01-q1.res,
process-01-q4.res, process-01-srt.res, etc.
These are the correct results you should get for running your
simulation with round-robin scheduling
for various time quantums or for shortest remaining time
scheduling.
37. 3
processtable-01.sim
A 0 3
B 2 6
C 4 4
D 6 5
E 8 2
processtable-02.sim
A 0 4
B 1 7
C 4 5
D 4 5
E 7 2
F 8 5
G 10 1
H 10 4
I 12 6
processtable-03.sim
A 0 3
B 2 4
C 3 5
D 3 8
E 3 2
F 5 6
G 7 9
H 7 4
I 8 3
J 8 5
K 8 4
40. sim-03-rr-5.res
sim-03-srt.res
p2-start.cppp2-start.cpp/**
* @author Your Name Here
* @cwid 123 45 678
* @class CSci 430, Summer 2017
* @ide Visual Studio Express 2017
* @date June 11, 2017
* @assg Programming Assignment #2
*
* @description Implement a simulation of a basic 3 process sta
te system
* Ready, Running, Blocked. Simulation includes a round-
robin scheduler
* with time slice scheduling. Need to implement a basic Proc
ess
* Control Block (PCB) in order to implement the round robin
scheduler.
* Program will also have ready queues, and possible queues o
r other
* structures to keep track of blocked processes and the events
they
* are waiting on.
*
*/
#include<stdlib.h>
#include<iostream>
#include<fstream>
#include<string>
41. usingnamespace std;
/** The process simulator.
* The main loop for running a simulation. We read simulation
* events from a file
*
* @param simfilename The name of the file (e.g. simulaiton-
01.sim) to open
* and read simulated event sequence from.
* @param timeSliceQuantum The value to be used for system ti
me slicing preemption
* for this simulation.
*/
void runSimulation(char* simfilename,int timeSliceQuantum)
{
ifstream simeventsfile(simfilename);
string command;
int eventnum;
if(!simeventsfile.is_open())
{
cout <<"Error: could not open simulator events file: "<< simf
ilename << endl;
exit(1);
}
while(!simeventsfile.eof())
{
simeventsfile >> command;
// Handle the next simulated event we just read from the
// simulation event file
if(command =="cpu")
{
42. cout <<" cpu: simulate a cpu cycle here"<< endl;
}
elseif(command =="new")
{
cout <<" new: simulate creation of new process here"<< e
ndl;
}
elseif(command =="done")
{
cout <<" done: simulate termination of currently running p
rocess here"<< endl;
}
elseif(command =="wait")
{
simeventsfile >> eventnum;
cout <<" wait: eventnum: "<< eventnum <<
" simulate event blocked and waiting"<< endl;
}
elseif(command =="event")
{
simeventsfile >> eventnum;
cout <<" event: eventnum: "<< eventnum <<
" simulate event occurring possibly making some processes read
y"<< endl;
}
elseif(command =="exit")
{
// we use an explicit indicator to ensure simulation exits correctl
y
break;
}
else
{
cout <<" ERROR: unknown command: "<< command << e
ndl;
exit(0);
43. }
}
simeventsfile.close();
}
/** Main entry point of simulator
* The main entry point of the process simulator. We simply se
t up
* and initialize the environment, then call the appropriate func
tion
* to begin the simulation. We expect a single command line ar
gument
* which is the name of the simulation event file to process.
*
* @param argc The argument count
* @param argv The command line argument values. We expect
argv[1] to be the
* name of a file in the current directory holding proces
s events
* to simulate.
*/
int main(int argc,char** argv)
{
int timeSliceQuantum =0;
// validate command line arguments
if(argc !=3)
{
cout <<"Error: expecting event file as first command line par
ameter and time slice quantum as second"<< endl;
cout <<"Usage: "<< argv[0]<<" simeventfile.sim time_slice"
<< endl;
exit(1);
}
44. // Assume second command line argument is the time slice quan
tum and parse it
timeSliceQuantum = atoi(argv[2]);
if(timeSliceQuantum <=0)
{
cout <<"Error: invalid time slice quantum received: "<< time
SliceQuantum << endl;
exit(1);
}
// Invoke the function to actually run the simulation
runSimulation(argv[1], timeSliceQuantum);
// if don't want to use command line do following.
