wk2utility classes.zipApplicationUtilities.csusing System.docx
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wk2/utility classes.zip ApplicationUtilities.cs using System; using System.Collections.Generic; using System.Linq; using System.Text; namespace CIS247A_Employee { public class ApplicationUtilities { public static void DisplayApplicationInformation() { Console.WriteLine("Welcome the Basic Employee Program"); Console.WriteLine("CIS247a, Week 2 Lab"); Console.WriteLine("Name: Tevis Boulware"); Console.WriteLine("This program accepts user input as a string, then makes the \nappropriate data conversion and assigns the value to Employee objects"); Console.WriteLine(); } public static void DisplayDivider(string outputTitle) { Console.WriteLine("\n********* " + outputTitle + " *********\n"); } public static void TerminateApplication() { DisplayDivider("Program Termination"); Console.Write("Thank you. Press any key to terminate the program..."); Console.ReadLine(); } public static void PauseExecution() { Console.Write("\nProgram paused, press any key to continue..."); Console.ReadLine(); Console.WriteLine(); } } } InputUtilities.cs using System; using System.Collections.Generic; using System.Linq; using System.Text; namespace CIS247A_Employee { public class InputUtilities { public static string GetInput(string inputType) { string strInput = String.Empty; Console.Write("Enter the " + inputType + ": "); strInput = Console.ReadLine(); return strInput; } public static string getStringInputValue(string inputType) { string value = String.Empty; bool valid = false; string inputString = String.Empty; do { inputString = GetInput(inputType); if (!String.IsNullOrEmpty(inputString)) { value = inputString; valid = true; } else { value = "Invalid input"; valid = false; } if (!valid) Console.WriteLine("Invalid " + inputType + " try again!"); } while (!valid); return value; } public static int getIntegerInputValue(string inputType) { bool valid = false; int value = 0; string inputString = String.Empty; do { inputString = GetInput(inputType); if (!(String.IsNullOrEmpty(inputString))) { valid = Int32.TryParse(inputString, out value); } if (!valid.
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ç HERE
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/*
* The java program that prompts user to
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* */
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Operator overloading enables you to define how operators work with objects of your class. For instance, you can specify what the + operator does when applied to two objects of your class, allowing for custom operations that make sense in the context of your class's functionality.
In summary, constructors initialize objects, destructors handle cleanup, and operator overloading allows custom operations with operators when working with objects. These features are crucial for building custom classes in object-oriented programming.
Fundamentals of Risk and InsuranceEmmEtt J. Vaughan • .docx
Fundamentals of
Risk and Insurance
EmmEtt J. Vaughan • thErEsE m. Vaughan
11e
■
FUNDAMENTALS OF
RISK AND INSURANCE
■
■
FUNDAMENTALS OF
RISK AND INSURANCE
■
ELEVENTH EDITION
EMMETT J. VAUGHAN
THERESE M. VAUGHAN
VICE PRESIDENT & EXECUTIVE PUBLISHER George Hoffman
EXECUTIVE EDITOR Joel Hollenbeck
CONTENT EDITOR Jennifer Manias
ASSISTANT EDITOR Courtney Luzzi
SENIOR EDITORIAL ASSISTANT Erica Horowitz
DIRECTOR OF MARKETING Amy Scholz
ASSISTANT MARKETING MANAGER Puja Katariwala
MARKETING ASSISTANT Mia Brady
SENIOR PRODUCT DESIGNER Allison Morris
SENIOR PRODUCTION MANAGER Janis Soo
ASSOCIATE PRODUCTION MANAGER Joel Balbin
COVER DESIGNER Kenji Ngieng
COVER CREDIT Bart Sadowski/iStockphoto
This book was set in 10/12 Cheltenham Light by Aptara, Corp. and printed and bound
by Courier/Kendallville. The cover was printed by Courier/Kendallville.
The book is printed on acid-free paper ©∞.
Founded in 1807, John Wiley & Sons, Inc. has been a valued source of knowledge and
understanding for more than 200 years, helping people around the world meet their needs
and fulfill their aspirations. Our company is built on a foundation of principles that include
responsibility to the communities we serve and where we live and work. In 2008, we launched
a Corporate Citizenship Initiative, a global effort to address the environmental, social, economic,
and ethical challenges we face in our business. Among the issues we are addressing are carbon
impact, paper specifications and procurement, ethical conduct within our business and among
our vendors, and community and charitable support. For more information, please visit our
website: www.wiley.com/go/citizenship.
