This document provides an introduction to MATLAB, including how to start MATLAB, the basic MATLAB environment and windows, basic MATLAB commands and operations, plotting functions, and creating and using scripts and functions. Some key points covered include: starting MATLAB, the MATLAB desktop interface, entering basic commands, defining and manipulating variables, using built-in math functions, obtaining help, plotting functions, creating and executing scripts and functions, and saving and running m-files. Examples are provided for many of these concepts.
MATLAB stands for Matrix Laboratory. MATLAB was written originally
to provide easy access to matrix software developed by the LINPACK (linear system package) and matlab 2012a manual pdf
More instructions for the lab write-up1) You are not obli.docxgilpinleeanna
More instructions for the lab write-up:
1) You are not obligated to use the 'diary' function. It was presented only for you convenience. You
should be copying and pasting your code, plots, and results into some sort of "Word" type editor that
will allow you to import graphs and such. Make sure you always include the commands to generate
what is been asked and include the outputs (from command window and plots), unless the problem
says to suppress it.
2) Edit this document: there should be no code or MATLAB commands that do not pertain to the
exercises you are presenting in your final submission. For each exercise, only the relevant code that
performs the task should be included. Do not include error messages. So once you have determined
either the command line instructions or the appropriate script file that will perform the task you are
given for the exercise, you should only include that and the associated output. Copy/paste these into
your final submission document followed by the output (including plots) that these MATLAB
instructions generate.
3) All code, output and plots for an exercise are to be grouped together. Do not put them in appendix, at
the end of the writeup, etc. In particular, put any mfiles you write BEFORE you first call them.
Each exercise, as well as the part of the exercises, is to be clearly demarked. Do not blend them all
together into some sort of composition style paper, complimentary to this: do NOT double space.
You can have spacing that makes your lab report look nice, but do not double space sections of text
as you would in a literature paper.
4) You can suppress much of the MATLAB output. If you need to create a vector, "x = 0:0.1:10" for
example, for use, there is no need to include this as output in your writeup. Just make sure you
include whatever result you are asked to show. Plots also do not have to be a full, or even half page.
They just have to be large enough that the relevant structure can be seen.
5) Before you put down any code, plots, etc. answer whatever questions that the exercise asks first.
You will follow this with the results of your work that support your answer.
SAMPLE QUESTION:
Exercise 1: Consider the function
f (x,C)=
sin(C x)
Cx
(a) Create a vector x with 100 elements from -3*pi to 3*pi. Write f as an inline or anonymous function
and generate the vectors y1 = f(x,C1), y2 = f(x,C2) and y3 = f(x,C3), where C1 = 1, C2 = 2 and
C3 = 3. Make sure you suppress the output of x and y's vectors. Plot the function f (for the three
C's above), name the axis, give a title to the plot and include a legend to identify the plots. Add a
grid to the plot.
(b) Without using inline or anonymous functions write a function+function structure m-file that does
the same job as in part (a)
SAMPLE LAB WRITEUP:
MAT 275 MATLAB LAB 1 NAME: ...
MATLAB stands for Matrix Laboratory. MATLAB was written originally
to provide easy access to matrix software developed by the LINPACK (linear system package) and matlab 2012a manual pdf
More instructions for the lab write-up1) You are not obli.docxgilpinleeanna
More instructions for the lab write-up:
1) You are not obligated to use the 'diary' function. It was presented only for you convenience. You
should be copying and pasting your code, plots, and results into some sort of "Word" type editor that
will allow you to import graphs and such. Make sure you always include the commands to generate
what is been asked and include the outputs (from command window and plots), unless the problem
says to suppress it.
2) Edit this document: there should be no code or MATLAB commands that do not pertain to the
exercises you are presenting in your final submission. For each exercise, only the relevant code that
performs the task should be included. Do not include error messages. So once you have determined
either the command line instructions or the appropriate script file that will perform the task you are
given for the exercise, you should only include that and the associated output. Copy/paste these into
your final submission document followed by the output (including plots) that these MATLAB
instructions generate.
3) All code, output and plots for an exercise are to be grouped together. Do not put them in appendix, at
the end of the writeup, etc. In particular, put any mfiles you write BEFORE you first call them.
Each exercise, as well as the part of the exercises, is to be clearly demarked. Do not blend them all
together into some sort of composition style paper, complimentary to this: do NOT double space.
You can have spacing that makes your lab report look nice, but do not double space sections of text
as you would in a literature paper.
4) You can suppress much of the MATLAB output. If you need to create a vector, "x = 0:0.1:10" for
example, for use, there is no need to include this as output in your writeup. Just make sure you
include whatever result you are asked to show. Plots also do not have to be a full, or even half page.
They just have to be large enough that the relevant structure can be seen.
5) Before you put down any code, plots, etc. answer whatever questions that the exercise asks first.
You will follow this with the results of your work that support your answer.
SAMPLE QUESTION:
Exercise 1: Consider the function
f (x,C)=
sin(C x)
Cx
(a) Create a vector x with 100 elements from -3*pi to 3*pi. Write f as an inline or anonymous function
and generate the vectors y1 = f(x,C1), y2 = f(x,C2) and y3 = f(x,C3), where C1 = 1, C2 = 2 and
C3 = 3. Make sure you suppress the output of x and y's vectors. Plot the function f (for the three
C's above), name the axis, give a title to the plot and include a legend to identify the plots. Add a
grid to the plot.
(b) Without using inline or anonymous functions write a function+function structure m-file that does
the same job as in part (a)
SAMPLE LAB WRITEUP:
MAT 275 MATLAB LAB 1 NAME: ...
interfacing matlab with embedded systemsRaghav Shetty
This Book is all about Interfacing Embedded System with Matlab. This book guides the beginners for creating GUI , Modeling with SimuLink & Interfacing Arduino , Raspberry Pi , BeagleBone with Embedded System. This Book is NOT FOR SALE , Only knowledge base for Open Source Community
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KEVIN MERCHANT DOCUMENT USEFUL FOR VIEWERS
KEVIN MERCHANT DOCUMENT USEFUL FOR VIEWERS
KEVIN MERCHANT DOCUMENT USEFUL FOR VIEWERS
KEVIN MERCHANT DOCUMENT USEFUL FOR VIEWERS
KEVIN MERCHANT DOCUMENT USEFUL FOR VIEWERS
KEVIN MERCHANT DOCUMENT USEFUL FOR VIEWERS
KEVIN MERCHANT DOCUMENT USEFUL FOR VIEWERS
KEVIN MERCHANT DOCUMENT USEFUL FOR VIEWERS
MATLAB retains your previous keystrokes.
• Use the up-arrow key to scroll back back through the commands.
• Press the key once to see the previous entry, and so on.
• Use the down-arrow key to scroll forward. Edit a line using the left- and right-arrow keys the Backspace key, and the Delete key.
• Press the Enter key to execute the command.
MGMT 511Location ProblemGeorge Heller was so successful in.docxandreecapon
MGMT 511
Location Problem
George Heller was so successful in his previous assignment that he was promoted to the coveted position of Infrastructure Manager on the Mergers and Acquisitions Team.
Again Agame has recently acquired a competitive company with a plant and a warehouse in a nearby city. Management has decided to keep the additional warehouse. However, they are unsure if they need to keep the additional manufacturing plant. All products can be manufactured in either plant and shipped from either warehouse. Each plant and each warehouse has sufficient capacity to meet the total forecasted demand individually.
Prepare a report for management with your recommendation. Three possible choices exist. 1) Close the Competitor plant and satisfy all demand from the Again Agame plant; 2) Close the Again Agame plant and satisfy all demand from the Competitor plant; 3)Keep both plants open.
Your recommendation should include a solution for each of the five years in question. Include your calculations and spreadsheets in support of your recommendations.
Sales Forecast (cases)
2011
2012
2013
2014
2015
Competitor Warehouse (WH1)
15,000,000
20,000,000
26,000,000
34,000,000
44,000,000
Again Agame Warehouse (WH2)
6,000,000
7,000,000
10,000,000
15,000,000
21,000,000
Fixed Costs
2011
2012
2013
2014
2015
Competitor Plant (P1)
900,000
900,000
900,000
900,000
900,000
Again Agame Plant (P2)
800,000
800,000
800,000
800,000
800,000
Transportation Costs
$1.00 / 1,000 cases / mile
4
Costs -- Both Plant Scenario
20112012201320142015
Transport P1 - WH1
Transport P2 - WH2
Fixed Cost - P1
Fixed Cost - P2
Total
General Info.Infrastructure ExerciseDate: 28/10/97Situation:a) Package -RGBb) Nr. Plants -2c) Nr. WH -2d) Period -5 yearse) Sales Frcst. -DecreasingCapacity MM U/C per Year:Plant 1 -5avg. HK 70 (KS)Plant 2 -3avg. HK 42 (KS)Distance Matrix: (Km)WH1WH2P150600P2600100Diagram:
&A
Page &P
WH2
Franchise 2
Franchise 1
P2
P1
WH1
Sales Frcst.Infrastructure ExerciseDate: 28/10/97Sales Forecast (M U.C)RGB'98'99'00'01'02WH15000.04000.03400.02800.02400.0WH23000.02400.02000.01600.01400.0Obs. Volume is Decreasing 15% per year.
&A
Page &P
CostsInfrastructure ExerciseDate: 28/10/97Transport Costs:0.51,000 cases per KmFixed Costs:900,000P1 = $600,000/year800,000P2 = $500,000/year
&A
Page &P
AnalysisInfrastructure ExerciseDate: 28/10/97Fixed Costs'98'99'00'01'02P1800,000800,000800,000800,000800,000P2700,000700,000700,000700,000700,000Total1,500,0001,500,0001,500,0001,500,0001,500,000Transportation Costs'98'99'00'01'02P1 - WH1125,000100,00085,00070,00060,000P2 - WH2150,000120,000100,00080,00070,000P1 - WH2900,000720,000600,000480,000420,000P2 - WH11,500,0001,200,0001,020,000840,000720,000Total 1275,000220,000185,000150,000130,000(both plants)Total 21,025,000820,000685 ...