// need to recompile by hand since file
// name to get simulated events from is hard coded
//runSimulation("simulation-01.sim", 5);
return0;
}
p2-start.c
/**
* @author Your Name Here
* @cwid 123 45 678
* @class CSci 430, Summer 2017
* @ide Visual Studio Express 2017
* @date June 11, 2017
* @assg Programming Assignment #2
*
* @description Implement a simulation of a basic 3 process
state system
* Ready, Running, Blocked. Simulation includes a round-
robin scheduler
45. * with time slice scheduling. Need to implement a basic
Process
* Control Block (PCB) in order to implement the round robin
scheduler.
* Program will also have ready queues, and possible queues
or other
* structures to keep track of blocked processes and the events
they
* are waiting on.
*
*/
#include <stdlib.h>
#include <stdio.h>
#include <string.h>
/** The process simulator.
* The main loop for running a simulation. We read simulation
* events from a file
*
* @param simfilename The name of the file (e.g. simulaiton-
01.sim) to open
* and read simulated event sequence from.
* @param timeSliceQuantum The value to be used for system
time slicing preemption
* for this simulation.
*/
void runSimulation(char* simfilename, int timeSliceQuantum)
{
FILE* simeventsfile;
char line[256]; // temporary buffer to hold the whole line we
read in
char* command;
char* eventnumstr;
int eventnum;
46. // open the simulation file, and make sure we were successful
// before continuing
simeventsfile = fopen(simfilename, "r");
if (!simeventsfile)
{
fprintf(stderr, "Error: could not open simulator events file:
%sn", simfilename);
exit(1);
}
while (fgets(line, sizeof(line), simeventsfile))
{
// get first token from line, up to first whitespace character,
put into command
command = strtok(line, " tn"); // splits line on space, tab or
newline
// Handle the next simulated event we just read from the
// simulation event file
if (strcmp(command, "cpu") == 0)
{
printf(" cpu: simulate a cpu cycle heren");
}
else if (strcmp(command, "new") == 0)
{
printf(" new: simulate creation of a new process heren");
}
else if (strcmp(command, "done") == 0)
{
printf(" done: simulate termination of currently running
process heren");
}
else if (strcmp(command, "wait") == 0)
{
eventnumstr = strtok(NULL, " tn"); // get pointer to event
number string
47. sscanf(eventnumstr, "%d", &eventnum);
printf(" wait: eventnum: %d simulate event blocked and
waitingn", eventnum);
}
else if (strcmp(command, "event") == 0)
{
eventnumstr = strtok(NULL, " tn"); // get pointer to event
number string
sscanf(eventnumstr, "%d", &eventnum);
printf(" event: eventnum: %d simulate event occurring
possibly making some processes readyn", eventnum);
}
else if (strcmp(command, "exit") == 0)
{
// we use an explicit indicator to ensure simulation exits
correctly
break;
}
else
{
fprintf(stderr, "Error: unknown command: %sn",
command);
exit(0);
}
}
fclose(simeventsfile);
}
/** Main entry point of simulator
* The main entry point of the process simulator. We simply
set up
* and initialize the environment, then call the appropriate
function
* to begin the simulation. We expect a single command line
48. argument
* which is the name of the simulation event file to process.
*
* @param argc The argument count
* @param argv The command line argument values. We expect
argv[1] to be the
* name of a file in the current directory holding
process events
* to simulate.
*/
int main(int argc, char** argv)
{
int timeSliceQuantum = 0;
// validate command line arguments
if (argc != 3)
{
printf("Error: expecting event file as first command line
parameter and time slice quantum as secondn");
printf("Usage: %s simeventfile.sim time_slicen", argv[0]);
exit(1);
}
// Assume second command line argument is the time slice
quantum and parse it
timeSliceQuantum = atoi(argv[2]);
if (timeSliceQuantum <= 0)
{
printf("Error: invalid time slice quantum received: %dn",
timeSliceQuantum);
exit(1);
}
// Invoke the function to actually run the simulation
runSimulation(argv[1], timeSliceQuantum);
49. // if don't want to use command line do following.