Copyright c© 2014, 2008, 2003, and 1999 John Wiley & Sons, Inc. All rights reserved.
No part of this publication may be reproduced, stored in a retrieval system or transmitted
in any form or by any means, electronic, mechanical, photocopying, recording, scanning
or otherwise, except as permitted under Sections 107 or 108 of the 1976 United States
Copyright Act, without either the prior written permission of the Publisher, or
authorization through payment of the appropriate per-copy fee to the Copyright
Clearance Center, Inc. 222 Rosewood Drive, Danvers, MA 01923, website www.copyright.com.
Requests to the Publisher for permission should be addressed to the Permissions Department,
John Wiley & Sons, Inc., 111 River Street, Hoboken, NJ 07030-5774, (201)748-6011,
fax (201)748- 6008, website http://www.wiley.com/go/permissions.
Evaluation copies are provided to qualified academics and professionals for review purposes
only, for use in their courses during the next academic year. These copies are licensed and may
not be sold or transferred to a third party. Upon completion of the review period, please return
the evaluation copy to Wiley. Return instructions and a free of charge return mailing label are
available at www.wiley.com/go/returnlabel. If you have chosen to adopt this textbook for us.
Fungi reproduce ___________________________ by fragmentation, buddin.docx
Fungi reproduce ___________________________ by fragmentation, budding, or producing spores.
10. In ___________________________ , pieces of hyphae grow into new mycelia.
11. The process of a parent cell undergoing mitosis and producing a new individual that pinches off,
matures, and separates from the parent is called ___________________________ .
12. When environmental conditions are right, a ___________________________ may germinate and
produce a threadlike ___________________________ that will grow into a mycelium.
13. Some hyphae grow away from the mycelium to produce a spore-containing structure called a
___________________________ .
14. In most fungi, the structures that support ___________________________ are the only part of the
fungus that can be seen.
15. Fungi may produce spores by ___________________________ or ___________________________ .
16. Many adaptations of fungi for survival involve ___________________________ .
17. ___________________________ protect spores and keep them from from drying out until they
are released.
18. A single puffball may produce a cloud containing as many as ___________________________ spores.
19. Producing a large number of spores increases a species’ chances of ___________________________ .
20. Fungal spores can be dispersed by ___________________________ , ___________________________ ,
and ___________________________ .
.
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The document discusses code quality analysis tools in Visual Studio 2012, including code analysis, code metrics, code clone analysis, code coverage, and unit testing. It provides examples of code issues found by code analysis tools and how to resolve them, such as fixing spelling errors, removing exceptions, using parameterized queries to prevent SQL injection, and improving code structure and maintainability.
Pro typescript.ch03.Object Orientation in TypeScript
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The java program that prompts user to enter a string and .pdf
/*
* The java program that prompts user to
* enter a string and shift key and then
* converts the string to the encoded string
* and prints the encoded string value to console.
* */
//CeaserCipher.java
import java.util.Scanner;
public class CeaserCipher
{
public static void main(String[] args)
{
Scanner scanner=new Scanner(System.in);
String message;
int shift;
System.out.println(\"Enter a message in small letters,a-z\");
message=scanner.nextLine();
System.out.println(\"Enter shift value\");
shift=scanner.nextInt();
//calling encode method with message, shift value
String encodedMsg=encode(message,shift);
//calling WriteMessage
WriteMessage(encodedMsg);
}
/*Method that prints the encoded text to console*/
private static void WriteMessage(String encodedMsg)
{
System.out.println(\"Encoded text :\"+encodedMsg);
}
//Method that takes string and integer value and returns
//the encoded string to calling method
private static String encode(String message, int shift)
{
StringBuffer sb=new StringBuffer(message);
for (int i = 0; i < message.length(); i++)
{
//shift to back to the alphabets
char encodedkey = (char) (\'a\' + (message.charAt(i) -\'a\' + shift) % (\'z\' - \'a\' + 1));
//set character at index,i
sb.setCharAt(i, encodedkey);
}
//return encoded string to calling method
return new String(sb);
}
}
Sample Output:
Enter a message in small letters,a-z
sunday is holiday
Enter shift value
5
Encoded text :xzsifdYnxYmtqnifd
Solution
/*
* The java program that prompts user to
* enter a string and shift key and then
* converts the string to the encoded string
* and prints the encoded string value to console.