MGMT 464From Snowboarders to Lawnmowers Case Study Case An.docxandreecapon
MGMT 464
From Snowboarders to Lawnmowers Case Study
Case Analysis Worksheet #1
Case Analysis Session 1 : Focus on Inspiring a Shared Vision (Principle #2)
Inspiring a shared vision has two main components [1] creating a vision through common purpose, and [2] enlisting or getting people ‘on board’ with the vision.
In your small groups, discuss and document your group’s response to the following questions. Upload your typed document into one of your group member’s D2L dropbox by the assigned due date on your course schedule. Be sure to include on your worksheet all group member names. If present in class, all group members will receive the same grade for this case analysis assignment (maximum 30 pts). Group peer evaluations will be used to determine overall individual group member participation points for both of these case study discussions (maximum 15 pts).
1. In what specific ways did Michael fail and/or succeed in ‘listening deeply’ to his employees?
2. In what specific ways did Michael show that he was not “open to influence?” How would Michael being open to influence have made him more effective, ( i.e., who were the “local experts” and how could he have benefited from them)?
3. When you consider the employees of Bedford Mower as they were before Michael arrived, how would you characterize them in terms of what was personally meaningful to them?
4. When creating his vision for the company, in what specific ways did Michael fail and/or succeed in ‘determining what was meaningful’ to his employees, and what was the impact?
5. What specific mechanisms, or opportunities did Michael have available to him for enlisting others?
6. To what extent did Michael take advantage of these? To what extent were they effective in terms of getting everyone on board with the new vision?
7. In thinking about his attempts to enlist others, in what ways did or didn’t Michael incorporate common ideals into his communication with his employees as it related to the new vision?
8. How successful was Michael in “animating the vision”? How would you characterize him in terms of his use of symbolic language, providing imagery of the future, practicing positive communication, expressing emotion, and speaking from the heart, in his communications to his employees?
9. What would you have done differently with this group of employees in terms of inspiring a shared vision?
Team Leadership Case
From Snowboards to Lawnmowers
Michael Francis, a man in his late 30s, born and raised in Oregon, was an avid snowboarder. He was known among his many friends and associates as a risk-taker, highly intelligent, innovative, a bit of a rebel, but an extremely smart businessman. When he was in his early 20s, he started his own snowboarding company designing and manufacturing what became known as some of the most cutting edge boards available. Having recently married a woman who was raised on the East coast, he decided to sell his company and move to Vermont where h ...
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This Book is all about Interfacing Embedded System with Matlab. This book guides the beginners for creating GUI , Modeling with SimuLink & Interfacing Arduino , Raspberry Pi , BeagleBone with Embedded System. This Book is NOT FOR SALE , Only knowledge base for Open Source Community
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KEVIN MERCHANT DOCUMENT USEFUL FOR VIEWERS
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KEVIN MERCHANT DOCUMENT USEFUL FOR VIEWERS
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MATLAB retains your previous keystrokes.
• Use the up-arrow key to scroll back back through the commands.
• Press the key once to see the previous entry, and so on.
• Use the down-arrow key to scroll forward. Edit a line using the left- and right-arrow keys the Backspace key, and the Delete key.
• Press the Enter key to execute the command.
MGMT 511Location ProblemGeorge Heller was so successful in.docxandreecapon
MGMT 511
Location Problem
George Heller was so successful in his previous assignment that he was promoted to the coveted position of Infrastructure Manager on the Mergers and Acquisitions Team.
Again Agame has recently acquired a competitive company with a plant and a warehouse in a nearby city. Management has decided to keep the additional warehouse. However, they are unsure if they need to keep the additional manufacturing plant. All products can be manufactured in either plant and shipped from either warehouse. Each plant and each warehouse has sufficient capacity to meet the total forecasted demand individually.
Prepare a report for management with your recommendation. Three possible choices exist. 1) Close the Competitor plant and satisfy all demand from the Again Agame plant; 2) Close the Again Agame plant and satisfy all demand from the Competitor plant; 3)Keep both plants open.
Your recommendation should include a solution for each of the five years in question. Include your calculations and spreadsheets in support of your recommendations.
Sales Forecast (cases)
2011
2012
2013
2014
2015
Competitor Warehouse (WH1)
15,000,000
20,000,000
26,000,000
34,000,000
44,000,000
Again Agame Warehouse (WH2)
6,000,000
7,000,000
10,000,000
15,000,000
21,000,000
Fixed Costs
2011
2012
2013
2014
2015
Competitor Plant (P1)
900,000
900,000
900,000
900,000
900,000
Again Agame Plant (P2)
800,000
800,000
800,000
800,000
800,000
Transportation Costs
$1.00 / 1,000 cases / mile
4
Costs -- Both Plant Scenario
20112012201320142015
Transport P1 - WH1
Transport P2 - WH2
Fixed Cost - P1
Fixed Cost - P2
Total
General Info.Infrastructure ExerciseDate: 28/10/97Situation:a) Package -RGBb) Nr. Plants -2c) Nr. WH -2d) Period -5 yearse) Sales Frcst. -DecreasingCapacity MM U/C per Year:Plant 1 -5avg. HK 70 (KS)Plant 2 -3avg. HK 42 (KS)Distance Matrix: (Km)WH1WH2P150600P2600100Diagram:
&A
Page &P
WH2
Franchise 2
Franchise 1
P2
P1
WH1
Sales Frcst.Infrastructure ExerciseDate: 28/10/97Sales Forecast (M U.C)RGB'98'99'00'01'02WH15000.04000.03400.02800.02400.0WH23000.02400.02000.01600.01400.0Obs. Volume is Decreasing 15% per year.
&A
Page &P
CostsInfrastructure ExerciseDate: 28/10/97Transport Costs:0.51,000 cases per KmFixed Costs:900,000P1 = $600,000/year800,000P2 = $500,000/year
&A
Page &P
AnalysisInfrastructure ExerciseDate: 28/10/97Fixed Costs'98'99'00'01'02P1800,000800,000800,000800,000800,000P2700,000700,000700,000700,000700,000Total1,500,0001,500,0001,500,0001,500,0001,500,000Transportation Costs'98'99'00'01'02P1 - WH1125,000100,00085,00070,00060,000P2 - WH2150,000120,000100,00080,00070,000P1 - WH2900,000720,000600,000480,000420,000P2 - WH11,500,0001,200,0001,020,000840,000720,000Total 1275,000220,000185,000150,000130,000(both plants)Total 21,025,000820,000685 ...
MGMT 464From Snowboarders to Lawnmowers Case Study Case An.docxandreecapon
MGMT 464
From Snowboarders to Lawnmowers Case Study
Case Analysis Worksheet #1
Case Analysis Session 1 : Focus on Inspiring a Shared Vision (Principle #2)
Inspiring a shared vision has two main components [1] creating a vision through common purpose, and [2] enlisting or getting people ‘on board’ with the vision.
In your small groups, discuss and document your group’s response to the following questions. Upload your typed document into one of your group member’s D2L dropbox by the assigned due date on your course schedule. Be sure to include on your worksheet all group member names. If present in class, all group members will receive the same grade for this case analysis assignment (maximum 30 pts). Group peer evaluations will be used to determine overall individual group member participation points for both of these case study discussions (maximum 15 pts).
1. In what specific ways did Michael fail and/or succeed in ‘listening deeply’ to his employees?
2. In what specific ways did Michael show that he was not “open to influence?” How would Michael being open to influence have made him more effective, ( i.e., who were the “local experts” and how could he have benefited from them)?
3. When you consider the employees of Bedford Mower as they were before Michael arrived, how would you characterize them in terms of what was personally meaningful to them?
4. When creating his vision for the company, in what specific ways did Michael fail and/or succeed in ‘determining what was meaningful’ to his employees, and what was the impact?
5. What specific mechanisms, or opportunities did Michael have available to him for enlisting others?
6. To what extent did Michael take advantage of these? To what extent were they effective in terms of getting everyone on board with the new vision?
7. In thinking about his attempts to enlist others, in what ways did or didn’t Michael incorporate common ideals into his communication with his employees as it related to the new vision?
8. How successful was Michael in “animating the vision”? How would you characterize him in terms of his use of symbolic language, providing imagery of the future, practicing positive communication, expressing emotion, and speaking from the heart, in his communications to his employees?
9. What would you have done differently with this group of employees in terms of inspiring a shared vision?
Team Leadership Case
From Snowboards to Lawnmowers
Michael Francis, a man in his late 30s, born and raised in Oregon, was an avid snowboarder. He was known among his many friends and associates as a risk-taker, highly intelligent, innovative, a bit of a rebel, but an extremely smart businessman. When he was in his early 20s, he started his own snowboarding company designing and manufacturing what became known as some of the most cutting edge boards available. Having recently married a woman who was raised on the East coast, he decided to sell his company and move to Vermont where h ...
MG345_Lead from Middle.pptLeading from the Middle Exe.docxandreecapon
MG345_Lead from Middle.ppt
Leading from the Middle: Exerting Influence Sideways & Upward
MG345 Organizations & Environment
Tony Buono
Fall 2104
Unfreezing
Changing
Refreezing
Planned
Change
Guided
Changing
Freezing
Rebalancing/
Translating
Unfreezing/
Improvising
Directed
Change
Present
State
Desired
State
Conceptualizing Change Processes
Low
Low
High
High
Business Complexity
Socio-Technical
Uncertainty
Authority
Acceptance
Persuasive Communication
A Question of Rhythm?
Leadership Styles
TASK FOCUS
PEOPLE FOCUS
LEARNING FOCUS
ORGANIZATIONAL EMPHASIS
INDIVIDUAL EMPHASIS
Commanding (Coercive)
Pacesetter
Visionary
(Authoritative)
Affiliative
Democratic
Coaching
EQ Adaptive Ability
Across Styles
Managers as Linking Pins
Middle Management …
“… story of gradual disempowerment in which reasonably healthy, confident and competent people become transformed into anxious, tense, ineffective and self-doubting wrecks.”
