In class we discussed act utilitarianism. In your own words, descri
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In class we discussed act utilitarianism. In your own words, describe the view. Give an example of how a utilitarian would think about a particular kind of action. In comparison with some of the other ethical views we've discussed (e.g., relativism, Divine Command Theory, ethical egoism, etc.), what do you think of it as a moral view? What are some of its strengths as a theory? Weaknesses? Explain. ...
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http://www.quickanddirtytips.com/education/grammar/first-second-and-third-person
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Step 7:
In writing thi.
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For the year ended December 31, 2014
Balance SheetAssetsCashInvestmentsDue from State GovernmentTotal Assets$ -Liabilities and Fund EquityLiabilitiesAccounts PayableFund EquityFund Balance - Restricted forStreet and Highway MaintenanceTotal Liabilities and Fund Equity$ -
&L&"Times New Roman,Regular"&14City of Monroe
Street & Highway Maintenance Fund
Balance Sheet
As of December 31, 2014
Problem 1Problem 1Required: Identify the financial statement on which each of the following items appears by making an X in the appropriate column. The first one is done for you!(15 points total, 1 point each)IncomeBalanceStatement ofItemStatementSheetCash FlowsAccounts PayableXAccounts ReceivableAdvertising ExpenseCommon StockDividendsEquipmentFinancing ActivitiesInvesting ActivitiesLandOperating ActivitiesRent ExpenseRetained EarningsRevenueSalaries PayableUtility Expense
Problem 2Problem 2Required: Show the effects on the financial statements using a horizontal statement model as outlined below. The first one is done for you!(35 points total, 5 points each)1Sold $30,000 in merchandise for cash2Paid $5,000 for rent with cash3Paid $10,000 in salaries to employees with cash4Sold $25,000 in merchandise and customer paid on credit5Collected $10,000 cash for transaction #46Purchased a building for $100,000 and took out a loan for the money7Paid $1,200 for insuranceBala.
srcCommissionCalculation.javasrcCommissionCalculation.javaimpo.docx
src/CommissionCalculation.javasrc/CommissionCalculation.javaimport java.util.Scanner;
import java.text.NumberFormat;
publicclassCommissionCalculation
{
publicstaticvoid main(String args[])
{
finaldouble salesTarget=600000;
//create an object of Scanner class to get the keyboard input
Scanner keyInput =newScanner(System.in);
//for currency format
NumberFormat numberFormat =NumberFormat.getCurrencyInstance();
//creating an object of SalesPerson class
SalesPerson salesPerson =newSalesPerson();
//prompt the user to enter the annual sales
System.out.print("Enter the annual sales : ");
double sale = keyInput.nextDouble();
//Calculate normal commission until sales target is reached
if(sale<=salesTarget)
{
//set the value of annual sale of sales person object
salesPerson.setAnnualSales(sale);
//displaying the report
System.out.println("The total annual compensation : "+numberFormat.format(salesPerson.getAnnualCompensation()));
}
//show compensation table with Accelerated factor when sales target exceeds
else
{
//method to show a compensation table if sales exceed 600000
salesPerson.getCompensationTable(sale);
}
}
}
src/SalesPerson.javasrc/SalesPerson.java
publicclassSalesPerson{
privatefinaldouble fixedSalary =120000.00;
privatefinaldouble commissionRate =1.2;
privatefinaldouble salesTarget=600000;
privatefinaldouble accelerationfactor=1.20;
privatedouble annualSales;
//default constructor
publicSalesPerson(){
annualSales =0.0;
}
//parameterized constructor
publicSalesPerson(double aSale){
annualSales = aSale;
}
//getter method for the annual sales
publicdouble getAnnualSales(){
return annualSales;
}
//method to set the value of annual sale
publicvoid setAnnualSales(double aSale){
annualSales = aSale;
}
//method to calculate and get commission
publicdouble getCommission()
{
if(annualSales<(0.80*salesTarget))
{
return0;
}
else
{
return annualSales *(commissionRate/100.0);
}
}
//method to calculate and calculate Compensation with Accelerated commission and display table
void getCompensationTable(double annualSales)
{
int count=0;
System.out.println("Annual Sales\t Total Compensation");
for(annualSales=salesTarget;annualSales<=((salesTarget)+(0.5*salesTarget));annualSales+=5000)
{
count=count+1;
double comm= annualSales *(commissionRate*Math.pow(1.2,count)/100.0);
System.out.println(annualSales+"\t"+(fixedSalary+comm));
}
}
//method to calculate and get annual compensation
publicdouble getAnnualCompensation(){
return fixedSalary + getCommission();
}
}
The development of any marketing mix depends on positioning, a process that influences potential customers' overall perception of a brand, product line, or organization in general. Position is the place a product, brand, or group of products occupies in consumers' minds relative to competing offering. Review positioning in your text. There are many examples to illustrate this concept. Then:
1. Describe the position .
SPSS Assignment Data.savWeek 6, Using Marketing Channel.docx
SPSS Assignment Data.sav
Week 6, "Using Marketing Channels and Price to Create Value for Customers" was derived from Principles
of Marketing, which was adapted by the Saylor Foundation under a Creative Commons Attribution-
NonCommercial-ShareAlike 3.0 Unported license without attribution as requested by the work's original
creator or licensee. © 2015, The Saylor Foundation.
1
Week 6
Using Marketing Channels and Price to
Create Value for Customers
Sometimes when you buy a good or service, it passes straight from the producer to you. But
suppose every time you purchased something, you had to contact its maker? For some products or
services, such as a haircut, this would work. But what about the items you purchase at the grocery
store? You couldn't begin to contact and buy from all the makers of those products. It would be an
incredibly inefficient way to do business.
Fortunately, companies partner with one another, alleviating you of this burden. So, for example,
instead of Procter & Gamble selling individual toothbrushes to consumers, it sells many of them
to stores, which then sell them to everyone.
The specific avenue a seller uses to make a finished good or service available for purchase—for
example, whether you are able to buy it directly from the seller, at a store, online, or from a
salesperson—is referred to as the product's marketing channel (or distribution channel). All of
the people and organizations that buy, resell, and promote the product "downstream" as it makes
its way to you are part of the marketing channel.
Likewise, price creates value for customers and is the way the company makes its revenue and
profit by exchanging value with the customer. When Chick-fil-A opens new locations, the
company offers the first 100 customers a free meal every week for a year. Customers camp out
overnight to get in line for the free meals. When KFC introduced its grilled chicken, the company
put coupons good for a free piece of chicken in many Sunday newspapers.
So how do sellers make any money if they always offer goods and services on sale or for a special
deal? Many sellers give customers something for free, hoping they'll buy other products, but a
careful balance is needed to ensure profit.
Price is the only marketing mix variable or part of the offering that generates revenue. Buyers
relate the price to value. They must feel they are getting value for the price paid. Pricing decisions
are extremely important. So how do organizations decide how to price their goods and services?
This week, we explore both distribution and price as a means to add value for customers.
http://www.saylor.org/site/textbooks/Principles%20of%20Marketing.pdf
http://www.saylor.org/site/textbooks/Principles%20of%20Marketing.pdf
http://creativecommons.org/licenses/by-nc-sa/3.0/
http://creativecommons.org/licenses/by-nc-sa/3.0/
2
6.1 Marketing Channels and Channel Partners
L E A R N.
SQLServerFilesCars.mdf__MACOSXSQLServerFiles._Cars.mdf.docx
SQLServerFiles/Cars.mdf
__MACOSX/SQLServerFiles/._Cars.mdf
SQLServerFiles/Contacts.mdf
__MACOSX/SQLServerFiles/._Contacts.mdf
SQLServerFiles/Cottages.mdf
__MACOSX/SQLServerFiles/._Cottages.mdf
SQLServerFiles/KataliClub.mdf
__MACOSX/SQLServerFiles/._KataliClub.mdf
SQLServerFiles/Northwind.mdf
__MACOSX/SQLServerFiles/._Northwind.mdf
SQLServerFiles/Northwind.sdf
__MACOSX/SQLServerFiles/._Northwind.sdf
SQLServerFiles/Pubs.mdf
__MACOSX/SQLServerFiles/._Pubs.mdf
SQLServerFiles/ReadMe.doc
SQL Server Files
Make sure to copy the SQL Server files to a read/write medium before attempting to use them in a program. The act of selecting a file for a connection creates an .ldf file, which fails on a read-only CD.
__MACOSX/SQLServerFiles/._ReadMe.doc
SQLServerFiles/RnrBooks.mdf
__MACOSX/SQLServerFiles/._RnrBooks.mdf
__MACOSX/._SQLServerFiles
“Subsea pipelines connectors”
Subsea pipeline are very popular around the world. Almost every water body has a pipeline, whether it is to transport distilled or spring water, or for gas, or for crude oil. Pipeline with great lengths are broken into segments, and has a connector between each segment; such a methodology are used to control damage and makes it easier for manufacturing and maintenance. However, theses devices are not perfect, and have different aspects that need to be considered when choosing one. Aspects are such as: pressure drop, installment, repair, and material used.
Different types of subsea pipeline connectors are being developed and used everyday in different parts of the world. Manufacturers are racing to be ahead of the technological advancement and rule the market. Starting with a fundamental article about the advancement and the market availability of subsea pipeline connectors back in 1976 to the current technology, this paper will review the literature materials of the present solutions of subsea pipeline connectors. Connectors technology in 1976
This fundamental article written by H. Mohr discusses the available subsea pipe connectors back in 1976[1]. The article offers solution that is applicable for a specific period of time, but when the technology of its time period is expired and new solutions are offered the article would hardly be discussed anymore, which actually made it impossible to find online or in nearby library. However, in general, the solutions offered and the way there were discussed are actually very relatable to this paper.
The paper lays on the three major methods of connections, then goes on to examine the current commercial product at that time. Three methods mentioned are the basic welding, elastomeric connectors, and advanced engineered horizontal systems. H. Mohr then moves to the market demand of the three methods, and two methods only were discussed, welding and mechanical connectors.
“Much emphasis had been placed on welded subsea connections in recent years, but properly designed and installed mechanical connections will always have an ap.
Square, Inc. is a financial services, merchant services aggregat.docx
Square, Inc. is a financial services, merchant services aggregator and mobile payment company based in San Francisco, California. The company markets several software and hardware payments products, including Square Register and Square Reader, and has expanded into small business services such as Square Capital, a financing program, and Square Payroll. The company was founded in 2009 by Jack Dorsey and Jim McKelvey and launched its first app and service in 2010.
• Square Register allows individuals and merchants in the United States, Canada, and Japan to accept offline debit and credit cards on their iOS or Android smartphone or tablet computer. The application software("app") supports manually entering the card details or swiping the card through the Square Reader, a small plastic device that plugs into the audio jack of a supported smartphone or tablet and reads the magnetic stripe. On the iPad version of the Square Register app, the interface resembles a traditional cash register.
Download and read the documents in Edgar.
– http://www.sec.gov/edgar.shtml
– And find the all files that are filed (especially S1)
• Find the information relevant to future sales.
• Construct the Pro‐forma income statement.
• Estimate future free cash flows for the next five years (account for investments, change in working capital, depreciation and taxes)
• Make a reasonable assumption about the growth rate of cash flows until infinity.
2013-10-22 22.19.51.jpg
2013-10-22 22.20.19.jpg
2013-10-22 22.21.54.jpg
Information and society
Since the advent of easy access to the internet and the World Wide Web, society has a different attitude towards information and access to information. The technology changes – from slow desk-tops with dial-up access to smartphones – have also changed our interaction with information.
This is also an area in which generational differences show up. Those of us born before the mid1980s or 1990s have followed all of these changes and have had to adapt to it. For those born in the 1990s (the millennials or digital natives), these methods of getting information have always existed. The millenials have seen some of the technology changes but don’t remember the “old” way. Keep this in mind as you read these notes.
An information society
At the beginning of the semester we talked about the many different ways we get information and the definitions of information. Now we’re going to look more at how information and information technologies have changed society.
Lester and Koehler talk about defining an information society in economic sense. While this is important, I don’t think we need to look at the percentage of our GNP to see that we do live in an information society. Think of all the companies that are based on information – computer technologies, web based businesses, cell phone and technologies, GPS, etc. There are also jobs that rely on information – customer service, stock markets, etc.
Our relationship with information .
SQL SQL 2) Add 25 CUSTOMERSs so that you now have 50 total..docx
SQL>
SQL> /*2) Add 25 CUSTOMERSs so that you now have 50 total.*/
SQL> Insert into CUSTOMERS
2 (CUST_ID, FIRST_NAME, LAST_NAME, STREET_ADDRESS, CITY, STATE, ZIP)
3 Values
4 ('CUST026', 'ALASTAIR', 'COOK', 'P.O. BOX 2947',
5 'CODY', 'WY', '82414');
1 row created.
SQL> Insert into CUSTOMERS
2 (CUST_ID, FIRST_NAME, LAST_NAME, STREET_ADDRESS, CITY, STATE, ZIP)
3 Values
4 ('CUST027', 'SAM', 'ROBSON', 'P.O. BOX 851',
5 'CHICAGO', 'IL', '06985');
1 row created.
SQL> Insert into CUSTOMERS
2 (CUST_ID, FIRST_NAME, LAST_NAME, STREET_ADDRESS, CITY, STATE, ZIP)
3 Values
4 ('CUST028', 'GRAY', 'JAKE', 'P.O. BOX 983',
5 'SANTA MONICA', 'CA', '65892');
1 row created.
SQL> Insert into CUSTOMERS
2 (CUST_ID, FIRST_NAME, LAST_NAME, STREET_ADDRESS, CITY, STATE, ZIP)
3 Values
4 ('CUST029', 'IAN', 'BELL', 'P.O. BOX 650',
5 'EASTPOINT', 'FL', '35353');
1 row created.