// need to recompile by hand since file
// name to get simulated events from is hard coded
//runSimulation("simulation-01.sim", 5);
return 0;
}
prog-02.pdf
Programming Assignment #2
CSci 430 Spring 2019
Dates:
Assigned: Monday February 4, 2019
Due: Wednesday February 20, 2019 (before Midnight)
Objectives:
� Explore the Process state models from an implementation
point of
view.
� Practice using basic queue data types and implementing in C.
� Use C/C++ data structures to implement a process control
block and
round robin scheduling queues.
� Learn about Process switching and multiprogramming
concepts.
50. Description:
In this assignment you will simulate a Three-State process
model (ready,
running and blocked) and a simple process control block
structure as dis-
cussed in Chapter 3. Your program will read input and
directives from a
�le. The input describes a time sequence of events that occur.
These are the
full set of events you will simulate:
1
Event Description
cpu The processor executes for 1 time step the currently running
process
new A new process is created and put at tail of the ready queue
done The currently running process has �nished
wait X The currently running process has done an I/O operation
and
is waiting on event X
event X Event X has occurred, the process waiting on that event
should
be made ready.
The input �le will simply be a list of events that occur in the
system, in
the order they are to occur. For example:
----- simulation-01.sim --------
52. cpu
cpu
exit
----------------------------------
Your task is to read in the events, and simulate the creation and
execution
of processes in the system as they move through the various
three-states of
their process life cycle. You need to:
2
� De�ne a simple process control block (PCB) to hold
information about
all processes currently running in your system. The PCB can be
a
simple C struct or a C++ class. At a minimum you need to have
a
�eld for the process identi�er and the process state (Ready,
Running or
Blocked). You need to also keep track of the time step that the
process
entered the system, and the number of steps the process has
been
running. Minimal credit will be given to programs that at least
handle
new events and create a process in a simulated PCB. You
probably
need a list or an array to hold the current processes that have
53. been
created and are being managed by your simulated system.
� You will need a ready queue of some kind. You should use a
C++
Standard Template Library (STL) container to manage your
ready
queue.
� You will need to implement a simple dispatcher function.
Whenever
a cpu event occurs, and no process is currently running, you
should
select the next Ready process from the head of your ready queue
and
start it running on the processor.
� You need to also implement a simple time slicing mechanism.
The
time slice value to use will be passed into your program when it
is
started. At the end of a cpu cycle, you should check if the
currently
running process has executed for its full time quantum. In that
case,
the currently running process should timeout, and be returned to
the
end of the Ready queue.
� new events should cause a new process to be created
(including creating
its PCB and �lling it in). New processes should be placed on
the tail
of the ready queue after being created. You should assign each
new
process a process identi�er. The process identi�er should be a
54. simple
integer value, and you should start numbering processes from 1.
� For a done event, if a process is currently running it should
then be
released. It should be removed from the CPU, and not placed
back on
the ready or blocked queue. If a done occurs when the CPU is
idle,
then nothing will happen as a result of this event.
� A wait event simulates the currently running process
performing some
I/O operation. If a wait occurs, the currently running process
should
become blocked and put on the blocked queue. You also need an
entry
in the PCB so you know what event the process is waiting for.
The
3
wait event is followed by an integer number, which is an
indication of
the type of event the process has requested.
� Likewise the event directive simulates the �nishing of some
I/O oper-
ation. When an event occurs, you should scan your blocked
processes
and make any process ready that was waiting on that event. The
in-
teger value following an event indicates the type of event that
just
55. occurred.