Barry Oshry, “Converting Middle Powerlessness to Middle Power,” National Productivity Review
Intervening in the MiddleConceptualizing and Understanding One’s Sphere of InfluenceControllables v. UncontrollablesControlled (Contained) EmpowermentLooking for Opportunities in AmbiguityPursuing “Small Wins”
Source: A.F. Buono & A.J. Nurick, “Intervening in the Middle: Coping Strategies in Mergers and
Acquisitions,” Human Resource Planning, 1992, vol. 15, no. 2.
Lewin’s Force-Field Analysis
Status Quo
Change Drivers
Change Resisters
2-
C
H
A
N
G
I
N
G
1-UNFREEZING
3-REFREEZING
KEY:
Own versus
Induced Forces
Dealing with ResistanceApproachUseAdvantagesDisadvantagesEducation +
CommunicationLack of or inaccurate infoHelps to inform and persuadeTime consuming, especially if many people are involvedParticipation + InvolvementInitiators do not have all info; others have considerable power to resistParticipation leads to commitment; recipient info integrated into change planTime consuming; participators can design inappropriate changeFacilitation + SupportResistance due to adjustment problemsBest way to cope with adjustment issuesCan be time consuming; can still failNegotiationSomeone/group loses out and has power to resistRelatively easy was to avoid problemsCan be expensiveManipulationOther tactics don’t’ workQuick, inexpensiveShort-term utility, can lead to future problemsExplicit + Implicit CoercionSpeed; you have powerSimple, straightforwardShort-term benefits, can be risky; retribution
“Managing” Your Boss
Understand your boss
Goals & Needs Working Style
Strengths & Weaknesses
Understand yourself
Goals & Needs Working Style
Strengths & Weaknesses How you react to your boss?
What do you do to help/hurt your relat ...
MGMT 345
Phase 2 IPBusiness MemoTo:
Warehouse ManagerFrom:[Your Name]Date:February 25, 2015Re:
Effective Supply Chain Design
Enhancing Profitability and Stakeholder Value with Effective Supply Chain Design
Supply Chain Networks
Supply Chain Drivers
Supply Chains and Distribution of Assets and Resources
Supply Chain Visual
Figure 1: The Food Production Chain.(n.d.). Retrieved from http://www.cdc.gov/foodsafety/images/food_production_chain_400px.jpg
References
Do not forget to put your references in alphabetical order (vertically, NOT horizontally) by author’s last name, and use only first initials, not first name. If one of your references begins with the word "The," put the rest of the name first and insert a comma, followed by the word The (example – Associated Press, The.).
Author's Last Name, First Initial. (year). Title of article/Internet page. Retrieved from http://complete URL here Do Not end with a period (EXAMPLE OF AN INTERNET SOURCE – IF NO DATE IS GIVEN ON THE INTERNET PAGE USE: (n.d.). IN PLACE OF THE YEAR.)
Author's Last Name, First Initial. (year). Title of book. City, ST: Publisher. (EXAMPLE OF A BOOK)
Author's Last Name, First Initial. (year, Season). Title of article. Magazine Name, 12(8), 27. (EXAMPLE OF A MAGAZINE ARTICLE - Note – only capitalize the proper nouns in the title of the article; capitalize all the words in the magazine name; the 12 is where the volume number goes, the 8 is where the issue number goes, the 27 is where the page number goes.)
Berube, M. S., ed. (1989). The American heritage dictionary. New York: Dell. (EXAMPLE OF A DICTIONARY)
Bird, I. (1973). A lady's life in the Rocky Mountains (Reprint ed.). New York: Ballantine Books. (EXAMPLE OF A BOOK)
Food Production Chain, The. (n.d.). Retrieved from http://www.cdc.gov/foodsafety/images/food_production_chain_400px.jpg
Grant, A. M. & Berry, J. W. (2011). The necessity of others is the mother of invention: Intrinsic and prosocial motivations, perspective taking, and creativity. Academy of Management Journal.54 (1), 73-96. DOI: 10.5465/AMJ.2011.59215085 (EXAMPLE FROM OUR BONUS LIVE CHAT, PLEASE VIEW THE BONUS LIVE CHAT TO SEE HOW TO FORMAT A REFERENCE WHEN RESEARCHING FROM THE CTU LIBRARY, WHICH IS REQUIRED FOR THIS TASK)
Leonard, S. J., & Noel, T. J. (1990). Denver: Mining camp to metropolis. Niwot, CO: University Press of Colorado. (EXAMPLE OF A BOOK)
Morson, B., & Frazier, D. (2000, December 7). For years, brown cloud fouls Denver image [Electronic version]. Denver (Colorado) Rocky Mountain News. Retrieved October 3, 2002, from http://insidedenver.com/millennium/1207stone.shtml (EXAMPLE OF A NEWSPAPER ARTICLE FROM AN ONLINE VERSION OF THE NEWSPAPER)
National Jewish Medical & Research Center. (2001a, January 5). The 'Brown Cloud,' cold-induced asthma, winter allergies and seasonal affective disorder around the corner as winter approaches. Retrieved October 4, 2002, from http://www.njc.org/news/ winter1.html (EXAMPLE OF AN ORGANIZATION ...
MGMT 3720 – Organizational Behavior EXAM 3
(CH. 9, 10, 11, & 12)
Question 1
1.
While discussing their marketing campaign for a new product, the members of the cross-functional team responsible for Carver Inc. realized that a couple of changes relating to their prior plan would be beneficial. The offer of a franchising that had earlier been brushed off by the company head was discussed thoroughly and it was decided that it would be implemented on a trial basis initially, and on full scale if found to work well. From the information provided, it can be concluded that this cross-functional team has a high degree of ________.
Answer
reflexivity
uncertainty
diversity
conformity
demography
Question 2
1.
Max Hiller was recently hired by Sync, a consumer goods company. During his first meeting with the sales team, Max impressed upon his team that work performance is the only criterion he would use to evaluate them. To help them perform well and meet their targets, he pushed his team to work extra hours. He also gave very clear instructions to each member regarding their job responsibilities and continually verified if they were meeting their targets. Which of the following, if true, would weaken Max's approach?
Answer
Sales figures for the region that Max's team is responsible for have improved in the last quarter.
Max is leading many new employees who have joined his team directly after training.
Max's sales team is comprised of independent and experienced employees who are committed to their jobs.
Max's team functions in a sluggish manner and picks up pace only a week or so before the monthly operations cycle meetings.
Max's team does not display high levels of cohesiveness and members fail to coordinate with each other.
Question 3
1.
Which of the following statements is true regarding the effect of group cohesiveness and performance norms on group productivity?
Answer
When both cohesiveness and performance norms are high, productivity will be high.
The productivity of the group is affected by the performance norms but not by the cohesiveness of the group.
If cohesiveness is high and performance norms are low, productivity will be high.
When cohesiveness is low and performance norms are also low, productivity will be high.
If cohesiveness is low and performance norms are high, productivity will be low.
Question 4
1.
Neutralizers make it impossible for leader behavior to make any difference to follower outcomes.
Answer
True
False
Question 5
1.
Communication includes both the transfer and the understanding of meaning.
Answer
True
False
Question 6
1.
According to the path-goal theory, directive leadership is likely to be welcomed and accepted by employees with high ability or considerable experience.
Answer
True
False
Question 7
1.
Before buying her new phone, Gina listed the various requirements her new phone must meet. As a wedding planner, much of her work revolved around usin ...
Mexico, Page 1 Running Head MEXICO’S CULTURAL, ECONOMI.docxandreecapon
Mexico, Page 1
Running Head: MEXICO’S CULTURAL, ECONOMICAL, AND POLITICAL STATE
Mexico’s Cultural, Economical, and Political State
For
Firms Pursuing Business In or With Mexico
By
Kashmala Khan
For
Athena Miklos, Professor
ECN 2025-102947
Tuesdays and Thursdays, 10:00-11:20 AM
College of Southern Maryland
La Plata, Maryland
November 15, 2012
Mexico, Page 2
Summary
Before a firm does business in Mexico it is imperative to understand the achievements
and pitfalls of its cultural, economic, and political forces. Although Mexico has improved
substantially with its technological development, investment policies, foreign exchange policies,
and tariffs, it still has significant pitfalls when it comes to honoring contracts, legal framework,
and enforcing laws.
The cultural forces of Mexico are largely dependent on social structure. Mexicans respect
authority and look to those above them for guidance and decision-making. This makes it
important to know which person is in charge, and leads to an authoritarian approach to decision-
making and problem solving. Since 92.7% of the total population in Mexico speaks Spanish
only, it will be beneficial to learn Spanish or have a translator at hand at all times. Shared culture
makes it easier to market and sell goods and services.
The economic forces in Mexico offer both favorable and unfavorable qualities. Mexico is
currently the second largest export market for U.S. goods. Some of the greatest achievements of
economic forces include physical infrastructures, telecommunication systems, production
capabilities, and technology. The unfavorable qualities of the economic forces include high
employment rate and unskilled labor.
The political forces in Mexico also play a great role in opportunities and pitfalls. The
opportunities include efficient settlements to disputes and reasonable trade regulations and
standards. The pitfalls include wars and terrorism caused by the drug wars and cartels.
There are numerous opportunities for firms in the Textiles and Clothing industry of
Mexico. A firm should be knowledgeable about the cultural differences in Mexican people in
Mexico, Page 3
order to undergo business successfully. A firm should also be aware of the potential profit
Mexico has to offer, as well as the potential problems. To conclude from this research, U.S.
firms should enter the Textiles and Clothing industry in Mexico because there are a lot of
opportunities and the Mexican economy will further expand in the near future.
Mexico, Page 4
Introduction
This paper will review and relay the most recent information regarding Mexico’s cultural,
economic, and political forces. The objective of this paper is to assist firms who are interested in
entering the Textiles and Clothing industry in Mexico by portraying the opportunities, issues,
and pros and cons of doing business in Mexico. Th ...