SQL> Insert into CUSTOMERS
2 (CUST_ID, FIRST_NAME, LAST_NAME, STREET_ADDRESS, CITY, STATE, ZIP)
3 Values
4 ('CUST030', 'JOE', 'ROOT', 'P.O. BOX 150',
5 'SEATTLE', 'WA', '98115');
1 row created.
SQL> Insert into CUSTOMERS
2 (CUST_ID, FIRST_NAME, LAST_NAME, STREET_ADDRESS, CITY, STATE, ZIP)
3 Values
4 ('CUST031', 'LIAM', 'PLUNKETT', 'P.O. BOX 9835',
5 'SANTA MONICA', 'CA', '12649');
1 row created.
SQL> Insert into CUSTOMERS
2 (CUST_ID, FIRST_NAME, LAST_NAME, STREET_ADDRESS, CITY, STATE, ZIP)
3 Values
4 ('CUST032', 'MATT', 'PRIOR', 'P.O. BOX 651',
5 'EASTPOINT', 'FL', '32323');
1 row created.
SQL> Insert into CUSTOMERS
2 (CUST_ID, FIRST_NAME, LAST_NAME, STREET_ADDRESS, CITY, STATE, ZIP)
3 Values
4 ('CUST033', 'BEN', 'STOKES', 'P.O. BOX 971',
5 'BOSTON', 'MA', '02110');
1 row created.
SQL> Insert into CUSTOMERS
2 (CUST_ID, FIRST_NAME, LAST_NAME, STREET_ADDRESS, CITY, STATE, ZIP)
3 Values
4 ('CUST034', 'STUART', 'BROAD', 'P.O. BOX 18',
5 'CHICAGO', 'IL', '06015');
1 row created.
SQL> Insert into CUSTOMERS
2 (CUST_ID, FIRST_NAME, LAST_NAME, STREET_ADDRESS, CITY, STATE, ZIP)
3 Values
4 ('CUST035', 'JAMES', 'ANDERSON', 'P.O. BOX 8564',
5 'BURBANK', 'CA', '91510');
1 row created.
SQL> Insert into CUSTOMERS
2 (CUST_ID, FIRST_NAME, LAST_NAME, STREET_ADDRESS, CITY, STATE, ZIP)
3 Values
4 ('CUST036', 'ALVIRO', 'PETERSON', 'P.O. BOX 137',
5 'CHEYENNE', 'WY', '82003');
1 row created.
SQL> Insert into CUSTOMERS
2 (CUST_ID, FIRST_NAME, LAST_NAME, STREET_ADDRESS, CITY, STATE, ZIP)
3 Values
4 ('CUST037', 'DEAN', 'ELGAR', 'P.O. BOX 66',
5 'TALLAHASSEE', 'FL', '12548');
1 row created.
SQL> Insert into CUSTOMERS
2 (CUST_ID, FIRST_NAME, LAST_NAME, STREET_ADDRESS, CITY, STATE, ZIP)
3 Values
4 ('CUST038', 'DALE', 'STEY.
SPSS InputStephanie Crookston, Dominique.docx
SPSS Input
Stephanie Crookston, Dominique Garrett-Smith, Latesha Simpson, Jannie Tollvier,
PSYCH/625
November 25, 2013
Mary Farmer
SPSS Input
After looking at the data and putting it through the ANOVA test; the conclusions are as follows:
There is a huge difference between the groups regarding degrees of freedom. And the use of ANOVA is essential because it is samples taken at different points and times of the same people. Probability is at zero percent because that means its directly at the mean and the f score is used to see if the null hypothesis can be rejected or fail to be rejected of its less than the critical value.
ANOVA
Score
Sum of Squares
df
Mean Square
F
Sig.
Between Groups
609265.938
1
609265.938
2495.987
.000
Within Groups
53213.402
218
244.098
Total
662479.340
219
In a 1000-1250 word essay, explain the meaning of one visual symbol in American Beauty and the relation of that symbol to the message of the film as a whole. Since context forms meaning, you should analyze several instances in which the symbol appears in the film, explaining the meaning of the symbol in each appearance and showing how each instance contributes to the meaning of the symbol in the film as a whole. Since film is a visual medium, I have intentionally asked you to analyze a visual element for this assignment. Therefore, while you certainly should utilize dialogue or other elements of the film’s narrative, please do not neglect to interpret the specifically filmic aspects of this text, such as (but not limited to) camera work (framing, shot length, etc.), editing (“cutting” or “splicing”), sound effects, wardrobe, and lighting.
Here are some visual symbols from which you may choose, but please don’t feel limited to these:
· Plastic bags
· Roses
· Cameras
· Windows or Mirrors
· Guns
· Extreme darkness or bright light
· Specific colors or color combinations
Please note that the task here is twofold: you should present an interpretation of the particular symbol you choose and show how that symbol helps construct the overall message of the film as you see it. A successful thesis statement will present a clear articulation of the meaning of your chosen symbol, a succinct statement as to the overall message of the film, and an explanation of the relationship between these two. As with the other essays for this class, please avoid rendering value judgments. You should not present an evaluation of whether or not you like the film (or whether it’s “good” or “bad”).
Since a successful analysis will require more viewing of the film than what we have time for in class, you may find it advantageous to rent/purchase/download a copy for yourself. For those who would rather not attain their own copy, I have also put a copy of the film on reserve in the library.
Due Dates:
Four copies of your rough draft due: Tuesday 3 December
Workshop: Thursday 5 December
Final draft due: Thursday 12/12 (the day of th.
Spring 2015 – MAT 137 –Luedeker Na.docx
Spring
2015
–
MAT
137
–Luedeker
Name:
________________________________
Quiz
#1
–
Introduction
to
Sigma
Notation
Directions:
Please
print
out
this
assignment
or
rewrite
the
problems
on
another
sheet
of
paper.
Write
the
final
answer
as
an
integer
or
an
improper
fraction.
You
must
show
all
work
to
receive
credit.
This
assignment
is
due
Wednesday
January
14
at
the
start
of
class.
The
notation
𝑓(𝑛)
!
!!!
is
called
Sigma
Notation.
The
symbol
Σ
means
sum
a
sequence
of
numbers.
The
first
number
in
the
sequence
is
𝑓 𝑎 ,
the
second
number
in
the
sequence
is
𝑓 𝑎 + 1 ,
the
third
number
in
the
sequence
is 𝑓 𝑎 + 2
etc.
,
and
the
last
number
in
the
sequence
is
𝑓(𝑚).
Here
are
two
examples:
𝑛 = 2 + 3 + 4 + 5 + 6 + 7 = 27
!
!!!
𝑛! + 1 =
!
!!!
3! + 1 + 4! + 1 + 5! + 1 + 6! + 1 = 10 + 17 + 26 + 37 = 90
Problems:
Simplify.
Write
your
answer
as
an
integer
or
improper
fraction.
Show
all
work.
1. 𝑛
!"
!!!
2.
1
2!
!
!!!
3.
1
𝑛
!
!!!
4. (−1)!
!
!!!
1
𝑛
5.
1
𝑛!
!
!!!
Spring
2015
–
MAT
137
–Luedeker
Name:
________________________________
Quiz
#2
–
Numerical
Integration
Directions:
Please
print
out
this
assignment
or
rewrite
the
problems
on
another
sheet
of
paper.
Write
the
final
answer
as
a
decimal
rounded
to
three
decimal
places.
You
must
show
all
work
to
receive
credit.
This
assignment
is
due
Friday
January
16
at
the
start
of
class.
Consider
the
definite
integral
𝑒!
!
𝑑𝑥!! .
Use
n
=
4
and
the
following
methods
to
estimate
the
value
of
the
definite
integral.
1. Left
Rule
2. Right
Rule
3. Midpoint
Rule
4. Trapezoid
Rule
5. Simpson’s
Rule
Spring
2015
–
MAT
137
–Luedeker
Name:
________________________________
Quiz
#3
Directions:
Please
print
out
this
assignment
or
rewrite
the
problems
on
another
sheet
of
paper.
You
must
show
all
work
to
receive
credit.
This
assignment
Springdale Shopping SurveyThe major shopping areas in the com.docx
Springdale Shopping Survey*
The major shopping areas in the community of Springdale include Springdale Mall, West Mall, and the downtown area on Main Street. A telephone survey has been conducted to identify strengths and weaknesses of these areas and to find out how they fit into the shopping activities of local residents. The 150 respondents were also asked to provide information about themselves and their shopping habits. The data are provided in the file SHOPPING. The variables in the survey were as follows:
A. How Often Respondent Shops at Each Area (Variables 1–3)
1. Springdale Mall
2. Downtown
3. West Mall
6 or more times/wk.
(1)
(1)
(1)
4–5 times/wk.
(2)
(2)
(2)
2–3 times/wk.
(3)
(3)
(3)
1 time/wk.
(4)
(4)
(4)
2–4 times/mo.
(5)
(5)
(5)
0–1 times/mo.
(6)
(6)
(6)
B. How Much the Respondent Spends during a Trip to Each Area (Variables 4–6)
4. Springdale Mall
5. Downtown
6. West Mall
$200 or more
(1)
(1)
(1)
$150–under $200
(2)
(2)
(2)
$100–under $150
(3)
(3)
(3)
$ 50–under $100
(4)
(4)
(4)
$ 25–under $50
(5)
(5)
(5)
$ 15–under $25
(6)
(6)
(6)
less than $15
(7)
(7)
(7)
C. General Attitude toward Each Shopping Area (Variables 7–9)
7. Springdale Mall
8. Downtown
9. West Mall
Like very much
(5)
(5)
(5)
Like
(4)
(4)
(4)
Neutral
(3)
(3)
(3)
Dislike
(2)
(2)
(2)
Dislike very much
(1)
(1)
(1)
D. Which Shopping Area Best Fits Each Description (Variables 10–17)
Springdale
Mall
Downtown
West
Mall
No
Opinion
10. Easy to return/exchange goods
(1)
(2)
(3)
(4)
11. High quality of goods
(1)
(2)
(3)
(4)
12. Low prices
(1)
(2)
(3)
(4)
13. Good variety of sizes/styles
(1)
(2)
(3)
(4)
14. Sales staff helpful/friendly
(1)
(2)
(3)
(4)
15. Convenient shopping hours
(1)
(2)
(3)
(4)
16. Clean stores and surroundings
(1)
(2)
(3)
(4)
17. A lot of bargain sales
(1)
(2)
(3)
(4)
E. Importance of Each Item in Respondent’s Choice of a Shopping Area (Variables 18–25)
Not Very
Important Important
F. Information about the Respondent (Variables 26–30)
(
18.
Easy
to
return/exchange
goods
(1)
(2)
(3)
(4)
(5)
(6)
(7)
19.
High
quality
of
goods
(1)
(2)
(3)
(4)
(5)
(6)
(7)
20.
Low
prices
(1)
(2)
(3)
(4)
(5)
(6)
(7)
21.
Good
variety
of
sizes/styles
(1)
(2)
(3)
(4)
(5)
(6)
(7)
22.
Sales
staff
helpful/friendly
(1)
(2)
(3)
(4)
(5)
(6)
(7)
23.
Convenient
shopping
hours
(1)
(2)
(3)
(4)
(5)
(6)
(7)
24.
Clean
stores
and
surroundings
(1)
(2)
(3)
(4)
(5)
(6)
(7)
25.
A
lot
of
bargain
sales
(1)
(2)
(3)
(4)
(5)
(6)
(7)
t
)26. Gender: (1) = Male (2) = Female
27. Number of years of school completed:
(1) = less than 8 years (3) = 12–under 16 years
(2) = 8–under 12 years (4) = 16 years or more
28. Marital status: (1) = Married (2) = Single or other
29. Number of people in household: pe.
Springfield assignment InstructionFrom the given information, yo.docx
Springfield assignment Instruction
From the given information, you are required to make a functional network. In Springfield we have a router and four switches connected as daisy chain topology. Then we have output of show commands. It is obvious that it is a non-functional network and you have to implement a solution to make functional.
Task in Springfield assignment
· From the show output commands, you can identify the problems and then provide solution.
· Configure all the tasks as in Springfield assignment as per instructions
· Create Server VLAN, Instructional VLAN, and Administrative VLAN
· Configure Access method of VLANs
· Configure Switch 1 as root bridge
· Configure trunking on all switches
· Configure default gateway
· Create and configure interface VLAN1
First of all, allow me to thank you for your email of offer dated September 2, 2015. I am writing to inform you of my acceptance to your kind offer and in my class CMIT 350/6380. This class has one technical writing assignment broken into three parts: Draft1, Draft2, and Draft3. I do not have any sample assignment, however I am reviewing student’s draft version and providing feedback. To help you in this regard I am submitting you below outline pf paper.
In the beginning please give brief descriptions of the project, such as why are you doing, what are the problems, and possible solutions.
Background information:
Springfield site network is assigned to me to investigate the problems and find the solutions to fix the problem. From the site topology and sh output commands I determined that spanning-tree protocol is misconfigured and it is blocking few ports. And these are the reasons that network is a non-functional.
Implementing
Solution
:
The following are required information for configuring the network
IP address range 10.30.x.x/16
Device to be configured
Configuring commands
Device Names
Configuration Required
Configuring command
Switch#1
All devices
Host name
Hostname Switch_Springfield1
Switch#2
Host name
Hostname Switch_Springfield2
Switch1
All devices
Create console password
Create vty password
Only on Switch1
Create VLANs
Access vlan
Interface fa0/0
Switchport mode adccess
Switchport access vlan 11
Switch1
All Switches
Create trunk connections between switches
Int gi0/0
Switchport mode trunk
Switchport trunk encapsulation dot1q
Switchport trunk allowed native vlan 1
Router
Configure ip address
Int fa0/0
Ip address 10.30.1.1 255.255.255.0
Switch1
Configure default gateway
Ip default-gateway 10.30.1.1 255.255.255.0
Switches
Configure spanning-tree protocol
Spanning-tree RPVST
Switch1
Make Swich 1 as root bridge of network
Configurations
Rough Draft
This paper will focus on the four main theoretical perspectives within sociology which include conflict, functionalism, utilitarianism and symbolic interactionism with the attempt to explain why groups of people choose to perform certain actions and how societies function or change in a certain way.