* */
//CeaserCipher.java
import java.util.Scanner;
public class CeaserCipher
{
public static void main(String[] args)
{
Scanner scanner=new Scanner(System.in);
String message;
int shift;
System.out.println(\"Enter a message in small letters,a-z\");
message=scanner.nextLine();
System.out.println(\"Enter shift value\");
shift=scanner.nextInt();
//calling encode method with message, shift value
String encodedMsg=encode(message,shift);
//calling WriteMessage
WriteMessage(encodedMsg);
}
/*Method that prints the encoded text to console*/
private static void WriteMessage(String encodedMsg)
{
System.out.println(\"Encoded text :\"+encodedMsg);
}
//Method that takes string and integer value and returns
//the encoded string to calling method
private static String encode(String message, int shift)
{
StringBuffer sb=new StringBuffer(message);
for (int i = 0; i < message.length(); i++)
{
//shift to back to the alphabets
char encodedkey = (char) (\'a\' + (message.charAt(i) -\'a\' + shift) % (\'z\' - \'a\' + 1));
//set character at index,i
sb.setCharAt(i, encodedkey);
}
//return encoded string to calling method
return new String(sb);
}
}
Sample Output:
Enter a message in small letters,a-z
sunday is holiday
Enter shift value
5
Encoded text :xzsifdYnxYmtqnifd.
C# programs
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4. Using properties with getters and setters instead of public fields.
5. Implementing multiple interfaces on a class and explicitly implementing interface members.
6. Issues with multiple inheritance with classes and how interfaces can allow for multiple inheritance.
Assignment Java Programming 2
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2. A dice simulation program that rolls a dice multiple times and counts the frequency of each result.
3. Code for classes in an inheritance hierarchy including Person, Employee, Customer, PartTime, and FullTime with methods to input and display object details.
4. Methods to compare Employee and FullTime objects and a test program to demonstrate.
5. An abstract Account class and subclasses Current and Savings with methods to input and display account details.
So in summary, it provides full programming assignments on parsing emails,
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AnswerNote programming specifications and the printing statement.pdf
Answer:
Note: programming specifications and the printing statements are provided in the question itself
Program code:
import java.util.*;
import java.io.*;
//Implementing Projecto2 class
public class Project02
{
//begins main program for the class
public static void main(String[] args)
{
//creating the Scanner object
Scanner keyboards = new Scanner(System.in);
//getting file name as input
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String fnames = keyboards.nextLine();
//Implementing the product array list
ArrayList products1 = loadProductsS(fnames);
//calling the below functions
generateSummaryReportGen(products1);
highestAvgRatingCalc(products1);
lowestAvgRating(products1);
largestTotalDollarAmount(products1);
smallestTotalDollarAmount(products1);
}
//function definition for the class generateSummaryReportGen
public static void generateSummaryReportGen (ArrayList Products11)
{
int counters = 0;
System.out.println(\"Product Inventory Summary Report\");
System.out.println(\"----------------------------------------------------------------------------------\");
System.out.println();
System.out.printf(\"%-33s%-10s%-6s%-7s%-7s%-7s%-7s\", \"Product Name\", \"I Code\",
\"Type\", \"Rating\", \"# Rat.\", \"Quant.\", \"Price\");
System.out.println();
System.out.printf(\"%-33s%-10s%-6s%-7s%-7s%-7s%-7s\", \"-------------------------------\", \"----
-----\", \"----\", \"------\", \"------\", \"------\", \"------\");
System.out.println();
while(counters < Products11.size())
{
System.out.printf(\"%-33s%-10s%-6s%-7s%6s%7s%7s\", Products11.get(counters).getName(),
Products11.get(counters).getInventoryCode(), Products11.get(counters).getType(),
Products11.get(counters).getAvgUserRating(), Products11.get(counters).getUserRatingCount(),
Products11.get(counters).getQuantity(), Products11.get(counters).getPrice());
System.out.println();
counters++;
}
System.out.println(\"----------------------------------------------------------------------------------\");
System.out.println(\"Total products in the database: \" + Products11.size());
}
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{
//declares variables
int a = 0;
Integer b = 0;
//creates array list objects
ArrayList products11 = new ArrayList();
try
{
Scanner inFiles = new Scanner(new File(fnames));
while (inFiles.hasNext())
{
int counters = 0;
String name = inFiles.nextLine();
String code = inFiles.nextLine();
int quantity = inFiles.nextInt();
double price = inFiles.nextDouble();
String type = inFiles.next();
Product productObjectS = new Product(name, code, quantity, price, type);
while(inFiles.hasNextInt() && counters==0)
{
a = inFiles.nextInt();
if(a != -1)
{
b = new Integer(a);
productObjectS.addUserRating(b);
}
else
{
counters = 1;
}
}
products11.add(productObjectS);
if(inFiles.hasNext())
{
inFiles.nextLine();
}
}
inFiles.close();
}
catch (FileNotFoundException e) {
System.out.println(\"ERROR: \" + e);
}
return products11;
}
//function defini.