MGM316-1401B-01Quesadra D. GoodrumClass Discussion Phase2.docxandreecapon
MGM316-1401B-01
Quesadra D. Goodrum
Class Discussion Phase2
Colorado Technical University
Professor: Edmund Winters
4/07/2014
In an ever-changing world, intercultural business communication is one of the most vital aspects of carrying out business in foreign countries. We are set up to fail if we enter into foreign business agreements blindly. In the absence of proper communication skills, cultural awareness comes into play knowing the culture in which we are dealing. All of your concepts you may have grown up with and ideas that you have formed beforehand need to be thrown away and cast to the side. Your concepts and ideas in these business meetings will only be as effective as your communication skills. If your communications skills are weak so will be your presentation of your projected business plan. If I was going to develop a training program on the same, my lesson plan would look as illustrated below:
I. Class Objectives: The goals or objectives for class include understanding how language affects intercultural business communications and learning about different cultures and how they communicate when conducting business activities.
II. Connection to Course Goals: The class’s daily objectives will connect to the overall course goals by dealing with one topic at a time.
III. Anticipatory Set: What is usually involved in intercultural business communication and how should one behave if relocated to foreign countries such as United Arab Emirates, Mexico, China and Israel?
IV. Cultural Awareness
V. High vs. Low Context Cultures
VI. Language: Verbal vs. Non-Verbal
VII. Conversational Taboos
VIII. Interaction: Ethical/Unethical awareness
IX. Conclusion: connecting the objectives
My developed training program will help my students target and grasp the importance of the concepts listed and how they connect to one another. You will need to know a number of things regarding Cultural Awareness, High vs. Low Context Cultures, and Verbal vs. Non-Verbal, Conversational Taboos, and Interaction Ethical/Unethical awareness, and connecting the objectives. “Low context language is where things are fully spelled out or made explicit where there is also considerable dependence on what is actually being said or written (Gibson, 2002).” Western cultures tend to be inclined more toward low context language while Eastern and
Southern cultures are more inclined to use high context language (LeBaron, 2003).“High context language is whereby communicators assume a great deal of commonality of opinions and knowledge so that not much is made explicit (Novinger, 2001).” In other words, communication is in indirect ways. It is of crucial importance for business individuals venturing overseas to learn more about the business culture and etiquette present in countries such as Mexico, China, United Arab Emirates and Israel as they are not the same as the American business culture.
International Business Communication
Understanding other cultures tend to greatly enh ...
METROPOLITAN PLANNING ANDENVIRONMENTAL ISSUESn May 2008, the N.docxandreecapon
METROPOLITAN PLANNING AND
ENVIRONMENTAL ISSUES
n May 2008, the Nobel Prize–winning economist Paul Krugman was in Berlin, and
he wrote an Op-Ed piece for the New York Times that began, “I have seen the future,
and it works.” He went on to extol “this marvelous urban environment” with its pitchperfect
public transportation servicing medium height high-rise buildings embedded
in a larger urban-scape of commercial service establishments and green areas. He then
commented: “It’s the kind of neighborhood in which people don’t have to drive a lot,
but it’s also a kind of neighborhood that barely exists in America, even in big metropolitan
areas. Greater Atlanta has roughly the same population as greater Berlin—but
Berlin is a city of trains, buses and bikes, while Atlanta is a city of cars, cars and cars.”
The Nobel Prize winner is speaking here not as an objective scientist, but as another
tourist from America, and one who subscribes to the subjective bias against suburban
sprawl. As any other observant visitor to Berlin can attest, he leaves out other aspects of
the experience: the mixed groups of drug addicts loitering around select public places
including open-air heroin users and speed freaks; Nazi skinheads roaming the very
community transportation corridors Krugman lauds; sectors of the city that could be
called slums in the American style, except that the housing is better maintained and
the streets are cleaner; and, despite the popularity of Berlin, an increasing and denser
development of the region outside the city for the kind of single-family homes that are
most characteristic of the United States and that he seems to dislike despite the fact
that he probably lives in one back in Princeton, N.J., where he is a professor.
To be sure, Krugman has an excellent point and his comparison between Berlin
and Atlanta is well taken. However, any tourist comparing American and European
urban development patterns for public consumption, such as this Op-Ed columnist,
must be held responsible for pointing out the single most important reason for the
contrast. Simply put, European cities have fought sprawl and have a more “rational”
public mode of living that includes clustered high-rises and efficient public transportation
precisely because in Europe planners have political power and leverage over
land use built by profit seekers. America has nothing comparable because Americans
321
I
dislike public housing and government planning and are generally opposed to government
regulation and intervention. The fundamental ideological divide between these
societies could not be more different. Witness the frustrating and irrational response
average U.S. citizens have made in opposition to government-sponsored health insurance
during the summer of 2009. European countries adopted universal health care,
in contrast, scores of years ago. At about the same time, in the post–World War II era,
they also sanctioned local and national planning schemes for housing and ...
Methods of Moral Decision Making REL 330 Christian Moralit.docxandreecapon
Methods of Moral Decision Making
REL 330 Christian Morality
Acquisition of Christian Based Ethical Truth comes from:
1. Written Revelation – the Bible
2. Natural Law
· Human reason is capable of divine ethical truth.
· Human kind made in the image of God is therefore capable of understanding ethical standards revealed in nature.
· Natural tendency for self-preservation, avoidance of pain, defense of children.
3. The Church - A. Narrative component : Stories and images,
B. Normative component: Rules/guidelines
C. Church functions to assist with character development by teaching,
through community, and imagination (raises to new acute awareness &
understanding)
How we decide is a matter of style:
Rule-Based or Deontological Theories of Ethics (Rule or duty based)
A. Divine Command/Absolutism –
Our behavior, actions and moral decisions are based on God’s will.
How do we determine the will of God?
Based on our experience of God and our understanding of the nature of
God.
God is good. We need an understanding of what the Good is.
Do we follow God’s command out of fear or out of love?
Which is more important the rule or the intention?
The problem with moral decision making arises when in a particular situation one needs to choose between protecting one’s own life and the life of another. Complex situations in our nuclear age make it difficult to determine the greater good or the lesser of two evils in many cases.
B. Immanuel Kant’s “Categorical Imperative” - another of the deontological or rule based theories of ethics that may help in ethical reasoning-
His theory states “Act only according to that maxim by which you can at the same time will that it should become a universal law.” Also persons are not to be a means to an end. (Immanuel Kant, Groundwork of the Metaphysics of Morals, 1785; cited in Rachels, 115)
C. Social Contract Theories- a belief that moral judgments are simply conventions determined by a particular society. How this works is evident in the “Peace Child.”
D. Critical Realism- is a method thatasserts that our knowledge of the world refers to the-way-things-really-are, but in a partial fashion which will necessarily be revised as that knowledge develops. Critical Realism attempts to find the real good through dialogue and reason between the ideal rule or norm and the reality of the present world.
Teleological or goal-based theories of Ethical Reasoning- (Also known as consequentialism)
A. Ethical Egoism- a moral act is what benefits me.
B. Utilitarianism- a moral act is what causes the greatest amount of happiness for the most people concerned, i.e.,
· Right actions are those with best consequences.
· In assessing “best consequences” the amount of happiness or unhappiness caused is the only relevant consideration.
· Each person’s welfare is equally important
C. Emotivism- moral judgments ar ...
METHODS TO STOP DIFFERENT CYBER CRIMES .docxandreecapon
METHODS TO STOP DIFFERENT CYBER CRIMES 1
Methods to Stop Different Cyber Crimes
People must be well-informed regarding internet scams and certain vulnerabilities, which permit them to occur sooner or later. With education, they will be in a situation to help in prevention of such scams successfully (Hynson, 2012). It is imperative for people to be familiar with attempts of cybercrimes and to comprehend correct solutions in internet practices and solutions. People will learn with education how to put into practice proper security protocols. When they develop into social media savvy people and when they learn how to safe guard their computer devices, cybercriminals will encounter multiple layers of security, which will limit their illegal activities substantially.
Firewalls have the capability to protect users and their network devices against cyber criminals in the first instance of a attempted breach (Lehto,2013). A firewall monitors the interchange between a local network or the internet and a user’s computer. The firewall should be enabled through the security software or a router. Cybercriminals will be unable to use the interchange traffic to install malware, which is intended to compromise the user’s network and computer. If more people would use firewalls, hackers would be at a chief disadvantage due to being unable to navigate deeper into a system to obtain sensitive information and eventually, cybercrime would be lessened for a time.
Users need to analyze their operating and online systems continually so they can resolve vulnerabilities (Hynson, 2012). Internal accounting information or protocols, which lead to financial information or bank statements, should be checked on a regular basis in order to recognize the risks and mitigate them accordingly. It is very difficult for people to curb the flow of cybercrimes if they are ignorant of the risks in which they face or the weaknesses, which exist within their systems.
One successful way of slowing the actions of cyber criminals is by acting like them. This requires law enforcement agencies such as the Federal Bureau of Investigation (FBI) to assign special undercover agents to gain access to clubs or groups of cyber criminals so they can investigate their steps (Hynson, 2012). The investigation method will become more effective by identifying the source of the problem and in developing a stronger strategy to cripple the efforts of the criminals.
Cyber criminals can hack into systems without difficulty when they encounter uncomplicated passwords. Users should use passwords with at least 10 or more characters so they can amplify the complexity of logging into the computer system (Lehto, 2013). It also helps top add in capital letters and special characters to increase the complexity of a password. In addition, different accounts should have dissimilar ID’s or password combinations to avoid giving hackers ac ...
Mexico The Third War Security Weekly Wednesday, February 18.docxandreecapon
Mexico: The Third War
Security Weekly Wednesday, February 18, 2009 - 13:23 Print Text Size
By Fred Burton and Scott Stewart
Mexico has pretty much always been a rough-and
-tumble place. In recent years, however, the
security environment has deteriorated rapidly, and
parts of the country have become incredibly
violent. It is now common to see military
weaponry such as fragmentation grenades and
assault rifles used almost daily in attacks.
In fact, just last week we noted two separate
strings of grenade attacks directed against police
in Durango and Michoacan states. In the
Michoacan incident, police in Uruapan and Lazaro Cardenas were targeted by three grenade attacks during a 12-hour period.