Socio.
SPRING CLEAN PRODUCTSMARKET RESEARCH 1Abou.docx
SPRING CLEAN PRODUCTS
MARKET RESEARCH
1
About the Researcher
The researcher has undertaken massive market research in the Asian countries for the last ten years. He has been able to gain vital exposure on how to critically analyze these markets before venturing. The following research report was compiled for Spring Clean Products that wants to open a detergent manufacturing plant in Asia.
The following are the countries I have keenly analysed as potential hosts for the manufacturing site of Spring Clean Products. These are China and Singapore.
Fundamental information on China
China is among the worlds top leading exporters of a wide array of commodities . it therefore receives significant amounts of foreign investment.
It has a per capita per person of $9844. This is relatively high given the high population in the country.
It is a member of WTO (World Trade Organization) hence the country enjoys enormous benefits due to access to foreign markets. However, its relations with other trading partners is a matter of concern given the high surplus trade and piracy levels.
China has devalued its currency which result in goods being extremely cheap for foreign buyers therefore encouraging export.
The country enjoys a stable political environment.
China and India have a combined population of 2.3 billion people, about 37 percent of world's total. A 100 dollar increase in the per capita income of these two countries would translate into about 230 billion dollars in additional demand for commodities.
3
Fundamental information on India
Located in South Asia.
Has a population of 1.2 billion people and is the fourth largest economy in the world.
It has a sizeable middle class. The country has a GDP per capita income of US dollars 4000.
India receives high foreign direct investments and its now home to globally recognized companies especially I n the pharmaceutical and steel sector.
The country is the largest democracy in the world and has enjoyed political stability
India in its sixty five years of independence, it has witnessed a landmark agricultural revolution which has changed the nation from a high dependant on grain import to an agricultural powerhouse across the globe becoming a net food exporter. Moreover, life expectancy has doubled since independence, the literacy levels have multiplied way much above times four and health facilities have improved significantly.
4
Factor ChinaIndia1. Availability of raw materialsThe country is heavily endowed with sodium chloride, phosphate and chlorine. Cheaper than IndiaIndia has reliable sources of sodium chloride, phosphate and chlorine which are key essential in manufacture of detergents.2. Availability of skilled workers and managersThe country enjoys highly skilled labor which is relatively cheap due to the high populationIndia has highly skilled labor though slightly expensive compared to that of China3. Potential size of the market including neighboring countries
Chi.
Spring 2014 MGMT 4322 INDIVIDUAL CASE GRADING RUBRIC E.docx
Spring 2014 MGMT 4322
INDIVIDUAL CASE GRADING RUBRIC
Ehsan Fakharizadi
Individual Case Assignment: TBA
PART I. Summary and Issue Identification (25 pts.)
1.a. (5 pts.) Write a summary of the case (approximately 100-150 words).
1.b. (20 pts.) Identifies (lists) the ethical issues that have arisen in this case. (about 100 words)
Explain in detail each ethical issue (e.g. what’s occurred, who’s affected, etc). (about 1-2 pages)
Number Question 1: Below Expectations 2: Meets Expectations 3: Exceeds Expectations Score
1.a. Summary The answer does not
adequately summarize
the case. (0 – 3.0)
The answer adequately
summarizes the case.
(3.5 – 4.0)
The answer fully and
concisely summarizes the
case. (4.5 – 5)
1.b. Identify an ethical
issue in a given
business situation
Fails to identify the
ethical issue(s) in a
given business
situation.
(0-14.0)
Identifies the ethical
issue(s) with a few
pertinent facts. (14.5-
17.5, C+ to B+)
Accurately identifies the
ethical issue(s) with all the
pertinent details. (18-20, A to
A+)
Additional
Feedback
1.a.
1.b.
Note: 1.b. is worth 20 points because identifying ethical issues is at the heart of this case. You should identify
several issues in this case and explain why these are ethical issues with all pertinent details.
390 Chapter 11 Multinational Corporations
INVESTIGATING THE CAUSE OF
THE MIC LEAK
In the days following the gas leak, there was world-
wide interest in pinning down its precise cause. A
team of reporters from The New York Times inter-
viewed plant workers in Bhopal. Their six-week in-
vestigation concluded that a large volume of water
entered tank 610, causing the accident.f The Times re-
porters thought that water had entered when R. Khan
failed to use a slip blind as he washed out piping.
Water from his hose simply backed up and eventually
flowed about 400 feet into the tank. Their account was
widely circulated and this theory, called the "water
washing theory," gained currency. However, it was
not to be the only theory of the accident's cause.
Immediately after the disaster, Union Carbide also
rushed a team of investigators to Bhopal. But the
team got little cooperation from Indian authorities
operating in a climate of anti-Carbide popular pro-
test. It was denied access to plant records and work-
ers. Yet the investigators got to look at tank 610 and
took core samples from its bottom residue. These
samples went back to the United States, where more
than 500 experimental chemical reactions were un-
dertaken to explain their chemical composition. In
March 1985 Carbide finally released its report. It
stated that entry of water into the tank caused the gas
release, but it rejected the water washing theory.
Instead, Carbide scientists felt the only way that
an amount of water sufficient to cause the observed
reaction could have entered the tank was through ac-
cidental or deliberate connection of a water hose to
piping th.
Spring 2014 ProductHousehold Products - Food productsBreakfast.docx
Spring 2014 Product
Household Products - Food products
Breakfast/Cereal/Granola Bars
Used in last 6 months Total (Principal Shoppers)
Base: Total Homemakers
Stub
Total '000
Proj '000
Pct Across
Pct Down
Index
Total
147,379
62,216
42.2
100.0
100
Men
46,348
16,726
36.1
26.9
85
Women
101,031
45,490
45.0
73.1
107
Educ: graduated college plus
44,122
21,026
47.7
33.8
113
Educ: attended college
26,890
11,455
42.6
18.4
101
Educ: graduated high school
42,369
15,973
37.7
25.7
89
Educ: did not graduate HS
18,246
6,538
35.8
10.5
85
Educ: post graduate
15,817
7,143
45.2
11.5
107
Educ: no college
60,615
22,511
37.1
36.2
88
Age 18-24
11,784
5,132
43.5
8.2
103
Age 25-34
26,023
11,523
44.3
18.5
105
Age 35-44
25,830
12,521
48.5
20.1
115
Age 45-54
29,539
13,442
45.5
21.6
108
Age 55-64
25,856
10,410
40.3
16.7
95
Age 65+
28,347
9,187
32.4
14.8
77
Adults 18-34
37,807
16,655
44.1
26.8
104
Adults 18-49
78,150
36,095
46.2
58.0
109
Adults 25-54
81,392
37,486
46.1
60.3
109
Men 18-34
12,205
4,536
37.2
7.3
88
Men 18-49
25,016
9,799
39.2
15.7
93
Men 25-54
25,781
10,132
39.3
16.3
93
Women 18-34
25,603
12,118
47.3
19.5
112
Women 18-49
53,134
26,296
49.5
42.3
117
Women 25-54
55,610
27,354
49.2
44.0
117
Occupation: professional and related occupations
21,801
11,006
50.5
17.7
120
Occupation: management, business and financial operations
12,861
6,197
48.2
10.0
114
Occupation: sales and office occupations
20,923
9,272
44.3
14.9
105
Occupation: natural resources, construction and maintenance occup.
5,100
1,771
34.7
2.8
82
Occupation: other employed
23,142
10,086
43.6
16.2
103
HHI: $150,000+
13,896
7,010
50.4
11.3
120
HHI: $75,000-$149,999
38,537
19,411
50.4
31.2
119
HHI: $60,000-$74,999
14,595
6,619
45.4
10.6
107
HHI: $50,000-$59,999
11,504
4,478
38.9
7.2
92
HHI: $40,000-$49,999
12,499
5,057
40.5
8.1
96
HHI: $30,000-$39,999
14,650
5,605
38.3
9.0
91
HHI: $20,000-$29,999
16,568
5,903
35.6
9.5
84
HHI: <$20,000
25,129
8,131
32.4
13.1
77
Census Region: North East
27,048
12,022
44.4
19.3
105
Census Region: South
56,495
22,384
39.6
36.0
94
Census Region: Midwest
31,036
14,156
45.6
22.8
108
Census Region: West
32,800
13,654
41.6
21.9
99
Mediamarkets: Top 5
29,651
12,866
43.4
20.7
103
Mediamarkets: Next 5
14,932
6,891
46.2
11.1
109
County Size: A
59,236
26,057
44.0
41.9
104
County Size: B
44,576
18,558
41.6
29.8
99
County Size: C
22,638
9,547
42.2
15.3
100
County Size: D
20,929
8,054
38.5
12.9
91
Marital Status: Never Married
36,921
14,121
38.2
22.7
91
Marital Status: Now Married
72,892
35,304
48.4
56.7
115
Marital Status: Engaged
6,857
2,912
42.5
4.7
101
Marital Status: Widowed*/Divorced*/Separated (legally)
37,567
12,791
34.0
20.6
81
Child age: <12 months
5,587
2,653
47.5
4.3
112
Child age: 12-23 month
5,064
2,520
49.8
4.0
118
Child age: <2 years
10,252
5,005
48.8
8.0
116
Child age: <6 years
24,931
12,417
49.8
20.0
118
Child age: 2-5 years
19,231
9,769
50.8
15.7
120
Child age: 6-11 years
24,544
12,646
51.5
20.3
122
Child age: .
Spring 2014 - Oregon Institute of Technology MIS 312 Syste.docx
Spring 2014 - Oregon Institute of Technology
MIS 312 Systems Analysis I
1
MIS 312 Systems Analysis I
Spring Term 2014
Credit Hours: 4
Class time and place: On-Line
Syllabus Version: March 30, 2014
PREREQUISITES: MIS 275, MIS 311.
REQUIRED MATERIALS
TEXTBOOKS:
Systems Analysis & Design with UML version
2.0. An Object Oriented Approach, 4th Ed.
Authors: Dennis, Wixom, Tegarden
ISBN: 978-1-118-03742-3
COURSE DESCRIPTION: Planning and Analysis phases of the Systems Development Life Cycle. Focus on software
development life cycles; entity relationships, data flow diagrams (DFD), prototyping and other forms of data or systems
modeling. Designing, selecting and installing new systems for end users, includes cost/benefit and value-added evaluations.
COURSE OBJECTIVES: At the end of this course students should:
• define the systems analyst’s role and responsibilities in an organization;
• describe the building blocks of an information system, i.e., people, data, activities, networks, and technology;
• define systems planning, systems analysis, systems design, implementation, and systems support;
• describe a phased approach to information system development and describe cross-life cycle activities;
• compare and contrast the systems development life cycle and systems development techniques, including
object oriented design and analysis, information engineering, prototyping and Joint Application Design;
• define and perform data modeling, process modeling, network modeling and explain why they are important
techniques;
• use and explain the importance of a project repository;
• become acquainted with a CASE tool (MS Visio)
• become acquainted with group project work, sharing of ideas, utilizing resources, and solving problems with the
power of group collaboration
Spring 2014 - Oregon Institute of Technology
MIS 312 Systems Analysis I
2
TERM SCHEDULE
Date Topic Due (Note all times due are 5pm)
Week 1
3/31 –
4/4
Review Syllabus
Review Project Handout
Chapter 1 – Introduction to SA
1.) By Sunday, Assignment #1 – 30pts
2.) By Friday, Form Teams of 4 to 5 for the project. Send team
member list to instructor.
3.) By Sunday, answer one of the following Concepts in Action or
Your Turn’s in the Discussion Area and reply to at least one
other post1: 10pts
• CIA 1-A • YT 1-3
• CIA 1-B • YT 1-4
• YT 1-1 • YT 1-6
Week 2
4/7 –
4/11
Chapter 2 - Project Management
Project Work
1.) By Sunday, Assignment #2 – 30 pts
2.) By Sunday, answer one of the following Concepts in
Action or Your Turn’s in the Discussion Area and reply to at
least one other post: 10 pts
• YT 2-1 • YT 2-3
• YT 2-2 • YT 2-5
• CIA 2-3 • CIA 2-H
• YT 2-8 (you can
answer this as a
team)
Week 3
4/14 –
4/18
Chapter 3 – Requirements Determination
Project Work
1.) By Sunday, Milestone 1 – 50pts
2.) By Sunday, Assignment #3 – 30pts
3.) By Sunday, answer one of the following Concep.
Spring 2014 CSCI 111 Final exam of 1 61. (2 points) Fl.docx
Spring 2014 CSCI 111 Final exam � of �1 6
1. (2 points) Flip over this test. On the back of this test write your name in the upper, left-hand
corner.
2. (2 points) What are the four parts of the compiling process (just give me 4 words, not a
paragraph).
3. (4 points) Which of the four steps of the compiling process occurs only once, regardless of
the number of source files your application has?
4. (4 points) Write a line of code that causes the preprocessor to generate an error.
5. (4 points) Write a line of code that causes the compiler to generate an error.
6. (5 points) Describe how you could incorrectly compile the joust project to cause the linker to
generate an error.
7. (5 points) Given:
1 float* fp;
2 //...
3 float pi;
4 pi=*(314 + fp);
Rewrite line 4 using array subscript notation.