You have been given some example event sequences
(simulation-01.sim,
simulation-02.sim, etc.) along with the expected output for
those sequence
of events (simulation-01.res, simulation-02.res, etc.). The
output of your
program should be sent to standard output. The correct output
for the
simulation-01.sim simulation is:
Time: 1
CPU (currently running):
pid=1, state=RUNNING, start=1, slice=1,
Ready Queue:
EMPTY
Blocked Queue:
EMPTY
Time: 2
CPU (currently running):
pid=1, state=RUNNING, start=1, slice=2,
Ready Queue:
EMPTY
61. Blocked Queue:
EMPTY
Time: 15
CPU (currently running):
pid=2, state=RUNNING, start=4, slice=4,
Ready Queue:
EMPTY
Blocked Queue:
EMPTY
Your output to standard out should look exactly the same as this
output
(i.e. if I do a di� and your program is generating the correct
output, then
there will be no di�erence between the output your program
generates and
the above output format). The output is generated by displaying
the system
state after each cpu cycle executes. Basically we print out the
system time.
Then we show which process (if any) is currently running on the
CPU (or
say it is IDLE if no process is running). Then we display the
queue of
processes currently on the Ready and Blocked queues. Note that
the queues
are displayed in order. The top of the output corresponds to the
head of the
62. queue. Thus when a new process is dispatched, the next one
selected should
be the �rst process listed from the ready queue in the previous
system cycle.
I have given you some template code (p2-start.cpp) to get you
started
The code is meant to be run from the command line, thus from a
shell or
dos prompt you would do something like:
$ p2-start simulation-01.sim 5
i.e. the program expects two parameters on the command line,
which
should be the name of a �le that holds the events to be
simulated, and the
value to be used for the time slice quantum. If you need to test
your program
and can't �gure out how to invoke running it from the command
line, you
can change the line in 'p2-start.cpp' to explicitly run a particular
simulation
�le, like this:
runSimulation("simulation-01.sim", time_slice_quantum)
7
However, you need to make sure that your program correctly
works using
the command line invocation, as shown in `p2-start.cpp`.
I have given some template code to get you started in the �le
63. called
p2-start.cpp. I have already provided you with the code needed
in order to
correctly parse the command line parameters for the program,
and to open
and read in the simulation �le events. Your job is to implement
the necessary
actions and data structures to handle the simulated events
described. The
runSimulation() in 'p2-start.cpp holds example code and
indicates locations
where you need to write your own functions to implement the
simulation.
You can use this as a starting point to implement your solution.
Assignment Submission and Requirements
All source �les you create for you solution (.c or .cpp/.c++ and
.h header
�les) should be uploaded to the MyLeo Online submission
folder created for
this assignment by the deadline. You should not attach any �les
besides the
source �les containing your C/C++ code. But you should make
sure you
attach all needed �les you create to your submission, so that I
can compile
and run your solution.
You are required to write the program in standard C/C++
programming
language. You should use a relatively recent version of the
C/C++ compiler
(C90 C++98 is �ne, or the more recent C99 C++11 will also be
acceptable),
and/or recent IDE that has an up to date compiler. You should
64. only use
standard C/C++ libraries, do not use Microsoft speci�c or other
third-party
developed external libraries. This page
http://en.cppreference.com/w/
provides a good up to date reference of the libraries in the
standard C++ and
C languages. You may use the C++ standard template library
containers
(like the list and queue items) to implement the ready queue you
need. We
will go over a simple implementation of a queue using pointers
and/or arrays
in class, if you would like an example implementation in plain
C that might
be simpler to use than learning the STL.
8
http://en.cppreference.com/w/
simulation-01.sim
new
cpu
cpu
cpu
new
cpu
cpu
cpu
cpu
wait 1
cpu
cpu
event 1
cpu
68. wait 2
cpu
cpu
cpu
event 1
cpu
cpu
event 3
cpu
cpu
cpu
cpu
cpu
done
cpu
cpu
cpu
cpu
done
event 2
cpu
cpu
cpu
wait 1
cpu
cpu
cpu
cpu
cpu
done
cpu
done
event 1
cpu
cpu
done
72. cpu
cpu
cpu
cpu
wait 1
cpu
wait 1
cpu
wait 1
cpu
wait 1
cpu
wait 1
cpu
wait 1
cpu
wait 1
cpu
event 1
cpu
cpu
cpu
cpu
cpu
cpu
cpu
cpu
cpu
cpu
cpu
cpu
cpu
cpu
cpu
cpu
cpu