Then on Feb. 17, a major firefight occurred just across the border from the United States in Reynosa, when Mexican
authorities attempted to apprehend several armed men seen riding in a vehicle. The men fled to a nearby residence and
engaged the pursuing police with gunfire, hand grenades and rocket-propelled grenades (RPGs). After the incident, in which
five cartel gunmen were killed and several gunmen, cops, soldiers and civilians were wounded, authorities recovered a 60 mm
mortar, five RPG rounds and two fragmentation grenades.
Make no mistake, considering the military weapons now being used in Mexico and the number of deaths involved, the country
is in the middle of a war. In fact, there are actually three concurrent wars being waged in Mexico involving the Mexican drug
cartels. The first is the battle being waged among the various Mexican drug cartels seeking control over lucrative smuggling
corridors, called plazas. One such battleground is Ciudad Juarez, which provides access to the Interstate 10, Interstate 20 and
Interstate 25 corridors inside the United States. The second battle is being fought between the various cartels and the Mexican
government forces who are seeking to interrupt smuggling operations, curb violence and bring the cartel members to justice.
Then there is a third war being waged in Mexico, though because of its nature it is a bit more subdued. It does not get the
same degree of international media attention generated by the running gun battles and grenade and RPG attacks. However, it
is no less real, and in many ways it is more dangerous to innocent civilians (as well as foreign tourists and business travelers)
than the pitched battles between the cartels and the Mexican government. This third war is the war being waged on the
Mexican population by criminals who may or may not be involved with the cartels. Unlike the other battles, where cartel
members or government forces are the primary targets and civilians are only killed as collateral damage, on this battlefront,
civilians are squarely in the crosshairs.
The Criminal Front
There are many different shapes and sizes of criminal gangs in Mexico. While many of them are in some way related to the
drug cartels, others have various types of c ...
Mercy College Principles of Management
Professor Tormey
Shadow-A-Company Term Project
The EXACT POWERPOINT sequence or order for your report should be as follows:
1. The Company’s Name
2. The Company’s Logo
3. The Company’s Mission Statement
4. Is the company living up to its stated objectives
5. What additional businesses should this company possibly explore entering?
6. The Company’s three (3) main competitors
7. A picture of, and the name of, the following: the Chairman, the President, the CEO and the CFO
8. The Stock Symbol and Exchange that it is traded on
9. The company’s recent stock price
10. The number of company employees worldwide
11. The location of the company’s corporate headquarters (city/state only)
12. The company’s yearly sales for 2012 in billions of dollars
13. The company’s yearly profit for 2012 in millions/billions of dollars
14. The company’s…STRENGTHS
15. The company’s…WEAKNESSES
16. The company’s…OPPORTUNITIES
17. The company’s…THREATS
18. Several of the company’s STAR product’s and or division’s
19. Several of the company’s CASH COW product’s and or division’s
20. The company’s QUESTION MARK’S product’s and or division’s
21. The company’s DOG product’s and or division’s
22. IMPORTANTLY… a statement from EACH student of exactly what each of you have learned while completing this research project
Shadow-A-Company Analysis
A process by which a student evaluates the products and businesses making up their assigned company.
Portfolio AnalysisPurpose of portfolio analysis:
Resources are directed toward more profitable businesses while weaker ones are phased out or dropped.Standard portfolio analysis evaluates SBUs on two important dimensions:
Attractiveness of SBU’s market or industry.
Strength of SBU’s position within that market or industry.
Figure 2.2:
The BCG Growth-Share Matrix
BCG Growth-Share MatrixStars: High-share of high-growth market.
Strategy: Build into cash cow via investment.Cash cows: High-share of low-growth market.
Strategies: Maintain or harvest for cash to build STARS.Question marks: Low-share of high-growth market.
Strategies: Build into STAR via investment OR reallocate funding and let slip into DOG status.Dogs: Low-share of low-growth market.
Strategies: Maintain or divest.
Figure 2.7:
SWOT Analysis
Mercy College Principles of Management
Professor Tormey
Shadow-A-Company Term Project
Each student will be assigned a specific company to closely monitor and study throughout the duration of the semester.
On our final class meeting date, you will be required to s ...
MGMT 301 EOY Group” Case Study and Power Point Presentation G.docxandreecapon
MGMT 301 EOY “Group” Case Study and Power Point Presentation Grade Sheet-
Group Name: _____________________________ Time of class__________________
Total Paper should be 8-10 pages in length- this includes preliminary or prefatory section
No indentations for paragraphs- single spacing with double spacing in-between paragraphs
APA citations need to be used as your guide for citing reference material!
Preliminary or prefatory section- (this section has different page numbering, ii,iii,etc)
Title Page
Page ii-Table of Contents/ and List of Illustrations/Figures/Tables (10 points) ________
Page iii- Executive Summary- use bullets/ and bold headings (10 points) ________
Body of Paper and Analysis of Case Study and Questions and Answers – (starts w/page 1)
Page 1- Introduction- Starts on Page 1 and is at least ¼ to ½ page (5 points) ________
Page Numbering- After Introduction start your research paper…
Body of paper should be 5-8 pages in length
Research used in your paper
You will need to use at least “Five” different research cites! (50 points)________
You need to include “Five” different areas of analysis
Example: Motivation, Communication, Leadership, etc. (Chapters from your book)
Two Charts or Graphs in body of paper (5 points each) (10 points)________
They both need to be properly cited! (Heading)( Figure 1 or 2)(Source: citation)
Recommendation/Conclusion – (10 points)________
Reference Page- cite all you references on a separate sheet (5 points)________
100 POINTS TOTAL_________________
Points to be deducted in each category:
Poor: Headings, Sub-Heading or lack of Bold Headings (5 points)_________
Poor: Grammar- Sentence Structure - Formatting of Paragraphs (5 points)_________
Poor: Citation of your research material (10 points)_________
WRITTEN PAPERWORTH 100 POINTS TOTAL _______________
Power point Presentation - NOT MORE THAN 10 MINUTES!- Please do voice-over or camera
(Call eCampus or Tech-help or blackboard for assistance with your power point presentation)
Appropriate Business Attire for Presentation--points will be taken off for poor attire
Was there an opening statement? (10 points) ________
Clear - Easy to read - Eye appealing (10 points) ________
Not more than 7 lines per slide and 7 words in a line on a slide
Did you engage your audience?
Voice, clarity, clarity, volume, speed, poise and confidence (10 points) ________
Two graphs in your presentation- must be cited correctly (10 points)________
Was there a conclusion slide and statement? (10 points__________
Points will be taken off if:
Speed of presentation, (too fast or too slow) (up to 5 points) ________
“UHMS” and “H’S” – (1 point for every 10)________
POWER POINTWORTH 50 POINTS TOTAL________
ENTIRE PAPERWORTH 150 POINTS TOTAL__________
CASE
3 Building a Coali ...
MGMT 464New Manager’s Case Study Case Analysis Worksheet #.docxandreecapon
MGMT 464
New Manager’s Case Study
Case Analysis Worksheet #2
Team Case Analysis Session 2: Enable Others To Act (Principle # 4)
Enabling others to act has two main components [1] fostering collaboration, and [2] strengthening others.
In your small groups, discuss and document your group’s response to the following questions. Upload your typed document into one of your group member’s D2L dropbox by the assigned due date on your course schedule. Be sure to include on your worksheet all group member names. If present in class, all group members will receive the same grade for this case analysis assignment (maximum 30 pts). Group peer evaluations will be used to determine overall individual group member participation points for both these case discussions (maximum 15 pts).
1. In what specific ways did Mark create a climate of distrust?
2. In what ways did Mark fail to “set the example” in his work role? What was the impact of his failure to be a good role model for his employees?
3. What type of relevant information and resources did he not share with his employees? What was the impact?
4. In what ways had the former supervisor built his employees’ sense of competence? How did Mark later undermine the employees’ sense of competence?
5. In what ways did the employees demonstrate accountability before Mark took over?
6. What kind of expectations of his employees did Mark communicate, and how did this become a self-fulfilling prophecy (The Pygmalion Effect)?
7. What employee obstacles were apparent in the case that Mark ignored? What actions could he have taken to remove these obstacles?
8. In what sense did the employees have a sense of job meaning and impact before Mark arrived? How did Mark’s actions lead to a decreased sense of job meaning and impact for the employees?
9. What would you have done differently with this group of employees in terms of empowerment and fostering collaboration?
Problems: Answer each question
1. A quality control expert is called in to determine whether a newly installed machine is meeting quality standards in producing a particular cotton cloth according to the specifications set by the manufacturer. The mean warp-breaking strength of this particular cotton cloth has been established to be 66 pounds. A random sample of 36 pieces of cotton cloth is obtained from a production run on this machine. The results of the sample reveal a mean warp-breaking strength of 64.5 pounds and a standard deviation of 5 pounds. Can the quality control expert make the decision that the cotton produced on the new machine meets the warp-breaking specification of the manufacturer at the .05 level of significance?
2. The personnel director of a large insurance company is interested in reducing the turnover rate of data processing clerks in the first year of employment. Past records indicate that 25% of all new hires in this area are no longer employed at the end of one year. Extensive new training approaches are im ...
META-INF/MANIFEST.MF
Manifest-Version: 1.0
.classpath
PriorityQueue.classpublicsynchronizedclass PriorityQueue {
Heap q;
public void PriorityQueue(int, java.util.Comparator);
public Object peek();
public Object remove();
void add(Object);
boolean isEmpty();
public int size();
}
PriorityQueue.javaPriorityQueue.javaimport java.util.Comparator;
publicclassPriorityQueue<E>{
Heap q;
/**
*PriorityQueue initializes the queue.
*
* @param initialCapacity an int that is the heaps initial size.
* @param comparator the priority of various imputs.
*/
publicPriorityQueue(int initialCapacity,Comparator<?super E> comparator){
q=newHeap(initialCapacity,comparator);
}
/**
* Peek, returns the next item in the queue without removing it.
*
* If it is empty then null is returned.
* @return the next item in the queue.