Spring 2014 CSCI 111 Final exam � of �2 6
8. (5 points) Given:
1 float arr[100];
2 for(int x=0; x<100; ++x)
3 arr[x]=100-x;
What does the following expression print out?
cout << *arr << endl;
9. (14 points) Given:
int a=0;
int b=6;
int x=0;
Circle each if-expression that evaluates to true:
A) if(b)
B) if(x)
C) if(a=b==6)
D) if(a=b==5)
E) if(a=b=5)
F) if(a=x=0)
G) if(a=x==0)
Spring 2014 CSCI 111 Final exam � of �3 6
10. (10 points) Given:
1 #include<iostream>
2 using namespace std;
3
4 int main()
5 {
6 int x;
7 cout << "Enter a number greater than 10" << endl;
8 while ( x < 10 )
9 {
10 cin >> x;
11 }
12 return 0;
13 }
This program compiles just fine, and sometimes it runs as expected. But sometimes when you
run it, it exits immediately after printing "Enter a number greater than 10". That is, the program
doesn't pause for you to enter a number. Why are you getting this inconsistent behavior?
11. (4 points) What is the output of the following:
int x=4;
int y=3;
A) cout << x / y << endl;
B) cout << x % y << endl;
C) cout << x << "%" << y << endl;
D) cout << "x" << '%' << 'y' << endl;
Spring 2014 CSCI 111 Final exam � of �4 6
12. (16 points) What is the type of the expression. That is, what is the kind of thing that each
expression evaluates to. For example:
3 + 4 integer
You may assume that the variable a has been declared as an integer.
A. a + 4
B. a = 4
C. 3.14 + 4.49
D. 3 + 3.14
E. 'a'
F. cout << a
G. new float[30]
H. new float
Spring 2014 CSCI 111 Final exam � of �5 6
13. (5 points) Write a for-loop that prints out the numbers between 1 and 100 that are evenly
divisible by three.
14. (5 points) Write a while-loop that prints out the numbers between 1 and 100 that are evenly
divisible by three.
15. (5 points) Write a do-while-loop that prints out the numbers between 1 and 100 that are
evenly divisible by three.
Spring 2014 CSCI 111 Final exam � of �6 6
16. (10 points) Given:
1 #include<iostream>
2
3 class Willow {
4 publi.
Spreadsheet Modeling & Decision AnalysisA Practical .docx
Spreadsheet Modeling
& Decision Analysis
A Practical Introduction to Management Science
5th edition
Cliff T. Ragsdale
© 2007 South-Western College Publishing
Modeling and Solving LP Problems in a Spreadsheet
Chapter 3
© 2007 South-Western College Publishing
IntroductionSolving LP problems graphically is only possible when there are two decision variablesFew real-world LP have only two decision variablesFortunately, we can now use spreadsheets to solve LP problems
© 2007 South-Western College Publishing
Spreadsheet SolversThe company that makes the Solver in Excel, Lotus 1-2-3, and Quattro Pro is Frontline Systems, Inc.
Check out their web site:
http://www.solver.comOther packages for solving MP problems:
AMPLLINDO
CPLEXMPSX
© 2007 South-Western College Publishing
The Steps in Implementing an LP Model in a Spreadsheet
1.Organize the data for the model on the spreadsheet.
2.Reserve separate cells in the spreadsheet for each decision variable in the model.
3.Create a formula in a cell in the spreadsheet that corresponds to the objective function.
4.For each constraint, create a formula in a separate cell in the spreadsheet that corresponds to the left-hand side (LHS) of the constraint.
© 2007 South-Western College Publishing
Let’s Implement a Model for the
Blue Ridge Hot Tubs Example...
MAX: 350X1 + 300X2} profit
S.T.:1X1 + 1X2 <= 200} pumps
9X1 + 6X2 <= 1566} labor
12X1 + 16X2 <= 2880} tubing
X1, X2 >= 0} nonnegativity
© 2007 South-Western College Publishing
Implementing the Model
See file Fig3-1.xls
© 2007 South-Western College Publishing
How Solver Views the ModelTarget cell - the cell in the spreadsheet that represents the objective functionChanging cells - the cells in the spreadsheet representing the decision variablesConstraint cells - the cells in the spreadsheet representing the LHS formulas on the constraints
© 2007 South-Western College Publishing
Let’s go back to Excel and see how Solver works...
© 2007 South-Western College Publishing
Goals For Spreadsheet DesignCommunication - A spreadsheet's primary business purpose is communicating information to managers. Reliability - The output a spreadsheet generates should be correct and consistent.Auditability - A manager should be able to retrace the steps followed to generate the different outputs from the model in order to understand and verify results.Modifiability - A well-designed spreadsheet should be easy to change or enhance in order to meet dynamic user requirements.
© 2007 South-Western College Publishing
Spreadsheet Design Guidelines - IOrganize the data, then build the model around the data.Do not embed numeric constants in formulas.Things which are logically related should be physically related.Use formulas that can be copied.Column/rows totals should be close to the columns/rows being totaled.
© 2007 South-Western College Publishing
Spreadsheet Design Guidelines - IIThe English-reading eye scans left to right, top to bottom.Use colo.
Spring 2011 .docx
Spring 2011
Name: ____________________________________
Richland College Phys 1412
H-R Diagram Lab
Part I: Introduction & Background
Around 1911 to 1913, a Dutch astronomer named Ejnar Hertzsprung and an American astronomer Henry Norris Russell created a diagram of stars plotted using only their luminosity and their spectral types. A star’s spectral type is determined by the absorption lines found in its spectrum. Hertzsprung and Russell noticed that the spectra were related to the stars’ color and temperature. Their diagram, named the Hertzsprung-Russell, or H-R, diagram in their honor, has been like a Rosetta Stone to stellar astronomy.
Table 1
Spectral Type
Color of Star
Temperature (K)
O
Blue
>25,000
B
Bluish-White
11,000 - 25,000
A
White
7,500 - 11,000
F
Yellow to White
6,000 - 7,500
G
Yellow
5,000 - 6,000
K
Orange
3,500 - 5000
M
Red
<3,500
The spectral types are subdivided into 10 subgroups which are labeled 0 through 9. Stars are further grouped by their luminosity, which is denoted by a Roman numeral.
Luminosity Classes
Ia
bright supergiant
Ib
supergiant
II
bright giants
III
giants
IV
subgiants
V
main sequence
VI
subdwarf
VII
white dwarf
The original H-R diagram plotted the star’s luminosity versus its spectral type. It only included stars within 100 pc of the Sun as that was the limit for determining distances using the helio-centric parallax method, the only known method at the time.
Since then, the H-R diagram has come to represent more than just the luminosity of a star versus its spectral type as it can be used to glean more information than just that. For one, luminosity and absolute magnitude are related. It is easy to see where different groups of stars, like main sequence, red giants, et cetera, are grouped on the diagram. Temperature and thus color information can also be found, as well as radius size. We can determine the mass of main sequence stars by using the diagram. We can also determine the distance to stars by plotting them on the H-R diagram. Other characteristics, including stellar densities, spectral lines, stellar life times, stellar interiors, types of nuclear processes taking place within the star, and interior temperatures can also be discovered.
Part II: Procedure
Section 1: Luminosity
Review/Go over solar luminosity as it relates to absolute magnitude. (See textbook section 15.1 Properties of Stars and Mathematical Insight 15.3.) Remember that for every change of 5 magnitudes, the luminosity changes by 100. So a star with an absolute magnitude of 10 will be 100 times more luminous than a star with an absolute magnitude of 15. (For a review on logarithms, see page 4 of this lab packet.) Note: the following graphing instructions are specifically for Excel 2003®; other products/Excel versions may have different instructions.
Section 2: Plotting
Once complete, begin section 3 of this lab. Plot all the stars listed in “Table 1: Bright Stars” on page.
SpotlightSpotlight BELOW Michel de Broin, The Arch, 2009Ultra.docx
SpotlightSpotlight BELOW Michel de Broin, The Arch, 2009Ultra-high-performance concrete, stainless steel, 280 x 472 x 127 cm
Parc Jean Drapeau, Collection of the City of Montreal
SPOTLIGHT ON REINVENTION
1767 JanFeb10 Margolis Layout.indd 861767 JanFeb10 Margolis Layout.indd 86 12/8/09 8:59:50 AM12/8/09 8:59:50 AM
Joshua D. Margolis
( [email protected]) is
an associate professor of
business administration
at Harvard Business School.
Paul G. Stoltz ([email protected]
peaklearning.com) is the
founder and CEO of PEAK
Learning, a global research
and consulting fi rm based
in San Luis Obispo,
California.
Here’s a way to understand—and redirect—
your instinctive reaction to crises.
by Joshua D. Margolis and Paul G. Stoltz
T
hings are humming along,
and then: A top client calls
and says, “We’re switch-
ing suppliers, starting
next month. I’m afraid
your company no longer
fi gures into our plans.” Or
three colleagues, all of
whom joined the organi-
zation around the same
time you did, are up for promotion—but you aren’t.
Or your team loses another good person in a third
round of layoff s; weak markets or no, you still need
to make your numbers, but now you’ll have to rely
heavily on two of the most uncooperative members
of the group.
So how do you react? Are you angry and disap-
pointed, ranting and raving to anyone who will lis-
ten? Do you feel dejected and victimized, resigned
to the situation even as you deny the cold reality
of it? Or do you experience a rush of excitement—
perhaps tinged with fear—because you sense an op-
portunity to develop your skills and talents in ways
you’d never imagined? The truth is, you’ve probably
reacted in all those ways when confronted with a
challenge—maybe even cycling through multiple
emotional states in the course of dealing with one
really big mess.
Whatever your initial reaction, however, the chal-
lenge is to turn a negative experience into a produc-
tive one—that is, to counter adversity with resilience.
Psychological resilience is the capacity to respond
quickly and constructively to crises. It’s a central dy-
namic in most survival stories, such as those of the
shell-shocked individuals and organizations that ral-
lied in the wake of 9/11 and Hurricane Katrina. But
HBR.ORG
January–February 2010 Harvard Business Review 87
1767 JanFeb10 Margolis Layout.indd 871767 JanFeb10 Margolis Layout.indd 87 12/8/09 8:59:59 AM12/8/09 8:59:59 AM
ing a series of pointed questions, managers can
grasp their own and their direct reports’ habits of
thought and help reframe negative events in pro-
ductive ways. With the four lenses as a guide, they
can learn to stop feeling paralyzed by crisis, respond
with strength and creativity, and help their direct re-
ports do the same.
When Adversity Strikes
Most of us go with our gut when something bad hap-
pens. Deeply ingrained habits and beliefs sap our en-
ergy and keep us from acting constructively..
Operation Blue Star - Saka Neela Tara
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
How to Split Bills in the Odoo 17 POS Module
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
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Submit Files - Assignment 1 Role of Manager and Impact of Organizati.docx
Submit Files - Assignment 1 Role of Manager and Impact of Organizational Theories on Managers
Assignment 1 Role of Manager and Impact of Organizational Theories on Managers (Week 3)
Purpose:
In the first assignment, students are given a scenario in which the shipping manager who has worked for Galaxy Toys, Inc. since 1969. The scenario serves to set the stage for students to demonstrate how management theories have changed over time. For example, managing 30 years ago is different than managing in the 21
st
century.
Outcome Met by Completing This Assignment:
integrate management theories and principles into management practices
Instructions:
In Part One of this case study analysis, students are to use the facts from the case study to determine two different organization theories that are demonstrated. For Part Two, students will compare the 21
st
century manager to that of the main character in the case study and the implications of change in being a 21
st
century manager.
In selecting a school of thought and an organizational theory that best describes the current shipping manager, students will use the timeline to select a school of thought and a theory or theories of that time frame. Students will to use the course material to respond to most of the assignment requirements but will also need to research the theorist(s) and theories to complete the assignment. Students are expected to be thorough in responding.
In Part Two, students are going to take what they have learned and compare the management skills of the 21st century shipping manager to the skills of the current shipping manager.
Step 1:
Review “How to Analyze a Case Study” under Week 3 Content.
Step 2:
Create a Word or Rich Text Format (RTF) document that is double-spaced, 12-point font. The final product will be between 4-6 pages in length excluding the title page and reference page.
Step 3:
Review the grading rubric for the assignment.
Step 4:
In addition to providing an introduction, students will use headings following this format:
Title page with title, your name, the course, the instructor’s name;
Background;
Part One;
Part Two.
Step 5
: In writing a case study, the writing is in the third person. What this means is that there are no words such as “I, me, my, we, or us” (first person writing), nor is there use of “you or your” (second person writing). If uncertain how to write in the third person, view this link:
http://www.quickanddirtytips.com/education/grammar/first-second-and-third-person
. Also note that students are not to provide personal commentary.
Step 6:
In writing this assignment, students are expected to support the reasoning using in-text citations and a reference list. If any material is used from a source document, it must be cited and referenced. A reference within a reference list cannot exist without an associated in-text citation and vice versa. View the sample APA paper under Week 1 content.
Step 7:
In writing thi.
SSChaSimple RegressionSimple Regressionpter C.docx
SS
C
ha
Simple RegressionSimple Regression
pter
Chapter ContentsChapter Contents
12
12.1 Visual Displays and Correlation Analysis12.1 Visual Displays and Correlation Analysisp y yp y y
12.2 Simple Regression12.2 Simple Regression
12 3 Regression Terminology12 3 Regression Terminology12.3 Regression Terminology12.3 Regression Terminology
12.4 Ordinary Least Squares Formulas12.4 Ordinary Least Squares Formulas
12 T f Si ifi12 T f Si ifi12.5 Tests for Significance12.5 Tests for Significance
12.6 Analysis of Variance: Overall Fit12.6 Analysis of Variance: Overall Fit
12.7 Confidence and Prediction Intervals for 12.7 Confidence and Prediction Intervals for YY
12-1
SS
C
ha
Simple RegressionSimple Regression
pter
Chapter ContentsChapter Contents
12
12 8 Residual Tests12 8 Residual Tests12.8 Residual Tests12.8 Residual Tests
12.9 Unusual Observations12.9 Unusual Observations
12 10 Oth R i P bl12 10 Oth R i P bl12.10 Other Regression Problems12.10 Other Regression Problems
12-2
C
ha
SS
pter 1
Simple RegressionSimple Regression
Chapter Learning Objectives (LO’s)Chapter Learning Objectives (LO’s)
12
Chapter Learning Objectives (LO s)Chapter Learning Objectives (LO s)
LO12LO12--1: 1: Calculate and test a correlation Calculate and test a correlation coefficient coefficient for for significancesignificance..