Dependency Injection for Android @ Ciklum speakers corner Kiev 29. May 2014
We are happy to invite you to the Speakers’ Corner today, on Thursday May 29, from 18.30 till 19.30 at SkyPoint to meet Thomas Vervik, Head of Development Bipper Communications who will talk on “How to save money on QA - Dependency Injection and automated testing on Android”
Thomas is Head of Development for Bipper Communications, and has been managing the company's team in Kiev since February 2012. Originally a seasoned Java server backend/frontend developer, he has the last two years started mobile development, first with HTML 5 and later Android.
Mobile development has since its birth around 2008 gone from simple apps to more complex enterprise similar software. The increase in size and complexity yields the need for structuring the code differently in order to handle the new complexity. The tools used to handle this complexity has been applied to server side development for years, but mobile development has been lagging behind.
But not anymore. New frameworks built on proven paradigms are emerging, and in this Speakers Corner we will introduce Dependency Injection for Android, the motivation for its use, and one of the implementations - Dagger. Dependency Injection has several advantages, but in this presentation we will focus on how it enables to write proper automated tests.
Dependency Injection for Android
We are happy to invite you to the Speakers’ Corner today, on Thursday May 29, from 18.30 till 19.30 at SkyPoint to meet Thomas Vervik, Head of Development Bipper Communications who will talk on “How to save money on QA - Dependency Injection and automated testing on Android”
Thomas is Head of Development for Bipper Communications, and has been managing the company's team in Kiev since February 2012. Originally a seasoned Java server backend/frontend developer, he has the last two years started mobile development, first with HTML 5 and later Android.
Mobile development has since its birth around 2008 gone from simple apps to more complex enterprise similar software. The increase in size and complexity yields the need for structuring the code differently in order to handle the new complexity. The tools used to handle this complexity has been applied to server side development for years, but mobile development has been lagging behind.
But not anymore. New frameworks built on proven paradigms are emerging, and in this Speakers Corner we will introduce Dependency Injection for Android, the motivation for its use, and one of the implementations - Dagger. Dependency Injection has several advantages, but in this presentation we will focus on how it enables to write proper automated tests.
33rd Degree 2013, Bad Tests, Good Tests
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Review Questions for Exam 10182016 1. public class .pdf
Q3 GIVEN THE TREND EQUATION NO OF STUDENTS-3000+200 YEAR BASE: 2003-0
1.INTERPRET EQUATION RESULTS 2.FORECAST FOR 2020 3.WHEN WILL THE NO OF
STUDENTS REACH 6000
Solution
x no of years from 2003 y no of students y = 3000+200x 1) The regression
equation has a positive slope of 200 y intercept is 3000 i.e. no of students in the year 2000
Thus for every year 200 students increase 2) For 2020, x = 17, y = 3000+200(17) = 6400
3) When y =6000, 6000 = 3000+200x or x = 15 Hence in year 2018 students reach 6000
B Regression C D. All the above.
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CONSTRUCTORS, DESTRUCTORS AND OPERATOR OVERLOADING.pptx
Certainly, here's a brief explanation of constructors, destructors, and operator overloading without using code:
Constructors: Constructors are special methods used to initialize objects of a class. They set the initial state of an object when it is created.
Destructors: Destructors are special methods used to clean up resources and perform necessary cleanup when an object is no longer needed or goes out of scope. They ensure proper resource management.
Operator Overloading: Operator overloading is a feature that allows you to define custom behaviors for operators such as +, -, *, /, etc., when they are applied to objects of your class. It enables you to work with objects in a way that is meaningful for your specific class.
Constructors can be of different types:
Default Constructors: Initialize objects with default values.