*/
public E peek(){
if(q.size()==0){
returnnull;
}
return(E) q.findMax();
}
/**
* This removes the first item from the queue.
*
* It returns null if the queue is empty.
* @return the first item in the queue.
*/
public E remove(){
if(q.size()==0){
returnnull;
}
return(E) q.removeMax();
}
/**
* This adds item to the queue
* @param item that is added to the queue.
*/
void add(E item){
q.insert(item);
}
/**
* isEmpty returns if the queue is empty or not.
*
* @return boolean if the queue is empty or not.
*/
boolean isEmpty(){
if(q.size()!=0){
returnfalse;
}
returntrue;
}
/**
* size returns the size of the queue.
*
* @return int the size of the queue.
*/
publicint size(){
return q.size();
}
}
ArithmeticExpression.classpublicsynchronizedclass ArithmeticExpression {
BinaryTree t;
java.util.ArrayList list;
String equation;
void ArithmeticExpression(String) throws java.text.ParseException;
public String toString(BinaryTree);
public String toPostfixString(BinaryTree);
void setVariable(String, int) throws java.rmi.NotBoundException;
public int evaluate(BinaryTree);
}
ArithmeticExpression.javaArithmeticExpression.javaimport java.rmi.NotBoundException;
import java.text.ParseException;
import java.util.ArrayList;
import java.util.Stack;
/**
* ArithmeticExpression takes equations in the form of strings creates a binary
* tree, and can return either the regular or postfix equation. It also allows
* them to be calculated.
*
*
* Extra Credit:
* ** it can handle spaces or no spaces in the string inputted. ** it can return
* regular or postfix notation
*
* @author tai-lanhirabayashi
*
*/
publicclassArithmeticExpression{
BinaryTree t;
ArrayList list;
String equation;
/**
* ArithmeticExpression is the construction which takes in a space
* delimitated equation containing "*,/,+,-" symbols and converts it into a
* binary tree.
*
* If the expression is not valid it will throw a ParseException. This is ...
Menu Management Options· · APRN504 - 5886 - HEALTH POLICY .docxandreecapon
Menu Management Options
·
·
APRN504 - 5886 - HEALTH POLICY AND LEADERSHIP - Spring2016
· Home Page
· Announcements
· Syllabus
· Discussions
· Weekly news update
· Assignments
· Sign up Wiki
· Writing Information
· Groups
· Week One
· PowerPoint Week #1
· PowerPoints Week #1
· Week Two: Information
· Week Three
· PowerPoint:Week #3 Policy
· PowerPoint-Communication
· PowerPoint: SS
· Week Four
· PowerPoint: Finances
· PowerPoint-Ethics
· Week Five
· Week Six
· Week Seven
· Week Eight
· PowerPoint: Lobbying
· Week Nine
· PowerPoint:Workplace
· Week Ten
· Week Eleven
· PowerPoint:Centers
· PP: Putting it Together
· Week Twelve
· Week Thirteen
· Week Fourteen
· Week Fifteen
· APA Links
· Help
· Tools
PowerPoint Week #1
Top of Form
Bottom of Form
Content
·
Social Determinants of Health
·
One view of the ACA
·
Another view of ACA
Remember South Carolina did NOT take the Medicaid expansion.
·
South Carolina and Medicaid
·
The IOM and Nursing
· Nursing and Politics
·
Mentoring
·
The Difference in Political Philosophy
·
Policy Process
GRADING RUBRICS:
Journals: The Journals should be a synopsis of ALL your required readings and PowerPoints. These papers are three to six pages long and include a reference page. Tell me what you learned. Failure to cover any aspect of the information will result is loss of points. APA format is required so remember your title page. The required APA textbook has examples from pages 41-59. Spelling and grammar issues will result in loss of points. Late Submissions: Minus 10 points/day.
Forum: Discussion Board
Organize Forum Threads on this page and apply settings to several or all threads. Threads are listed in a tabular format. The Threads can be sorted by clicking the column title or the caret at the top of each column. More Help
Content
Top of Form
This is a 'post-first' discussion forum.
There are currently 18 threads in this forum. Join the conversation by creating a thread!
Create Thread
Forum Description
Introduce yourself. Tell us your background and what track you are currently in. Have you had any experience with politics, leadership or political events? What do you hope to gain from this course? What are your concerns about taking a hybid course? What do you wish other people knew about you? Where do you hope to be five years from now? What has been your experience in a Political Group (ANA, SCNA, ANCC, ACNP, SCMA, Republican Party, Democratic Party, etc) and the role they play in politics? Inform us of what district you live in, who is your current represenative and senator for your district. A meaningful response to two classmates and facilitation of a dialog is an expectation for the discussion board. You can not post "I agree" or "I disagree". A discussion is like a ball being tossed back and forth. If you ask questions of your classmates you facilitate dialog. The discussion Boards are open for two weeks and close on Sundays at 11:59 pm. Do not wait until the last minute to post becaus ...
MGMT 673 Problem Set 51. For each of the following economic cond.docxandreecapon
MGMT 673 Problem Set 5
1. For each of the following economic conditions, place an X in the table to indicate the appropriate range in the Aggregate Supply Curve
Condition
Keynesian
Intermediate
Classical
Unemployment is above the historical average
The nation’s factories are running at capacity
Any increase in GDP will be accompanied by high inflation
The nation is suffering through a severe recession
A mid-point in the business cycle expansion phase
GDP can increase without an increase in the Price Index
2. Many exogenous factors can cause a shift in the Aggregate Supply Curve. For each of the following factors, place an X in the table to indicate how the AS curve would shift.
Factor
AS shift right
(increase in AS)
AS shift left
(decrease in AS)
World oil prices increase substantially
Environmental Protection Agency enacts broad pollution restrictions
Business taxes are reduced
Internal combustion engine fuel efficiencies are greatly increased
Adverse winter weather persists for months more the normal
New restrictions slow immigration
Federal minimum wage is increased by 30%
3. Earlier we learned that Demand, which we now call Aggregate Demand, is comprised of 4 components: Consumption (C), Investment (I), Government spending (G), and Net Exports (NE). Any exogenous factor that increases any of the component(s) will also increase Aggregate Demand. For each of the following, place an X to indicate the component affected and an R (increase) or and L (decrease) to show whether the AD curve shifts Right or Left. Consider only the primary effect.
Factor
C
I
G
NE
R or L
Real interest rate decreases
Consumers and executives become more confident in the economic future
The stock market rises
China’s economic growth slows
Congress increases spending for in the current fiscal year
Tariffs are imposed by many countries to protect domestic employment
The US Import/Export bank eliminates guarantees for loans to foreign airlines to purchase Boeing aircraft
Congress enacts tax incentives for firms purchasing new equipment and facilities
4. For each of the following government economic actions, place an X in the table to indicate whether the action is fiscal or monetary policy.
Action
Monetary
Fiscal
Taxes are increased on the wealthiest 1% of households
The Fed purchases Mortgage-backed securities (MBS)
The US Treasury borrows money to finance increased government spending
The federal government provides a rebate to first time home buyers
The President signs and enacts the Affordable Care Act
The Fed promises to keep interest rates near zero for an extended time
5. For each of the following government actions, insert the original and shifted AD curve. Insert an arrow to show the shift in the AD curve. Here’s an example:
GDP
Price
Index
Real GDP
AS
a. While in a steep recession, the federal government enacts a stimulus program of increased spending and r ...
Mental Illness Stigma and the Fundamental Components ofSuppo.docxandreecapon
Mental Illness Stigma and the Fundamental Components of
Supported Employment
Patrick W. Corrigan, Jonathon E. Larson, and Sachiko A. Kuwabara
Illinois Institute of Psychology
Purpose/Objective: The success of supported employment programs will partly depend on the endorse-
ment of stigma in communities in which the programs operate. In this article, the authors examine 2
models of stigma—responsibility attribution and dangerousness—and their relationships to components
of supported employment—help getting a job and help keeping a job. Research Method/Design: A
stratified and randomly recruited sample (N � 815) completed responses to a vignette about “Chris,” a
person alternately described with mental illness, with drug addiction, or in a wheelchair. Research
participants completed items that represented responsibility and dangerousness models. They also
completed items representing 2 fundamental aspects of supported employment: help getting a job or help
keeping a job. Results: When participants viewed Chris as responsible for his condition (e.g., mental
illness), they reacted to him in an angry manner, which in turn led to lesser endorsement of the 2 aspects
of supported employment. In addition, people who viewed Chris as dangerous feared him and wanted to
stay away from him, even in settings where people with mental illness might work. Conclusions/
Implications: Implications for understanding supported employment are discussed.
Keywords: stigma, supported employment, discrimination
The disabilities of serious mental illness can block people from
obtaining important life goals, including a good job. Several kinds
of vocational rehabilitation programs have emerged to address
work-related disabilities. Some of these approaches are known as
train-place strategies (Corrigan & McCracken, 2005). Through an
education-based strategy, in train-place programs, participants
must learn prevocational and work readiness skills before they are
placed in work settings. These work settings are often sheltered;
that is, the job is “owned” by a rehabilitation agency, which can
protect participants from stressors (Corrigan, 2001). Alternatively,
supported employment is place-train in orientation. People are
placed in real-world work and subsequently provided training and
support to address problems as they emerge, thereby helping a
person to maintain a regular job. The latter group has dominated
recent supported employment models for people with psychiatric
disabilities (Bond et al., 2001; Bond, Becker, Drake, & Vogler, 1997).
Some forms of supported employment recommend rapid placement
of people in work settings of interest to them (Becker & Drake, 2003).
Unlike train-place programs, supported employment does not
try to protect people with disabilities from the work world (Cor-
rigan, 2001; Corrigan & McCracken, 2005). Instead, providers
offer direct support in vivo. This kind of approach is more suc-
cessful in communities where the intent of supported ...
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
1. MATLAB sessions: Laboratory 1
MAT 275 Laboratory 1
Introduction to MATLAB
MATLAB is a computer software commonly used in both
education and industry to solve a wide range
of problems.