LO12LO12--2: 2: Interpret Interpret the slope and intercept of a regression equation.the slope and intercept of a regression equation.
LO12LO12--3: 3: Make Make a prediction for a given a prediction for a given x value using a x value using a regressionregression
equationequation..qq
LO12LO12--4: 4: Fit a simple regression on an Excel scatter plot.Fit a simple regression on an Excel scatter plot.
LO12LO12--5:5: Calculate and interpretCalculate and interpret confidenceconfidence intervals forintervals for regressionregressionLO12LO12 5: 5: Calculate and interpret Calculate and interpret confidence confidence intervals for intervals for regressionregression
coefficientscoefficients..
LO12LO12 6:6: Test hypotheses about the slope and intercept by usingTest hypotheses about the slope and intercept by using t testst tests
12-3
LO12LO12--6: 6: Test hypotheses about the slope and intercept by using Test hypotheses about the slope and intercept by using t tests.t tests.
C
ha
ff
pter
Analysis of VarianceAnalysis of Variance
Ch t L i Obj ti (LO’ )Ch t L i Obj ti (LO’ )
12
Chapter Learning Objectives (LO’s)Chapter Learning Objectives (LO’s)
LO12LO12--7:7: Perform regression with Excel or other software.Perform regression with Excel or other software.
LO12LO12--8:8: Interpret the standard errorInterpret the standard error RR22 ANOVA table and F testANOVA table and F testLO12LO12 8: 8: Interpret the standard error, Interpret the standard error, RR , ANOVA table, and F test., ANOVA table, and F test.
LO12LO12--9:9: Distinguish between confidence and prediction intervals.Distinguish between conf.
SRF Journal EntriesreferenceAccount TitlesDebitsCredits3-CType jou.docx
SRF Journal EntriesreferenceAccount TitlesDebitsCredits3-CType journal entries in the space provided. Link these to the T-accounts and link the T-account balancesto the financial statements provided on the tabs at the bottom of the page.4-C
&L&"Arial,Bold"&14City of Monroe- Street and Highway Fund Journal Entries
SRF T-accountsDUE FROMCASHINVESTMENTSSTATE GOV'Tbb6,500bb55,000bb200,0006,50055,000200,000BUDGETARY FUND BALANCEFUND BALANCEACCOUNTS PAYABLERESERVE FOR ENCUMBRANCESRESERVE FOR ENCUMBRANCES(beginning of year)6,300bb-bb255,200bb6,300-255,200REVENUESREVENUESEXPENDITURES - STREETINTERGOVERNMENTALINVESTMENT INTEREST& HIGHWAY MAINTENANCEENCUMBRANCES----BUDGETARY ACCOUNTSBUDGETARYESTIMATED REVENUESAPPROPRIATIONSFUND BALANCE---
&L&16City of Monroe&C&16
Street and Highway Fund - General Ledger
Closing EntriesBUDGETARYAccount TitleDebitsCreditsFUND BALANCE-Preclosingclosing entry-FUND BALANCE255,200Preclosingclosing entry255,200ending balanceComplete the following tableNon-spendableRestrictedCommittedAssignedUnassignedTotalFund Balance-Budgetary Fund Balance - Reserve for Encumbrances-Totals------
&L&14City of Monroe&C&14
STREET & HIGHWAY MAINTENANCE FUND - Closing Entries
Stmt of revenues & expendituresRevenuesIntergovernmental RevenuesInterest on InvestmentsTotal Revenues$ -ExpendituresCurrent:Street & Highway MaintenanceTotal Expenditures-Excess (Deficiency) of Revenues Over Expenditures-Fund Balance, January 1Fund Balance, December 31$ -
&L&"Times New Roman,Regular"&14City of Monroe
Statement of Revenues, Expenditures and Changes in Fund Balance
Street and Highway Maintenance Fund
For the year ended December 31, 2014
Balance SheetAssetsCashInvestmentsDue from State GovernmentTotal Assets$ -Liabilities and Fund EquityLiabilitiesAccounts PayableFund EquityFund Balance - Restricted forStreet and Highway MaintenanceTotal Liabilities and Fund Equity$ -
&L&"Times New Roman,Regular"&14City of Monroe
Street & Highway Maintenance Fund
Balance Sheet
As of December 31, 2014
Problem 1Problem 1Required: Identify the financial statement on which each of the following items appears by making an X in the appropriate column. The first one is done for you!(15 points total, 1 point each)IncomeBalanceStatement ofItemStatementSheetCash FlowsAccounts PayableXAccounts ReceivableAdvertising ExpenseCommon StockDividendsEquipmentFinancing ActivitiesInvesting ActivitiesLandOperating ActivitiesRent ExpenseRetained EarningsRevenueSalaries PayableUtility Expense
Problem 2Problem 2Required: Show the effects on the financial statements using a horizontal statement model as outlined below. The first one is done for you!(35 points total, 5 points each)1Sold $30,000 in merchandise for cash2Paid $5,000 for rent with cash3Paid $10,000 in salaries to employees with cash4Sold $25,000 in merchandise and customer paid on credit5Collected $10,000 cash for transaction #46Purchased a building for $100,000 and took out a loan for the money7Paid $1,200 for insuranceBala.
srcCommissionCalculation.javasrcCommissionCalculation.javaimpo.docx
src/CommissionCalculation.javasrc/CommissionCalculation.javaimport java.util.Scanner;
import java.text.NumberFormat;
publicclassCommissionCalculation
{
publicstaticvoid main(String args[])
{
finaldouble salesTarget=600000;
//create an object of Scanner class to get the keyboard input
Scanner keyInput =newScanner(System.in);
//for currency format
NumberFormat numberFormat =NumberFormat.getCurrencyInstance();
//creating an object of SalesPerson class
SalesPerson salesPerson =newSalesPerson();
//prompt the user to enter the annual sales
System.out.print("Enter the annual sales : ");
double sale = keyInput.nextDouble();
//Calculate normal commission until sales target is reached
if(sale<=salesTarget)
{
//set the value of annual sale of sales person object
salesPerson.setAnnualSales(sale);
//displaying the report
System.out.println("The total annual compensation : "+numberFormat.format(salesPerson.getAnnualCompensation()));
}
//show compensation table with Accelerated factor when sales target exceeds
else
{
//method to show a compensation table if sales exceed 600000
salesPerson.getCompensationTable(sale);
}
}
}
src/SalesPerson.javasrc/SalesPerson.java
publicclassSalesPerson{
privatefinaldouble fixedSalary =120000.00;
privatefinaldouble commissionRate =1.2;
privatefinaldouble salesTarget=600000;
privatefinaldouble accelerationfactor=1.20;
privatedouble annualSales;
//default constructor
publicSalesPerson(){
annualSales =0.0;
}
//parameterized constructor
publicSalesPerson(double aSale){
annualSales = aSale;
}
//getter method for the annual sales
publicdouble getAnnualSales(){
return annualSales;
}
//method to set the value of annual sale
publicvoid setAnnualSales(double aSale){
annualSales = aSale;
}
//method to calculate and get commission
publicdouble getCommission()
{
if(annualSales<(0.80*salesTarget))
{
return0;
}
else
{
return annualSales *(commissionRate/100.0);
}
}
//method to calculate and calculate Compensation with Accelerated commission and display table
void getCompensationTable(double annualSales)
{
int count=0;
System.out.println("Annual Sales\t Total Compensation");
for(annualSales=salesTarget;annualSales<=((salesTarget)+(0.5*salesTarget));annualSales+=5000)
{
count=count+1;
double comm= annualSales *(commissionRate*Math.pow(1.2,count)/100.0);
System.out.println(annualSales+"\t"+(fixedSalary+comm));
}
}
//method to calculate and get annual compensation
publicdouble getAnnualCompensation(){
return fixedSalary + getCommission();
}
}
The development of any marketing mix depends on positioning, a process that influences potential customers' overall perception of a brand, product line, or organization in general. Position is the place a product, brand, or group of products occupies in consumers' minds relative to competing offering. Review positioning in your text. There are many examples to illustrate this concept. Then:
1. Describe the position .
SPSS Assignment Data.savWeek 6, Using Marketing Channel.docx
SPSS Assignment Data.sav
Week 6, "Using Marketing Channels and Price to Create Value for Customers" was derived from Principles
of Marketing, which was adapted by the Saylor Foundation under a Creative Commons Attribution-
NonCommercial-ShareAlike 3.0 Unported license without attribution as requested by the work's original
creator or licensee. © 2015, The Saylor Foundation.
1
Week 6
Using Marketing Channels and Price to
Create Value for Customers
Sometimes when you buy a good or service, it passes straight from the producer to you. But
suppose every time you purchased something, you had to contact its maker? For some products or
services, such as a haircut, this would work. But what about the items you purchase at the grocery
store? You couldn't begin to contact and buy from all the makers of those products. It would be an
incredibly inefficient way to do business.
Fortunately, companies partner with one another, alleviating you of this burden. So, for example,
instead of Procter & Gamble selling individual toothbrushes to consumers, it sells many of them
to stores, which then sell them to everyone.
The specific avenue a seller uses to make a finished good or service available for purchase—for
example, whether you are able to buy it directly from the seller, at a store, online, or from a
salesperson—is referred to as the product's marketing channel (or distribution channel). All of
the people and organizations that buy, resell, and promote the product "downstream" as it makes
its way to you are part of the marketing channel.
Likewise, price creates value for customers and is the way the company makes its revenue and
profit by exchanging value with the customer. When Chick-fil-A opens new locations, the
company offers the first 100 customers a free meal every week for a year. Customers camp out
overnight to get in line for the free meals. When KFC introduced its grilled chicken, the company
put coupons good for a free piece of chicken in many Sunday newspapers.
So how do sellers make any money if they always offer goods and services on sale or for a special
deal? Many sellers give customers something for free, hoping they'll buy other products, but a
careful balance is needed to ensure profit.
Price is the only marketing mix variable or part of the offering that generates revenue. Buyers
relate the price to value. They must feel they are getting value for the price paid. Pricing decisions
are extremely important. So how do organizations decide how to price their goods and services?
This week, we explore both distribution and price as a means to add value for customers.
http://www.saylor.org/site/textbooks/Principles%20of%20Marketing.pdf
http://www.saylor.org/site/textbooks/Principles%20of%20Marketing.pdf
http://creativecommons.org/licenses/by-nc-sa/3.0/
http://creativecommons.org/licenses/by-nc-sa/3.0/
2
6.1 Marketing Channels and Channel Partners
L E A R N.
SQLServerFilesCars.mdf__MACOSXSQLServerFiles._Cars.mdf.docx
SQLServerFiles/Cars.mdf
__MACOSX/SQLServerFiles/._Cars.mdf
SQLServerFiles/Contacts.mdf
__MACOSX/SQLServerFiles/._Contacts.mdf
SQLServerFiles/Cottages.mdf
__MACOSX/SQLServerFiles/._Cottages.mdf
SQLServerFiles/KataliClub.mdf
__MACOSX/SQLServerFiles/._KataliClub.mdf
SQLServerFiles/Northwind.mdf
__MACOSX/SQLServerFiles/._Northwind.mdf
SQLServerFiles/Northwind.sdf
__MACOSX/SQLServerFiles/._Northwind.sdf
SQLServerFiles/Pubs.mdf
__MACOSX/SQLServerFiles/._Pubs.mdf
SQLServerFiles/ReadMe.doc
SQL Server Files
Make sure to copy the SQL Server files to a read/write medium before attempting to use them in a program. The act of selecting a file for a connection creates an .ldf file, which fails on a read-only CD.
__MACOSX/SQLServerFiles/._ReadMe.doc
SQLServerFiles/RnrBooks.mdf
__MACOSX/SQLServerFiles/._RnrBooks.mdf
__MACOSX/._SQLServerFiles
“Subsea pipelines connectors”
Subsea pipeline are very popular around the world. Almost every water body has a pipeline, whether it is to transport distilled or spring water, or for gas, or for crude oil. Pipeline with great lengths are broken into segments, and has a connector between each segment; such a methodology are used to control damage and makes it easier for manufacturing and maintenance. However, theses devices are not perfect, and have different aspects that need to be considered when choosing one. Aspects are such as: pressure drop, installment, repair, and material used.
Different types of subsea pipeline connectors are being developed and used everyday in different parts of the world. Manufacturers are racing to be ahead of the technological advancement and rule the market. Starting with a fundamental article about the advancement and the market availability of subsea pipeline connectors back in 1976 to the current technology, this paper will review the literature materials of the present solutions of subsea pipeline connectors. Connectors technology in 1976
This fundamental article written by H. Mohr discusses the available subsea pipe connectors back in 1976[1]. The article offers solution that is applicable for a specific period of time, but when the technology of its time period is expired and new solutions are offered the article would hardly be discussed anymore, which actually made it impossible to find online or in nearby library. However, in general, the solutions offered and the way there were discussed are actually very relatable to this paper.
The paper lays on the three major methods of connections, then goes on to examine the current commercial product at that time. Three methods mentioned are the basic welding, elastomeric connectors, and advanced engineered horizontal systems. H. Mohr then moves to the market demand of the three methods, and two methods only were discussed, welding and mechanical connectors.
“Much emphasis had been placed on welded subsea connections in recent years, but properly designed and installed mechanical connections will always have an ap.