Parameterized Constructors: Accept arguments to initialize objects with specific values.
Copy Constructors: Create a new object as a copy of an existing object.
Constructor Overloading: A class can have multiple constructors with different parameter lists, providing flexibility in object initialization.
Destructors are executed automatically when an object is destroyed. They are essential for releasing resources like memory, file handles, or network connections, ensuring proper cleanup and preventing resource leaks.
Operator overloading enables you to define how operators work with objects of your class. For instance, you can specify what the + operator does when applied to two objects of your class, allowing for custom operations that make sense in the context of your class's functionality.
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Fundamentals of Risk and InsuranceEmmEtt J. Vaughan • .docx
Fundamentals of
Risk and Insurance
EmmEtt J. Vaughan • thErEsE m. Vaughan
11e
■
FUNDAMENTALS OF
RISK AND INSURANCE
■
■
FUNDAMENTALS OF
RISK AND INSURANCE
■
ELEVENTH EDITION
EMMETT J. VAUGHAN
THERESE M. VAUGHAN
VICE PRESIDENT & EXECUTIVE PUBLISHER George Hoffman
EXECUTIVE EDITOR Joel Hollenbeck
CONTENT EDITOR Jennifer Manias
ASSISTANT EDITOR Courtney Luzzi
SENIOR EDITORIAL ASSISTANT Erica Horowitz
DIRECTOR OF MARKETING Amy Scholz
ASSISTANT MARKETING MANAGER Puja Katariwala
MARKETING ASSISTANT Mia Brady
SENIOR PRODUCT DESIGNER Allison Morris
SENIOR PRODUCTION MANAGER Janis Soo
ASSOCIATE PRODUCTION MANAGER Joel Balbin
COVER DESIGNER Kenji Ngieng
COVER CREDIT Bart Sadowski/iStockphoto
This book was set in 10/12 Cheltenham Light by Aptara, Corp. and printed and bound
by Courier/Kendallville. The cover was printed by Courier/Kendallville.
The book is printed on acid-free paper ©∞.
Founded in 1807, John Wiley & Sons, Inc. has been a valued source of knowledge and
understanding for more than 200 years, helping people around the world meet their needs
and fulfill their aspirations. Our company is built on a foundation of principles that include
responsibility to the communities we serve and where we live and work. In 2008, we launched
a Corporate Citizenship Initiative, a global effort to address the environmental, social, economic,
and ethical challenges we face in our business. Among the issues we are addressing are carbon
impact, paper specifications and procurement, ethical conduct within our business and among
our vendors, and community and charitable support. For more information, please visit our
website: www.wiley.com/go/citizenship.
Copyright c© 2014, 2008, 2003, and 1999 John Wiley & Sons, Inc. All rights reserved.
No part of this publication may be reproduced, stored in a retrieval system or transmitted
in any form or by any means, electronic, mechanical, photocopying, recording, scanning
or otherwise, except as permitted under Sections 107 or 108 of the 1976 United States
Copyright Act, without either the prior written permission of the Publisher, or
authorization through payment of the appropriate per-copy fee to the Copyright
Clearance Center, Inc. 222 Rosewood Drive, Danvers, MA 01923, website www.copyright.com.
Requests to the Publisher for permission should be addressed to the Permissions Department,
John Wiley & Sons, Inc., 111 River Street, Hoboken, NJ 07030-5774, (201)748-6011,
fax (201)748- 6008, website http://www.wiley.com/go/permissions.
Evaluation copies are provided to qualified academics and professionals for review purposes
only, for use in their courses during the next academic year. These copies are licensed and may
not be sold or transferred to a third party. Upon completion of the review period, please return
the evaluation copy to Wiley. Return instructions and a free of charge return mailing label are
available at www.wiley.com/go/returnlabel. If you have chosen to adopt this textbook for us.
Fungi reproduce ___________________________ by fragmentation, buddin.docx
Fungi reproduce ___________________________ by fragmentation, budding, or producing spores.
10. In ___________________________ , pieces of hyphae grow into new mycelia.
11. The process of a parent cell undergoing mitosis and producing a new individual that pinches off,
matures, and separates from the parent is called ___________________________ .
12. When environmental conditions are right, a ___________________________ may germinate and
produce a threadlike ___________________________ that will grow into a mycelium.