This Laboratory provides a brief introduction to MATLAB, and
the tools and functions that help
you to work with MATLAB variables and files.
The MATLAB Environment
⋆ To start MATLAB double-click on the MATLAB shortcut
icon. The MATLAB desktop will open.
On the left side you will generally find the Current Folder
window and on the right the Workspace
and Command History windows. The Command Window is
where the MATLAB commands are entered
and executed. Note that windows within the MATLAB desktop
can be resized by dragging the separator
bar(s).
If you have never used MATLAB before, we suggest you type
demo at the MATLAB prompt. Click
on Getting Started with MATLAB and run the file.
Basics And Help
2. Commands are entered in the Command Window.
⋆ Basic operations are +, -, *, and /. The sequence
>> a=2; b=3; a+b, a*b
ans =
5
ans =
6
defines variables a and b and assigns values 2 and 3,
respectively, then computes the sum a+b and product
ab. Each command ends with , (output is visible) or ; (output is
suppressed). The last command on a
line does not require a ,.
⋆ Standard functions can be invoked using their usual
mathematical notations. For example
>> theta=pi/5;
>> cos(theta)^2+sin(theta)^2
ans =
1
verifies the trigonometric identity sin2 θ + cos2 θ = 1 for θ = π
5
. A list of elementary math functions can
be obtained by typing
>> help elfun
3. ⋆ To obtain a description of the use of a particular function
type help followed by the name of the
function. For example
>> help cosh
gives help on the hyperbolic cosine function.
⋆ To get a list of other groups of MATLAB programs already
available enter help:
>> help
c⃝2011 Stefania Tracogna, SoMSS, ASU
MATLAB sessions: Laboratory 1
⋆ Another way to obtain help is through the desktop Help
menu, Help > Product Help.
⋆ MATLAB is case-sensitive. For example
>> theta=1e-3, Theta=2e-5, ratio=theta/Theta
theta =
1.0000e-003
Theta =
2.0000e-005
ratio =
4. 50
⋆ The quantities Inf (∞) and NaN (Not a Number) also appear
frequently. Compare
>> c=1/0
c =
Inf
with
>> d=0/0
d =
NaN
Plotting with MATLAB
⋆ To plot a function you have to create two arrays (vectors):
one containing the abscissae, the other the
corresponding function values. Both arrays should have the
same length. For example, consider plotting
the function
y = f(x) =
x2 − sin(πx) + ex
x − 1
for 0 ≤ x ≤ 2. First choose a sample of x values in this interval:
>> x=[0,.1,.2,.3,.4,.5,.6,.7,.8,.9,1, ...
1.1,1.2,1.3,1.4,1.5,1.6,1.7,1.8,1.9,2]
5. x =
Columns 1 through 7
0 0.1000 0.2000 0.3000 0.4000 0.5000 0.6000
Columns 8 through 14
0.7000 0.8000 0.9000 1.0000 1.1000 1.2000 1.3000
Columns 15 through 21
1.4000 1.5000 1.6000 1.7000 1.8000 1.9000 2.0000
Note that an ellipsis ... was used to continue a command too
long to fit in a single line.
Rather than manually entering each entry of the vector x we can
simply use
>> x=0:.1:2
or
>> x=linspace(0,2,21)
Both commands above generate the same output vector x.
⋆ The output for x can be suppressed (by adding ; at the end of
the command) or condensed by entering
>> format compact
c⃝2011 Stefania Tracogna, SoMSS, ASU
6. MATLAB sessions: Laboratory 1
(This format was used for all previous outputs).
⋆ To evaluate the function f simultaneously at all the values
contained in x, type
>> y=(x.^2-sin(pi.*x)+exp(x))./(x-1)
y =
Columns 1 through 6
-1.0000 -0.8957 -0.8420 -0.9012 -1.1679 -1.7974
Columns 7 through 12
-3.0777 -5.6491 -11.3888 -29.6059 Inf 45.2318
Columns 13 through 18
26.7395 20.5610 17.4156 15.4634 14.1068 13.1042
Columns 19 through 21
12.3468 11.7832 11.3891
Note that the function becomes infinite at x = 1 (vertical
asymptote). The array y inherits the dimension
of x, namely 1 (row) by 21 (columns). Note also the use of
parentheses.
IMPORTANT REMARK
In the above example *, / and ^ are preceded by a dot . in order
for the expression to be evaluated for
7. each component (entry) of x. This is necessary to prevent
MATLAB from interpreting these symbols
as standard linear algebra symbols operating on arrays. Because
the standard + and - operations on
arrays already work componentwise, a dot is not necessary for +
and -.
The command
>> plot(x,y)
creates a Figure window and shows the function. The figure can
be edited and manipulated using the
Figure window menus and buttons. Alternately, properties of the
figure can also be defined directly at
the command line:
>> x=0:.01:2;
>> y=(x.^2-sin(pi.*x)+exp(x))./(x-1);
>> plot(x,y,’r-’,’LineWidth’,2);
>> axis([0,2,-10,20]); grid on;
>> title(’f(x)=(x^2-sin(pi x)+e^x)/(x-1)’);
>> xlabel(’x’); ylabel(’y’);
Remarks:
• The number of x-values has been increased for a smoother
curve (note that the stepsize is now .01
rather than .1).
• The option ’r-’ plots the curve in red.
8. • ’LineWidth’,2 sets the width of the line to 2 points (the
default is 0.5).
• The range of x and y values has been reset using axis([0,2,-
10,20]) (always a good idea in the
presence of vertical asymptotes).
• The command grid on adds a grid to the plot.
• A title and labels have been added.
The resulting new plot is shown in Fig. L1a. For more options
type help plot in the Command
Window.
c⃝2011 Stefania Tracogna, SoMSS, ASU
MATLAB sessions: Laboratory 1
Figure L1a: A Figure window
Scripts and Functions
⋆ Files containing MATLAB commands are called m-files and
have a .m extension. They are two types:
1. A script is simply a collection of MATLAB commands
gathered in a single file. The value of the
data created in a script is still available in the Command
Window after execution. To create a
new script select the MATLAB desktop File menu File > New >
Script. In the MATLAB text
editor window enter the commands as you would in the
9. Command window. To save the file use
the menu File > Save or File > Save As..., or the shortcut SAVE
button .
Variable defined in a script are accessible from the command
window.
2. A function is similar to a script, but can accept and return
arguments. Unless otherwise specified
any variable inside a function is local to the function and not
available in the command window.
To create a new function select the MATLAB desktop File menu
File > New > Function. A
MATLAB text editor window will open with the following
predefined commands
function [ output_args ] = Untitled3( input_args )
%UNTITLED3 Summary of this function goes here
% Detailed explanation goes here
end
The “output args” are the output arguments, while the “input
args” are the input arguments. The
lines beginning with % are to be replaced with comments
describing what the functions does. The
command(s) defining the function must be inserted after these
comments and before end.
To save the file proceed similarly to the Script M-file.
Use a function when a group of commands needs to be evaluated
multiple times.
⋆ Examples of script/function:
10. 1. script
myplot.m
x=0:.01:2; % x-values
y=(x.^2-sin(pi.*x)+exp(x))./(x-1); % y-values
c⃝2011 Stefania Tracogna, SoMSS, ASU
MATLAB sessions: Laboratory 1
plot(x,y,’r-’,’LineWidth’,2); % plot in red with wider line
axis([0,2,-10,20]); grid on; % set range and add grid
title(’f(x)=(x^2-sin(pi x)+e^x)/(x-1)’); % add title
xlabel(’x’); ylabel(’y’); % add labels
2. script+function (two separate files)
myplot2.m (driver script)
x=0:.01:2; % x-values
y=myfunction(x); % evaluate myfunction at x
plot(x,y,’r-’,’LineWidth’,2); % plot in red
axis([0,2,-10,20]); grid on; % set range and add grid
title(’f(x)=(x^2-sin(pi x)+e^x)/(x-1)’); % add title
11. xlabel(’x’); ylabel(’y’); % add labels
myfunction.m (function)
function y=myfunction(x) % defines function
y=(x.^2-sin(pi.*x)+exp(x))./(x-1); % y-values
3. function+function (one single file)
myplot1.m (driver script converted to function + function)
function myplot1
x=0:.01:2; % x-values
y=myfunction(x); % evaluate myfunction at x
plot(x,y,’r-’,’LineWidth’,2); % plot in red
axis([0,2,-10,20]); grid on; % set range and add grid
title(’f(x)=(x^2-sin(pi x)+e^x)/(x-1)’); % add title
xlabel(’x’); ylabel(’y’); % add labels
%-----------------------------------------
function y=myfunction(x) % defines function
y=(x.^2-sin(pi.*x)+exp(x))./(x-1); % y-values
In case 2 myfunction.m can be used in any other m-file (just as
other predefined MATLAB functions).
In case 3 myfunction.m can be used by any other function in the
12. same m-file (myplot1.m) only. Use 3
when dealing with a single project and 2 when a function is
used by several projects.
⋆ Note that the function myplot1 does not have explicit input or
output arguments, however we cannot
use a script since the construct script+function in one single file
is not allowed.
⋆ It is convenient to add descriptive comments into the script
file. Anything appearing after % on any
given line is understood as a comment (in green in the
MATLAB text editor).
⋆ To execute a script simply enter its name (without the .m
extension) in the Command Window (or
click on the SAVE & RUN button ).
The function myfunction can also be used independently if
implemented in a separate file myfunction.m:
>> x=2; y=myfunction(x)
y =
11.3891
c⃝2011 Stefania Tracogna, SoMSS, ASU
MATLAB sessions: Laboratory 1
A script can be called from another script or function (in which
case it is local to that function).
If any modification is made, the script or function can be re-
13. executed by simply retyping the script
or function name in the Command Window (or use the up-arrow
on the keyboard to browse through
past commands).
IMPORTANT REMARK
By default MATLAB saves files in the Current Folder. To
change directory use the Current Directory
box on top of the MATLAB desktop.
⋆ A function file can contain a lot more than a simple
evaluation of a function f(x) or f(t, y). But in
simple cases f(x) or f(t, y) can simply be defined using the
inline syntax.