Square, Inc. is a financial services, merchant services aggregat.docx
Square, Inc. is a financial services, merchant services aggregator and mobile payment company based in San Francisco, California. The company markets several software and hardware payments products, including Square Register and Square Reader, and has expanded into small business services such as Square Capital, a financing program, and Square Payroll. The company was founded in 2009 by Jack Dorsey and Jim McKelvey and launched its first app and service in 2010.
• Square Register allows individuals and merchants in the United States, Canada, and Japan to accept offline debit and credit cards on their iOS or Android smartphone or tablet computer. The application software("app") supports manually entering the card details or swiping the card through the Square Reader, a small plastic device that plugs into the audio jack of a supported smartphone or tablet and reads the magnetic stripe. On the iPad version of the Square Register app, the interface resembles a traditional cash register.
Download and read the documents in Edgar.
– http://www.sec.gov/edgar.shtml
– And find the all files that are filed (especially S1)
• Find the information relevant to future sales.
• Construct the Pro‐forma income statement.
• Estimate future free cash flows for the next five years (account for investments, change in working capital, depreciation and taxes)
• Make a reasonable assumption about the growth rate of cash flows until infinity.
2013-10-22 22.19.51.jpg
2013-10-22 22.20.19.jpg
2013-10-22 22.21.54.jpg
Information and society
Since the advent of easy access to the internet and the World Wide Web, society has a different attitude towards information and access to information. The technology changes – from slow desk-tops with dial-up access to smartphones – have also changed our interaction with information.
This is also an area in which generational differences show up. Those of us born before the mid1980s or 1990s have followed all of these changes and have had to adapt to it. For those born in the 1990s (the millennials or digital natives), these methods of getting information have always existed. The millenials have seen some of the technology changes but don’t remember the “old” way. Keep this in mind as you read these notes.
An information society
At the beginning of the semester we talked about the many different ways we get information and the definitions of information. Now we’re going to look more at how information and information technologies have changed society.
Lester and Koehler talk about defining an information society in economic sense. While this is important, I don’t think we need to look at the percentage of our GNP to see that we do live in an information society. Think of all the companies that are based on information – computer technologies, web based businesses, cell phone and technologies, GPS, etc. There are also jobs that rely on information – customer service, stock markets, etc.
Our relationship with information .
SQL SQL 2) Add 25 CUSTOMERSs so that you now have 50 total..docx
SQL>
SQL> /*2) Add 25 CUSTOMERSs so that you now have 50 total.*/
SQL> Insert into CUSTOMERS
2 (CUST_ID, FIRST_NAME, LAST_NAME, STREET_ADDRESS, CITY, STATE, ZIP)
3 Values
4 ('CUST026', 'ALASTAIR', 'COOK', 'P.O. BOX 2947',
5 'CODY', 'WY', '82414');
1 row created.
SQL> Insert into CUSTOMERS
2 (CUST_ID, FIRST_NAME, LAST_NAME, STREET_ADDRESS, CITY, STATE, ZIP)
3 Values
4 ('CUST027', 'SAM', 'ROBSON', 'P.O. BOX 851',
5 'CHICAGO', 'IL', '06985');
1 row created.
SQL> Insert into CUSTOMERS
2 (CUST_ID, FIRST_NAME, LAST_NAME, STREET_ADDRESS, CITY, STATE, ZIP)
3 Values
4 ('CUST028', 'GRAY', 'JAKE', 'P.O. BOX 983',
5 'SANTA MONICA', 'CA', '65892');
1 row created.
SQL> Insert into CUSTOMERS
2 (CUST_ID, FIRST_NAME, LAST_NAME, STREET_ADDRESS, CITY, STATE, ZIP)
3 Values
4 ('CUST029', 'IAN', 'BELL', 'P.O. BOX 650',
5 'EASTPOINT', 'FL', '35353');
1 row created.
SQL> Insert into CUSTOMERS
2 (CUST_ID, FIRST_NAME, LAST_NAME, STREET_ADDRESS, CITY, STATE, ZIP)
3 Values
4 ('CUST030', 'JOE', 'ROOT', 'P.O. BOX 150',
5 'SEATTLE', 'WA', '98115');
1 row created.
SQL> Insert into CUSTOMERS
2 (CUST_ID, FIRST_NAME, LAST_NAME, STREET_ADDRESS, CITY, STATE, ZIP)
3 Values
4 ('CUST031', 'LIAM', 'PLUNKETT', 'P.O. BOX 9835',
5 'SANTA MONICA', 'CA', '12649');
1 row created.
SQL> Insert into CUSTOMERS
2 (CUST_ID, FIRST_NAME, LAST_NAME, STREET_ADDRESS, CITY, STATE, ZIP)
3 Values
4 ('CUST032', 'MATT', 'PRIOR', 'P.O. BOX 651',
5 'EASTPOINT', 'FL', '32323');
1 row created.
SQL> Insert into CUSTOMERS
2 (CUST_ID, FIRST_NAME, LAST_NAME, STREET_ADDRESS, CITY, STATE, ZIP)
3 Values
4 ('CUST033', 'BEN', 'STOKES', 'P.O. BOX 971',
5 'BOSTON', 'MA', '02110');
1 row created.
SQL> Insert into CUSTOMERS
2 (CUST_ID, FIRST_NAME, LAST_NAME, STREET_ADDRESS, CITY, STATE, ZIP)
3 Values
4 ('CUST034', 'STUART', 'BROAD', 'P.O. BOX 18',
5 'CHICAGO', 'IL', '06015');
1 row created.
SQL> Insert into CUSTOMERS
2 (CUST_ID, FIRST_NAME, LAST_NAME, STREET_ADDRESS, CITY, STATE, ZIP)
3 Values
4 ('CUST035', 'JAMES', 'ANDERSON', 'P.O. BOX 8564',
5 'BURBANK', 'CA', '91510');
1 row created.
SQL> Insert into CUSTOMERS
2 (CUST_ID, FIRST_NAME, LAST_NAME, STREET_ADDRESS, CITY, STATE, ZIP)
3 Values
4 ('CUST036', 'ALVIRO', 'PETERSON', 'P.O. BOX 137',
5 'CHEYENNE', 'WY', '82003');
1 row created.
SQL> Insert into CUSTOMERS
2 (CUST_ID, FIRST_NAME, LAST_NAME, STREET_ADDRESS, CITY, STATE, ZIP)
3 Values
4 ('CUST037', 'DEAN', 'ELGAR', 'P.O. BOX 66',
5 'TALLAHASSEE', 'FL', '12548');
1 row created.
SQL> Insert into CUSTOMERS
2 (CUST_ID, FIRST_NAME, LAST_NAME, STREET_ADDRESS, CITY, STATE, ZIP)
3 Values
4 ('CUST038', 'DALE', 'STEY.
SPSS InputStephanie Crookston, Dominique.docx
SPSS Input
Stephanie Crookston, Dominique Garrett-Smith, Latesha Simpson, Jannie Tollvier,
PSYCH/625
November 25, 2013
Mary Farmer
SPSS Input
After looking at the data and putting it through the ANOVA test; the conclusions are as follows:
There is a huge difference between the groups regarding degrees of freedom. And the use of ANOVA is essential because it is samples taken at different points and times of the same people. Probability is at zero percent because that means its directly at the mean and the f score is used to see if the null hypothesis can be rejected or fail to be rejected of its less than the critical value.
ANOVA
Score
Sum of Squares
df
Mean Square
F
Sig.
Between Groups
609265.938
1
609265.938
2495.987
.000
Within Groups
53213.402
218
244.098
Total
662479.340
219
In a 1000-1250 word essay, explain the meaning of one visual symbol in American Beauty and the relation of that symbol to the message of the film as a whole. Since context forms meaning, you should analyze several instances in which the symbol appears in the film, explaining the meaning of the symbol in each appearance and showing how each instance contributes to the meaning of the symbol in the film as a whole. Since film is a visual medium, I have intentionally asked you to analyze a visual element for this assignment. Therefore, while you certainly should utilize dialogue or other elements of the film’s narrative, please do not neglect to interpret the specifically filmic aspects of this text, such as (but not limited to) camera work (framing, shot length, etc.), editing (“cutting” or “splicing”), sound effects, wardrobe, and lighting.
Here are some visual symbols from which you may choose, but please don’t feel limited to these:
· Plastic bags
· Roses
· Cameras
· Windows or Mirrors
· Guns
· Extreme darkness or bright light
· Specific colors or color combinations
Please note that the task here is twofold: you should present an interpretation of the particular symbol you choose and show how that symbol helps construct the overall message of the film as you see it. A successful thesis statement will present a clear articulation of the meaning of your chosen symbol, a succinct statement as to the overall message of the film, and an explanation of the relationship between these two. As with the other essays for this class, please avoid rendering value judgments. You should not present an evaluation of whether or not you like the film (or whether it’s “good” or “bad”).
Since a successful analysis will require more viewing of the film than what we have time for in class, you may find it advantageous to rent/purchase/download a copy for yourself. For those who would rather not attain their own copy, I have also put a copy of the film on reserve in the library.
Due Dates:
Four copies of your rough draft due: Tuesday 3 December
Workshop: Thursday 5 December
Final draft due: Thursday 12/12 (the day of th.
Spring 2015 – MAT 137 –Luedeker Na.docx
Spring
2015
–
MAT
137
–Luedeker
Name:
________________________________
Quiz
#1
–
Introduction
to
Sigma
Notation
Directions:
Please
print
out
this
assignment
or
rewrite
the
problems
on
another
sheet
of
paper.
Write
the
final
answer
as
an
integer
or
an
improper
fraction.
You
must
show
all
work
to
receive
credit.
This
assignment
is
due
Wednesday
January
14
at
the
start
of
class.
The
notation
𝑓(𝑛)
!
!!!
is
called
Sigma
Notation.
The
symbol
Σ
means
sum
a
sequence
of
numbers.
The
first
number
in
the
sequence
is
𝑓 𝑎 ,
the
second
number
in
the
sequence
is
𝑓 𝑎 + 1 ,
the
third
number
in
the
sequence
is 𝑓 𝑎 + 2
etc.
,
and
the
last
number
in
the
sequence
is
𝑓(𝑚).
Here
are
two
examples:
𝑛 = 2 + 3 + 4 + 5 + 6 + 7 = 27
!
!!!
𝑛! + 1 =
!
!!!
3! + 1 + 4! + 1 + 5! + 1 + 6! + 1 = 10 + 17 + 26 + 37 = 90
Problems:
Simplify.
Write
your
answer
as
an
integer
or
improper
fraction.
Show
all
work.
1. 𝑛
!"
!!!
2.
1
2!
!
!!!
3.
1
𝑛
!
!!!
4. (−1)!
!
!!!
1
𝑛
5.
1
𝑛!
!
!!!
Spring
2015
–
MAT
137
–Luedeker
Name:
________________________________
Quiz
#2
–
Numerical
Integration
Directions:
Please
print
out
this
assignment
or
rewrite
the
problems
on
another
sheet
of
paper.
Write
the
final
answer
as
a
decimal
rounded
to
three
decimal
places.
You
must
show
all
work
to
receive
credit.
This
assignment
is
due
Friday
January
16
at
the
start
of
class.
Consider
the
definite
integral
𝑒!
!
𝑑𝑥!! .
Use
n
=
4
and
the
following
methods
to
estimate
the
value
of
the
definite
integral.
1. Left
Rule
2. Right
Rule
3. Midpoint
Rule
4. Trapezoid
Rule
5. Simpson’s
Rule
Spring
2015
–
MAT
137
–Luedeker
Name:
________________________________
Quiz
#3
Directions:
Please
print
out
this
assignment
or
rewrite
the
problems
on
another
sheet
of
paper.
You
must
show
all
work
to
receive
credit.
This
assignment
Springdale Shopping SurveyThe major shopping areas in the com.docx
Springdale Shopping Survey*
The major shopping areas in the community of Springdale include Springdale Mall, West Mall, and the downtown area on Main Street. A telephone survey has been conducted to identify strengths and weaknesses of these areas and to find out how they fit into the shopping activities of local residents. The 150 respondents were also asked to provide information about themselves and their shopping habits. The data are provided in the file SHOPPING. The variables in the survey were as follows:
A. How Often Respondent Shops at Each Area (Variables 1–3)
1. Springdale Mall
2. Downtown
3. West Mall
6 or more times/wk.
(1)
(1)
(1)
4–5 times/wk.
(2)
(2)
(2)
2–3 times/wk.
(3)
(3)
(3)
1 time/wk.
(4)
(4)
(4)
2–4 times/mo.
(5)
(5)
(5)
0–1 times/mo.
(6)
(6)
(6)
B. How Much the Respondent Spends during a Trip to Each Area (Variables 4–6)
4. Springdale Mall
5. Downtown
6. West Mall
$200 or more
(1)
(1)
(1)
$150–under $200
(2)
(2)
(2)
$100–under $150
(3)
(3)
(3)
$ 50–under $100
(4)
(4)
(4)
$ 25–under $50
(5)
(5)
(5)
$ 15–under $25
(6)
(6)
(6)
less than $15
(7)
(7)
(7)
C. General Attitude toward Each Shopping Area (Variables 7–9)
7. Springdale Mall
8. Downtown
9. West Mall
Like very much
(5)
(5)
(5)
Like
(4)
(4)
(4)
Neutral
(3)
(3)
(3)
Dislike
(2)
(2)
(2)
Dislike very much
(1)
(1)
(1)
D. Which Shopping Area Best Fits Each Description (Variables 10–17)
Springdale
Mall
Downtown
West
Mall
No
Opinion
10. Easy to return/exchange goods
(1)
(2)
(3)
(4)
11. High quality of goods
(1)
(2)
(3)
(4)
12. Low prices
(1)
(2)
(3)
(4)
13. Good variety of sizes/styles
(1)
(2)
(3)
(4)
14. Sales staff helpful/friendly
(1)
(2)
(3)
(4)
15. Convenient shopping hours
(1)
(2)
(3)
(4)
16. Clean stores and surroundings
(1)
(2)
(3)
(4)
17. A lot of bargain sales
(1)
(2)
(3)
(4)
E. Importance of Each Item in Respondent’s Choice of a Shopping Area (Variables 18–25)
Not Very
Important Important
F. Information about the Respondent (Variables 26–30)
(
18.