For instance, if we want to define the function f(t, y) = t2 − y,
we can write the function file f.m
containing
function dydt = f(t,y)
dydt = t^2-y;
and, in the command window, we can evaluate the function at
different values:
>> f(2,1) % evaluate the function f at t = 2 and y = 1
ans =
3
or we can define the function directly on the command line with
the inline command:
14. >> f = inline(’t^2-y’,’t’,’y’)
f =
Inline function:
f(t,y) = t^2-y
>> f(2,1) % evaluate the function f at t = 2 and y = 1
ans =
3
However, an inline function is only available where it is used
and not to other functions. It is not rec-
ommended when the function implemented is too complicated or
involves too many statements.
Alternatively, the function can be entered as an anonymous
function
>> f = @(t,y)(t^2-y)
⋆ CAUTION!
• The names of script or function M-files must begin with a
letter. The rest of the characters may
include digits and the underscore character. You may not use
periods in the name other than the
last one in ’.m’ and the name cannot contain blank spaces.
• Avoid name clashes with built-in functions. It is a good idea
to first check if a function or a script
file of the proposed name already exists. You can do this with
the command exist(’name’),
15. which returns zero if nothing with name name exists.
• NEVER name a script file or function file the same as the
name of the variable it computes. When
MATLAB looks for a name, it first searches the list of variables
in the workspace. If a variable of
the same name as the script file exists, MATLAB will never be
able to access the script file.
c⃝2011 Stefania Tracogna, SoMSS, ASU
MATLAB sessions: Laboratory 1
Exercises
Instructions:
You will need to record the results of your MATLAB session to
generate your lab report. Create a
directory (folder) on your computer to save your MATLAB
work in. Then use the Current Directory
field in the desktop toolbar to change the directory to this
folder. Now type
diary lab1 yourname.txt
followed by the Enter key. Now each computation you make in
MATLAB will be save in your directory
in a text file named lab1 yourname.txt. When you have finished
your MATLAB session you can turn
off the recording by typing diary off at the MATLAB prompt.
You can then edit this file using your
favorite text editor (e.g. MS Word).
16. Lab Write-up: Now that your diary file is open, enter the
command format compact (so that when
you print out your diary file it will not have unnecessary blank
lines), and the comment line
% MAT 275 MATLAB Assignment # 1
Include labels to mark the beginning of your work on each part
of each question, so that your edited lab
write-up has the format
% Exercise 1
.
.
% Exercise 2
Final Editing of Lab Write-up: After you have worked through
all the parts of the lab assignment
you will need to edit your diary file.
• Remove all typing errors.
• Unless otherwise specified, your write-up should contain the
MATLAB input commands,
the corresponding output, and the answers to the questions that
you have written.
• If the exercise asks you to write an M-file, copy and paste the
file into your diary file in the
appropriate position (after the problem number and before the
output generated by the file).
• If the exercise asks for a graph, copy the figure and paste it
17. into your diary file in the appropriate
position. Crop and resize the figure so that it does not take too
much space. Use “;” to suppress
the output from the vectors used to generate the graph. Make
sure you use enough points for your
graphs so that the resulting curves are nice and smooth.
• Clearly separate all exercises. The exercises’ numbers should
be in a larger format and in boldface.
Preview the document before printing and remove unnecessary
page breaks and blank spaces.
• Put your name and class time on each page.
Important: An unedited diary file without comments submitted
as a lab write-up is not
acceptable.
1. All points with coordinates x = r cos(θ) and y = r sin(θ),
where r is a constant, lie on a circle
with radius r, i.e. satisfy the equation x2 + y2 = r2. Create a
row vector for θ with the values
0, π
4
, π
2
, 3π
4
, π, and 5π
4
.
Take r = 2 and compute the row vectors x and y. Now check that
18. x and y indeed satisfy the
equation of a circle, by computing the radius r =
√
x2 + y2.
Hint: To calculate r you will need the array operator .^ for
squaring x and y. Of course, you
could also compute x2 by x.*x.
c⃝2011 Stefania Tracogna, SoMSS, ASU
MATLAB sessions: Laboratory 1
2. Use the linspace command or the colon operator : to create a
vector t with 91 elements:
1, 1.1, 1.2, . . . , 10 and define the function y =
et/10 sin(t)
t2 + 1
(make sure you use “;” to suppress
the output for both t and y).
(a) Plot the function y in black and include a title with the
expression for y.
(b) Make the same plot as in part (a), but rather than displaying
the graph as a curve, show the
unconnected data points. To display the data points with small
circles, use plot(t,y,’o’).
Now combine the two plots with the command plot(t,y,’o-’) to
show the line through the
19. data points as well as the distinct data points.
3. Use the command plot3(x,y,z) to plot the circular helix x(t) =
sin t, y(t) = cos t, z(t) = t
0 ≤ t ≤ 20.
NOTE: Use semicolon to suppress the output when you define
the vectors t, x, y and z. Make sure
you use enough points for your graph so that the resulting curve
is nice and smooth.
4. Plot y = cos x in red with a solid line and z = 1 − x
2
2
+ x
4
24
in blue with a dashed line for 0 ≤ x ≤ π
on the same plot.
Hint: Use plot(x,y,’r’,x,z,’--’).
Add a grid to the plot using the command grid on.
NOTE: Use semicolon to suppress the output when you define
the vectors x, y and z. Make sure
you use enough points for your graph so that the resulting
curves are nice and smooth.
5. The general solution to the differential equation
dy
dx
= x + 2 is
y(x) =
20. x2
2
+ 2x + C with y(0) = C.
The goal of this exercise is to write a function file to plot the
solutions to the differential equation
in the interval 0 ≤ x ≤ 4, with initial conditions y(0) = −1, 0, 1.
The function file should have the structure function+function
(similarly to the M-file myplot1.m
Example 3, page 5). The function that defines y(x) must be
included in the same file (note that
the function defining y(x) will have two input arguments: x and
C).
Your M-file should have the following structure (fill in all the
?? with the appropriate commands):
function ex5
x = ?? ; % define the vector x in the interval [0,4]
y1 = f(??); % compute the solution with C = -1
y2 = f(??); % compute the solution with C = 0
y3 = f(??); % compute the solution with C = 1
plot(??) % plot the three solutions with different line-styles
title(??) % add a title
legend(??) % add a legend
end
function y = f(x,C)
21. y = ?? % fill-in with the expression for the general solution
end
Plot the graphs in the same window and use different line-styles
for each graph. To plot the graphs
in the same window you can use the command hold on or use
the plot command similarly to
Exercise 4.
Add the title ’
Solution
s to dy/dx = x + 2’.
Add a legend on the top left corner of the plot with the list of C
values used for each graph.
c⃝2011 Stefania Tracogna, SoMSS, ASU
MATLAB sessions: Laboratory 1
(Type help plot for a list of the different line-styles, and help
legend for help on how to add a
legend.) Include both the M-file and the plot in your report.
NOTE: the only output of the function file should be the graph
22. of the three curves. Make sure
you use enough points so that the curves are nice and smooth.
6. (a) Enter the function f(x, y) = x3 +
yex
x + 1
as an inline or anonymous function (see page 6).
Evaluate the function at x = 2 and y = −1.
(b) Type clear f to clear the value of the function from part (a).
Now write a function M-file
for the function f(x, y) = x3 +
yex
x + 1
. Save the file as f.m (include the M-file in your report).
Evaluate the function at x = 2 and y = −1 by entering f(2,-1) in
the command window.
c⃝2011 Stefania Tracogna, SoMSS, ASU
23. omework 3
Instructions
Repetition Statements
In this homework, you will design a program to perform the
following task:
Write a program that would allow a user to enter student names
and Final grades (e.g. A,B,C,D,F) from their courses. You do
not know how many students need to be entered. You also do
not know how many courses each of the students completed.
Design your program to calculate the Grade Point Average
(GPA) for each student based on each of their final grades. The
program should output the Student name along with the GPA.
There are 5 components of your submission including:
· Program Description- A detailed, clear description of the
program you are building.
· Analysis- Demonstrates your thought process and steps used to
analyze the problem. Be sure to include the required input and
output and how you will obtain the required output from the
given input? Also, include your variable names and definitions.
Be sure to describe the necessary formulas and sample
calculations that might be needed. Talk about how your design
will allow any number of students and final grades to be
possible inputs.
· Test plan - Prepare at least 1 set of input data (Test data)
24. along with their expected output for testing your program. This
test case should include at least 10 students. Your test data can
be presented in the form of a table as follows (note: feel free to
adapt to your design)
· Flowchart – Provide a flowchart for your design. You can use
Word, Powerpoint, Visio or any software you have available
that will allow to draw shapes and connectors.
· Pseudocode- Provide pseudocode of your overall design that
fulfills the requirements of the project
All of these components should be placed in word document for
submission.
Additional details about the program you need to write:
1. GPA is calculated by summing the point equivalents for final
grades and taking the average. A =4, B=3, C=2, D=1, and F = 0.
So, if someone earned 2 A’s and 1 B, their GPA would be (4 + 4
+ 3)/3 = 3.67
2. Think about using a simple process to stop entering students
and course grades. For example, if StudentName < 0.
Example application test data:
Test Case #
Input
Expected Output
1
Sally: A,D,B,C
25. John: A,A,A,B,B
Jason: A,A,A,A,B
Bob: B,B
Bill: A
…
GPA for Sally is : 2.5
GPA for John is: 3.6
GPA for Jason is: 3.8
GPA for Bob is: 3.0
GPA for Bill is: 4.0
…
Submission requirements:
Your completed assignment should be saved as Word document
and submitted to your LEO assignment area no later than the
due date listed in the syllabus. Your document should be neat,
well-written with minimal grammatical and spelling errors.
Your name should be clearly listed on the first page along with
the class/section, professor and due date. Your document should
contain page numbers at the bottom of each page. Single or
double space line formatting is acceptable.
You should name the file yournamehw3.docx (or
yournamehw3.doc). So if my name was Julie Smith, I would
name my document juliesmithhw3.docx.