Easy
to
return/exchange
goods
(1)
(2)
(3)
(4)
(5)
(6)
(7)
19.
High
quality
of
goods
(1)
(2)
(3)
(4)
(5)
(6)
(7)
20.
Low
prices
(1)
(2)
(3)
(4)
(5)
(6)
(7)
21.
Good
variety
of
sizes/styles
(1)
(2)
(3)
(4)
(5)
(6)
(7)
22.
Sales
staff
helpful/friendly
(1)
(2)
(3)
(4)
(5)
(6)
(7)
23.
Convenient
shopping
hours
(1)
(2)
(3)
(4)
(5)
(6)
(7)
24.
Clean
stores
and
surroundings
(1)
(2)
(3)
(4)
(5)
(6)
(7)
25.
A
lot
of
bargain
sales
(1)
(2)
(3)
(4)
(5)
(6)
(7)
t
)26. Gender: (1) = Male (2) = Female
27. Number of years of school completed:
(1) = less than 8 years (3) = 12–under 16 years
(2) = 8–under 12 years (4) = 16 years or more
28. Marital status: (1) = Married (2) = Single or other
29. Number of people in household: pe.
Springfield assignment InstructionFrom the given information, yo.docx
Springfield assignment Instruction
From the given information, you are required to make a functional network. In Springfield we have a router and four switches connected as daisy chain topology. Then we have output of show commands. It is obvious that it is a non-functional network and you have to implement a solution to make functional.
Task in Springfield assignment
· From the show output commands, you can identify the problems and then provide solution.
· Configure all the tasks as in Springfield assignment as per instructions
· Create Server VLAN, Instructional VLAN, and Administrative VLAN
· Configure Access method of VLANs
· Configure Switch 1 as root bridge
· Configure trunking on all switches
· Configure default gateway
· Create and configure interface VLAN1
First of all, allow me to thank you for your email of offer dated September 2, 2015. I am writing to inform you of my acceptance to your kind offer and in my class CMIT 350/6380. This class has one technical writing assignment broken into three parts: Draft1, Draft2, and Draft3. I do not have any sample assignment, however I am reviewing student’s draft version and providing feedback. To help you in this regard I am submitting you below outline pf paper.
In the beginning please give brief descriptions of the project, such as why are you doing, what are the problems, and possible solutions.
Background information:
Springfield site network is assigned to me to investigate the problems and find the solutions to fix the problem. From the site topology and sh output commands I determined that spanning-tree protocol is misconfigured and it is blocking few ports. And these are the reasons that network is a non-functional.
Implementing
Solution
:
The following are required information for configuring the network
IP address range 10.30.x.x/16
Device to be configured
Configuring commands
Device Names
Configuration Required
Configuring command
Switch#1
All devices
Host name
Hostname Switch_Springfield1
Switch#2
Host name
Hostname Switch_Springfield2
Switch1
All devices
Create console password
Create vty password
Only on Switch1
Create VLANs
Access vlan
Interface fa0/0
Switchport mode adccess
Switchport access vlan 11
Switch1
All Switches
Create trunk connections between switches
Int gi0/0
Switchport mode trunk
Switchport trunk encapsulation dot1q
Switchport trunk allowed native vlan 1
Router
Configure ip address
Int fa0/0
Ip address 10.30.1.1 255.255.255.0
Switch1
Configure default gateway
Ip default-gateway 10.30.1.1 255.255.255.0
Switches
Configure spanning-tree protocol
Spanning-tree RPVST
Switch1
Make Swich 1 as root bridge of network
Configurations
Rough Draft
This paper will focus on the four main theoretical perspectives within sociology which include conflict, functionalism, utilitarianism and symbolic interactionism with the attempt to explain why groups of people choose to perform certain actions and how societies function or change in a certain way.
Socio.
SPRING CLEAN PRODUCTSMARKET RESEARCH 1Abou.docx
SPRING CLEAN PRODUCTS
MARKET RESEARCH
1
About the Researcher
The researcher has undertaken massive market research in the Asian countries for the last ten years. He has been able to gain vital exposure on how to critically analyze these markets before venturing. The following research report was compiled for Spring Clean Products that wants to open a detergent manufacturing plant in Asia.
The following are the countries I have keenly analysed as potential hosts for the manufacturing site of Spring Clean Products. These are China and Singapore.
Fundamental information on China
China is among the worlds top leading exporters of a wide array of commodities . it therefore receives significant amounts of foreign investment.
It has a per capita per person of $9844. This is relatively high given the high population in the country.
It is a member of WTO (World Trade Organization) hence the country enjoys enormous benefits due to access to foreign markets. However, its relations with other trading partners is a matter of concern given the high surplus trade and piracy levels.
China has devalued its currency which result in goods being extremely cheap for foreign buyers therefore encouraging export.
The country enjoys a stable political environment.
China and India have a combined population of 2.3 billion people, about 37 percent of world's total. A 100 dollar increase in the per capita income of these two countries would translate into about 230 billion dollars in additional demand for commodities.
3
Fundamental information on India
Located in South Asia.
Has a population of 1.2 billion people and is the fourth largest economy in the world.
It has a sizeable middle class. The country has a GDP per capita income of US dollars 4000.
India receives high foreign direct investments and its now home to globally recognized companies especially I n the pharmaceutical and steel sector.
The country is the largest democracy in the world and has enjoyed political stability
India in its sixty five years of independence, it has witnessed a landmark agricultural revolution which has changed the nation from a high dependant on grain import to an agricultural powerhouse across the globe becoming a net food exporter. Moreover, life expectancy has doubled since independence, the literacy levels have multiplied way much above times four and health facilities have improved significantly.
4
Factor ChinaIndia1. Availability of raw materialsThe country is heavily endowed with sodium chloride, phosphate and chlorine. Cheaper than IndiaIndia has reliable sources of sodium chloride, phosphate and chlorine which are key essential in manufacture of detergents.2. Availability of skilled workers and managersThe country enjoys highly skilled labor which is relatively cheap due to the high populationIndia has highly skilled labor though slightly expensive compared to that of China3. Potential size of the market including neighboring countries
Chi.
Spring 2014 MGMT 4322 INDIVIDUAL CASE GRADING RUBRIC E.docx
Spring 2014 MGMT 4322
INDIVIDUAL CASE GRADING RUBRIC
Ehsan Fakharizadi
Individual Case Assignment: TBA
PART I. Summary and Issue Identification (25 pts.)
1.a. (5 pts.) Write a summary of the case (approximately 100-150 words).
1.b. (20 pts.) Identifies (lists) the ethical issues that have arisen in this case. (about 100 words)
Explain in detail each ethical issue (e.g. what’s occurred, who’s affected, etc). (about 1-2 pages)
Number Question 1: Below Expectations 2: Meets Expectations 3: Exceeds Expectations Score
1.a. Summary The answer does not
adequately summarize
the case. (0 – 3.0)
The answer adequately
summarizes the case.
(3.5 – 4.0)
The answer fully and
concisely summarizes the
case. (4.5 – 5)
1.b. Identify an ethical
issue in a given
business situation
Fails to identify the
ethical issue(s) in a
given business
situation.
(0-14.0)
Identifies the ethical
issue(s) with a few
pertinent facts. (14.5-
17.5, C+ to B+)
Accurately identifies the
ethical issue(s) with all the
pertinent details. (18-20, A to
A+)
Additional
Feedback
1.a.
1.b.
Note: 1.b. is worth 20 points because identifying ethical issues is at the heart of this case. You should identify
several issues in this case and explain why these are ethical issues with all pertinent details.
390 Chapter 11 Multinational Corporations
INVESTIGATING THE CAUSE OF
THE MIC LEAK
In the days following the gas leak, there was world-
wide interest in pinning down its precise cause. A
team of reporters from The New York Times inter-
viewed plant workers in Bhopal. Their six-week in-
vestigation concluded that a large volume of water
entered tank 610, causing the accident.f The Times re-
porters thought that water had entered when R. Khan
failed to use a slip blind as he washed out piping.
Water from his hose simply backed up and eventually
flowed about 400 feet into the tank. Their account was
widely circulated and this theory, called the "water
washing theory," gained currency. However, it was
not to be the only theory of the accident's cause.
Immediately after the disaster, Union Carbide also
rushed a team of investigators to Bhopal. But the
team got little cooperation from Indian authorities
operating in a climate of anti-Carbide popular pro-
test. It was denied access to plant records and work-
ers. Yet the investigators got to look at tank 610 and
took core samples from its bottom residue. These
samples went back to the United States, where more
than 500 experimental chemical reactions were un-
dertaken to explain their chemical composition. In
March 1985 Carbide finally released its report. It
stated that entry of water into the tank caused the gas
release, but it rejected the water washing theory.
Instead, Carbide scientists felt the only way that
an amount of water sufficient to cause the observed
reaction could have entered the tank was through ac-
cidental or deliberate connection of a water hose to
piping th.
Spring 2014 ProductHousehold Products - Food productsBreakfast.docx
Spring 2014 Product
Household Products - Food products
Breakfast/Cereal/Granola Bars
Used in last 6 months Total (Principal Shoppers)
Base: Total Homemakers
Stub
Total '000
Proj '000
Pct Across
Pct Down
Index
Total
147,379
62,216
42.2
100.0
100
Men
46,348
16,726
36.1
26.9
85
Women
101,031
45,490
45.0
73.1
107
Educ: graduated college plus
44,122
21,026
47.7
33.8
113
Educ: attended college
26,890
11,455
42.6
18.4
101
Educ: graduated high school
42,369
15,973
37.7
25.7
89
Educ: did not graduate HS
18,246
6,538
35.8
10.5
85
Educ: post graduate
15,817
7,143
45.2
11.5
107
Educ: no college
60,615
22,511
37.1
36.2
88
Age 18-24
11,784
5,132
43.5
8.2
103
Age 25-34
26,023
11,523
44.3
18.5
105
Age 35-44
25,830
12,521
48.5
20.1
115
Age 45-54
29,539
13,442
45.5
21.6
108
Age 55-64
25,856
10,410
40.3
16.7
95
Age 65+
28,347
9,187
32.4
14.8
77
Adults 18-34
37,807
16,655
44.1
26.8
104
Adults 18-49
78,150
36,095
46.2
58.0
109
Adults 25-54
81,392
37,486
46.1
60.3
109
Men 18-34
12,205
4,536
37.2
7.3
88
Men 18-49
25,016
9,799
39.2
15.7
93
Men 25-54
25,781
10,132
39.3
16.3
93
Women 18-34
25,603
12,118
47.3
19.5
112
Women 18-49
53,134
26,296
49.5
42.3
117
Women 25-54
55,610
27,354
49.2
44.0
117
Occupation: professional and related occupations
21,801
11,006
50.5
17.7
120
Occupation: management, business and financial operations
12,861
6,197
48.2
10.0
114
Occupation: sales and office occupations
20,923
9,272
44.3
14.9
105
Occupation: natural resources, construction and maintenance occup.
5,100
1,771
34.7
2.8
82
Occupation: other employed
23,142
10,086
43.6
16.2
103
HHI: $150,000+
13,896
7,010
50.4
11.3
120
HHI: $75,000-$149,999
38,537
19,411
50.4
31.2
119
HHI: $60,000-$74,999
14,595
6,619
45.4
10.6
107
HHI: $50,000-$59,999
11,504
4,478
38.9
7.2
92
HHI: $40,000-$49,999
12,499
5,057
40.5
8.1
96
HHI: $30,000-$39,999
14,650
5,605
38.3
9.0
91
HHI: $20,000-$29,999
16,568
5,903
35.6
9.5
84
HHI: <$20,000
25,129
8,131
32.4
13.1
77
Census Region: North East
27,048
12,022
44.4
19.3
105
Census Region: South
56,495
22,384
39.6
36.0
94
Census Region: Midwest
31,036
14,156
45.6
22.8
108
Census Region: West
32,800
13,654
41.6
21.9
99
Mediamarkets: Top 5
29,651
12,866
43.4
20.7
103
Mediamarkets: Next 5
14,932
6,891
46.2
11.1
109
County Size: A
59,236
26,057
44.0
41.9
104
County Size: B
44,576
18,558
41.6
29.8
99
County Size: C
22,638
9,547
42.2
15.3
100
County Size: D
20,929
8,054
38.5
12.9
91
Marital Status: Never Married
36,921
14,121
38.2
22.7
91
Marital Status: Now Married
72,892
35,304
48.4
56.7
115
Marital Status: Engaged
6,857
2,912
42.5
4.7
101
Marital Status: Widowed*/Divorced*/Separated (legally)
37,567
12,791
34.0
20.6
81
Child age: <12 months
5,587
2,653
47.5
4.3
112
Child age: 12-23 month
5,064
2,520
49.8
4.0
118
Child age: <2 years
10,252
5,005
48.8
8.0
116
Child age: <6 years
24,931
12,417
49.8
20.0
118
Child age: 2-5 years
19,231
9,769
50.8
15.7
120
Child age: 6-11 years
24,544
12,646
51.5
20.3
122
Child age: .
Spring 2014 - Oregon Institute of Technology MIS 312 Syste.docx
Spring 2014 - Oregon Institute of Technology
MIS 312 Systems Analysis I
1
MIS 312 Systems Analysis I
Spring Term 2014
Credit Hours: 4
Class time and place: On-Line
Syllabus Version: March 30, 2014
PREREQUISITES: MIS 275, MIS 311.
REQUIRED MATERIALS
TEXTBOOKS:
Systems Analysis & Design with UML version
2.0. An Object Oriented Approach, 4th Ed.
Authors: Dennis, Wixom, Tegarden
ISBN: 978-1-118-03742-3
COURSE DESCRIPTION: Planning and Analysis phases of the Systems Development Life Cycle. Focus on software
development life cycles; entity relationships, data flow diagrams (DFD), prototyping and other forms of data or systems
modeling. Designing, selecting and installing new systems for end users, includes cost/benefit and value-added evaluations.
COURSE OBJECTIVES: At the end of this course students should:
• define the systems analyst’s role and responsibilities in an organization;
• describe the building blocks of an information system, i.e., people, data, activities, networks, and technology;
• define systems planning, systems analysis, systems design, implementation, and systems support;
• describe a phased approach to information system development and describe cross-life cycle activities;
• compare and contrast the systems development life cycle and systems development techniques, including
object oriented design and analysis, information engineering, prototyping and Joint Application Design;
• define and perform data modeling, process modeling, network modeling and explain why they are important
techniques;
• use and explain the importance of a project repository;
• become acquainted with a CASE tool (MS Visio)
• become acquainted with group project work, sharing of ideas, utilizing resources, and solving problems with the
power of group collaboration
Spring 2014 - Oregon Institute of Technology
MIS 312 Systems Analysis I
2
TERM SCHEDULE
Date Topic Due (Note all times due are 5pm)
Week 1
3/31 –
4/4
Review Syllabus
Review Project Handout
Chapter 1 – Introduction to SA
1.) By Sunday, Assignment #1 – 30pts
2.) By Friday, Form Teams of 4 to 5 for the project. Send team
member list to instructor.
3.) By Sunday, answer one of the following Concepts in Action or
Your Turn’s in the Discussion Area and reply to at least one
other post1: 10pts
• CIA 1-A • YT 1-3
• CIA 1-B • YT 1-4
• YT 1-1 • YT 1-6
Week 2
4/7 –
4/11
Chapter 2 - Project Management
Project Work
1.) By Sunday, Assignment #2 – 30 pts
2.) By Sunday, answer one of the following Concepts in
Action or Your Turn’s in the Discussion Area and reply to at
least one other post: 10 pts
• YT 2-1 • YT 2-3
• YT 2-2 • YT 2-5
• CIA 2-3 • CIA 2-H
• YT 2-8 (you can
answer this as a
team)
Week 3
4/14 –
4/18
Chapter 3 – Requirements Determination
Project Work
1.) By Sunday, Milestone 1 – 50pts
2.) By Sunday, Assignment #3 – 30pts
3.) By Sunday, answer one of the following Concep.
Spring 2014 CSCI 111 Final exam of 1 61. (2 points) Fl.docx
Spring 2014 CSCI 111 Final exam � of �1 6
1. (2 points) Flip over this test. On the back of this test write your name in the upper, left-hand
corner.
2. (2 points) What are the four parts of the compiling process (just give me 4 words, not a
paragraph).
3. (4 points) Which of the four steps of the compiling process occurs only once, regardless of
the number of source files your application has?
4. (4 points) Write a line of code that causes the preprocessor to generate an error.
5. (4 points) Write a line of code that causes the compiler to generate an error.
6. (5 points) Describe how you could incorrectly compile the joust project to cause the linker to
generate an error.
7. (5 points) Given:
1 float* fp;
2 //...
3 float pi;
4 pi=*(314 + fp);
Rewrite line 4 using array subscript notation.
Spring 2014 CSCI 111 Final exam � of �2 6
8. (5 points) Given:
1 float arr[100];
2 for(int x=0; x<100; ++x)
3 arr[x]=100-x;
What does the following expression print out?
cout << *arr << endl;
9. (14 points) Given:
int a=0;
int b=6;
int x=0;
Circle each if-expression that evaluates to true:
A) if(b)
B) if(x)
C) if(a=b==6)
D) if(a=b==5)
E) if(a=b=5)
F) if(a=x=0)
G) if(a=x==0)
Spring 2014 CSCI 111 Final exam � of �3 6
10. (10 points) Given:
1 #include<iostream>
2 using namespace std;
3
4 int main()
5 {
6 int x;
7 cout << "Enter a number greater than 10" << endl;
8 while ( x < 10 )
9 {
10 cin >> x;
11 }
12 return 0;
13 }
This program compiles just fine, and sometimes it runs as expected. But sometimes when you
run it, it exits immediately after printing "Enter a number greater than 10". That is, the program
doesn't pause for you to enter a number. Why are you getting this inconsistent behavior?
11. (4 points) What is the output of the following:
int x=4;
int y=3;
A) cout << x / y << endl;
B) cout << x % y << endl;
C) cout << x << "%" << y << endl;
D) cout << "x" << '%' << 'y' << endl;
Spring 2014 CSCI 111 Final exam � of �4 6
12. (16 points) What is the type of the expression. That is, what is the kind of thing that each
expression evaluates to. For example:
3 + 4 integer
You may assume that the variable a has been declared as an integer.
A. a + 4
B. a = 4
C. 3.14 + 4.49
D. 3 + 3.14
E. 'a'
F. cout << a
G. new float[30]
H. new float
Spring 2014 CSCI 111 Final exam � of �5 6
13. (5 points) Write a for-loop that prints out the numbers between 1 and 100 that are evenly
divisible by three.
14. (5 points) Write a while-loop that prints out the numbers between 1 and 100 that are evenly
divisible by three.
15. (5 points) Write a do-while-loop that prints out the numbers between 1 and 100 that are
evenly divisible by three.
Spring 2014 CSCI 111 Final exam � of �6 6
16. (10 points) Given:
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Spreadsheet Modeling & Decision AnalysisA Practical .docx
Spreadsheet Modeling
& Decision Analysis
A Practical Introduction to Management Science
5th edition
Cliff T. Ragsdale
© 2007 South-Western College Publishing
Modeling and Solving LP Problems in a Spreadsheet
Chapter 3
© 2007 South-Western College Publishing
IntroductionSolving LP problems graphically is only possible when there are two decision variablesFew real-world LP have only two decision variablesFortunately, we can now use spreadsheets to solve LP problems
© 2007 South-Western College Publishing
Spreadsheet SolversThe company that makes the Solver in Excel, Lotus 1-2-3, and Quattro Pro is Frontline Systems, Inc.
Check out their web site:
http://www.solver.comOther packages for solving MP problems:
AMPLLINDO
CPLEXMPSX
© 2007 South-Western College Publishing
The Steps in Implementing an LP Model in a Spreadsheet
1.Organize the data for the model on the spreadsheet.
2.Reserve separate cells in the spreadsheet for each decision variable in the model.
3.Create a formula in a cell in the spreadsheet that corresponds to the objective function.
4.For each constraint, create a formula in a separate cell in the spreadsheet that corresponds to the left-hand side (LHS) of the constraint.
© 2007 South-Western College Publishing
Let’s Implement a Model for the
Blue Ridge Hot Tubs Example...
MAX: 350X1 + 300X2} profit
S.T.:1X1 + 1X2 <= 200} pumps
9X1 + 6X2 <= 1566} labor
12X1 + 16X2 <= 2880} tubing
X1, X2 >= 0} nonnegativity
© 2007 South-Western College Publishing
Implementing the Model
See file Fig3-1.xls
© 2007 South-Western College Publishing
How Solver Views the ModelTarget cell - the cell in the spreadsheet that represents the objective functionChanging cells - the cells in the spreadsheet representing the decision variablesConstraint cells - the cells in the spreadsheet representing the LHS formulas on the constraints
© 2007 South-Western College Publishing
Let’s go back to Excel and see how Solver works...
© 2007 South-Western College Publishing
Goals For Spreadsheet DesignCommunication - A spreadsheet's primary business purpose is communicating information to managers. Reliability - The output a spreadsheet generates should be correct and consistent.Auditability - A manager should be able to retrace the steps followed to generate the different outputs from the model in order to understand and verify results.Modifiability - A well-designed spreadsheet should be easy to change or enhance in order to meet dynamic user requirements.
© 2007 South-Western College Publishing
Spreadsheet Design Guidelines - IOrganize the data, then build the model around the data.Do not embed numeric constants in formulas.Things which are logically related should be physically related.Use formulas that can be copied.Column/rows totals should be close to the columns/rows being totaled.
© 2007 South-Western College Publishing
Spreadsheet Design Guidelines - IIThe English-reading eye scans left to right, top to bottom.Use colo.
Spring 2011 .docx
Spring 2011
Name: ____________________________________
Richland College Phys 1412
H-R Diagram Lab
Part I: Introduction & Background
Around 1911 to 1913, a Dutch astronomer named Ejnar Hertzsprung and an American astronomer Henry Norris Russell created a diagram of stars plotted using only their luminosity and their spectral types. A star’s spectral type is determined by the absorption lines found in its spectrum. Hertzsprung and Russell noticed that the spectra were related to the stars’ color and temperature. Their diagram, named the Hertzsprung-Russell, or H-R, diagram in their honor, has been like a Rosetta Stone to stellar astronomy.
Table 1
Spectral Type
Color of Star
Temperature (K)
O
Blue
>25,000
B
Bluish-White
11,000 - 25,000
A
White
7,500 - 11,000
F
Yellow to White
6,000 - 7,500
G
Yellow
5,000 - 6,000
K
Orange
3,500 - 5000
M
Red
<3,500
The spectral types are subdivided into 10 subgroups which are labeled 0 through 9. Stars are further grouped by their luminosity, which is denoted by a Roman numeral.
Luminosity Classes
Ia
bright supergiant
Ib
supergiant
II
bright giants
III
giants
IV
subgiants
V
main sequence
VI
subdwarf
VII
white dwarf
The original H-R diagram plotted the star’s luminosity versus its spectral type. It only included stars within 100 pc of the Sun as that was the limit for determining distances using the helio-centric parallax method, the only known method at the time.
Since then, the H-R diagram has come to represent more than just the luminosity of a star versus its spectral type as it can be used to glean more information than just that. For one, luminosity and absolute magnitude are related. It is easy to see where different groups of stars, like main sequence, red giants, et cetera, are grouped on the diagram. Temperature and thus color information can also be found, as well as radius size. We can determine the mass of main sequence stars by using the diagram. We can also determine the distance to stars by plotting them on the H-R diagram. Other characteristics, including stellar densities, spectral lines, stellar life times, stellar interiors, types of nuclear processes taking place within the star, and interior temperatures can also be discovered.
Part II: Procedure
Section 1: Luminosity
Review/Go over solar luminosity as it relates to absolute magnitude. (See textbook section 15.1 Properties of Stars and Mathematical Insight 15.3.) Remember that for every change of 5 magnitudes, the luminosity changes by 100. So a star with an absolute magnitude of 10 will be 100 times more luminous than a star with an absolute magnitude of 15. (For a review on logarithms, see page 4 of this lab packet.) Note: the following graphing instructions are specifically for Excel 2003®; other products/Excel versions may have different instructions.
Section 2: Plotting
Once complete, begin section 3 of this lab. Plot all the stars listed in “Table 1: Bright Stars” on page.
SpotlightSpotlight BELOW Michel de Broin, The Arch, 2009Ultra.docx
SpotlightSpotlight BELOW Michel de Broin, The Arch, 2009Ultra-high-performance concrete, stainless steel, 280 x 472 x 127 cm
Parc Jean Drapeau, Collection of the City of Montreal
SPOTLIGHT ON REINVENTION
1767 JanFeb10 Margolis Layout.indd 861767 JanFeb10 Margolis Layout.indd 86 12/8/09 8:59:50 AM12/8/09 8:59:50 AM
Joshua D. Margolis
( [email protected]) is
an associate professor of
business administration
at Harvard Business School.
Paul G. Stoltz ([email protected]
peaklearning.com) is the
founder and CEO of PEAK
Learning, a global research
and consulting fi rm based
in San Luis Obispo,
California.
Here’s a way to understand—and redirect—
your instinctive reaction to crises.
by Joshua D. Margolis and Paul G. Stoltz
T
hings are humming along,
and then: A top client calls
and says, “We’re switch-
ing suppliers, starting
next month. I’m afraid
your company no longer
fi gures into our plans.” Or
three colleagues, all of
whom joined the organi-
zation around the same
time you did, are up for promotion—but you aren’t.
Or your team loses another good person in a third
round of layoff s; weak markets or no, you still need
to make your numbers, but now you’ll have to rely
heavily on two of the most uncooperative members
of the group.
So how do you react? Are you angry and disap-
pointed, ranting and raving to anyone who will lis-
ten? Do you feel dejected and victimized, resigned
to the situation even as you deny the cold reality
of it? Or do you experience a rush of excitement—
perhaps tinged with fear—because you sense an op-
portunity to develop your skills and talents in ways
you’d never imagined? The truth is, you’ve probably
reacted in all those ways when confronted with a
challenge—maybe even cycling through multiple
emotional states in the course of dealing with one
really big mess.
Whatever your initial reaction, however, the chal-
lenge is to turn a negative experience into a produc-
tive one—that is, to counter adversity with resilience.
Psychological resilience is the capacity to respond
quickly and constructively to crises. It’s a central dy-
namic in most survival stories, such as those of the
shell-shocked individuals and organizations that ral-
lied in the wake of 9/11 and Hurricane Katrina. But
HBR.ORG
January–February 2010 Harvard Business Review 87
1767 JanFeb10 Margolis Layout.indd 871767 JanFeb10 Margolis Layout.indd 87 12/8/09 8:59:59 AM12/8/09 8:59:59 AM
ing a series of pointed questions, managers can
grasp their own and their direct reports’ habits of
thought and help reframe negative events in pro-
ductive ways. With the four lenses as a guide, they
can learn to stop feeling paralyzed by crisis, respond
with strength and creativity, and help their direct re-
ports do the same.
When Adversity Strikes
Most of us go with our gut when something bad hap-
pens. Deeply ingrained habits and beliefs sap our en-
ergy and keep us from acting constructively..
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