13. Some hyphae grow away from the mycelium to produce a spore-containing structure called a
___________________________ .
14. In most fungi, the structures that support ___________________________ are the only part of the
fungus that can be seen.
15. Fungi may produce spores by ___________________________ or ___________________________ .
16. Many adaptations of fungi for survival involve ___________________________ .
17. ___________________________ protect spores and keep them from from drying out until they
are released.
18. A single puffball may produce a cloud containing as many as ___________________________ spores.
19. Producing a large number of spores increases a species’ chances of ___________________________ .
20. Fungal spores can be dispersed by ___________________________ , ___________________________ ,
and ___________________________ .
.
Full-Circle LearningMyLab™ Learning Full Circle for Mar.docx
Full-Circle Learning
MyLab™: Learning Full Circle for Marketing,
Management, Business Communication,
and Intro to Business
BEFORE
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Sims, Videos,
and Learning
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MyLab
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students to upload video submissions, and the ability for polling and teamwork.
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in the role of a key decision-maker! Simulations branch based on the decisions students make, providing
a variation of scenario paths. Upon completion students receive a grade, as well as a detailed report of
the choices and the associated consequences of those decisions.
• Video exercises – UPDATED with new exercises. Engaging videos that bring business concepts to
life and explore business topics related to the theory students are learning in class. Quizzes then assess
students’ comprehension of the concepts covered in each video.
• Learning Catalytics – A “bring your own device”
student engagement, assessment, and classroom
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on mobile devices.
• Writing Space – UPDATED with new commenting tabs, new prompts, and a new tool
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and critical thinking, the Writing Space offers automatic graded, assisted graded, and create your own
writing assignments, allowing you to exchange personalized feedback with students quickly and easily.
Writing Space can also check students’ work for improper citation or plagiarism by comparing it
against the world’s most accurate text comparison database available from Turnitin.
• Additional Features – Included with the MyLab are a powerful homework and test manager, robust
gradebook tracking, Reporting Dashboard, comprehensive online course content, and easily scalable
and shareable content.
http://www.pearsonmylabandmastering.com
Strategic
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A Competitive AdvAntAge ApproACh
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Fred r. David
Francis Marion University
Florence, South Carolina
Forest r. David
Strategic Planning C.
Functional Behavior Assessment ExampleStudent NameInes SalazarD.docx
Functional Behavior Assessment Example
Student Name:Ines SalazarDate: ____ 10-22-2017_______
Age: 5 yrs, 6 mosCase Manager: _______Yvonne Jackson____
Description of Behavior:
Student isolates herself from others during class, refuses to go to lunch in the cafeteria, and prefers to stay in class during scheduled breaks. Student’s academic production is minimal.
Settings in which Behavior Occurs:
All Classes
Frequency:
3-4 days in a row, 2-3 times a month.
Intensity (Consequences of problem behavior on student, peers, instructional environment):
Significant reduction in completed work and alienation from peers.
Previous Interventions:
Counseling, verbal redirection to complete work, medications, parent conferences, student conferences, classroom behavior management program.
Educational Impact:
Severe academic failure, disruption of group projects and activities, lack of appropriate socialization and development of peer relations.
Social/Emotional Development:
Student appears depressed. She has previously been diagnosed and expresses subjective feelings of depression when asked.
Cognitive Development:
Student makes frequent negative self-statements about her academic ability, her self-worth, and how other students and adults feel about her.
Reinforcement:
Student receives 1:1, and more frequent attention from the teacher.
Home Factors:
Parents frequently make critical statements about Ines. They expect academic performance that is unrealistic, given student’s cognitive and academic ability levels. They have difficulty accepting what appears to be age-appropriate behavior.
Communication:
Withdrawal; may tell others to leave her alone.
© 2017. Grand Canyon University. All Rights Reserved.
Behavior Intervention Plan
Student Name: ______________________________________ Date: ______________
DOB: __________________ Case Manager: _______________________________________
Behavior
Goals
Interventions and Frequency of Intervention
Person Responsible
Goal/Intervention Review Notes
© 2017. Grand Canyon University. All Rights Reserved.
Behavior Intervention Plan Example
Student Name: ______________________________________ Date: ______________
DOB: __________________ Case Manager: _______________________________________
Behavior
Goals
Interventions and Frequency of Intervention
Person Responsible
Goal/Intervention Review Notes
Student isolates himself from others during class, refuses to go to lunch in the cafeteria, and prefers to stay in class during scheduled breaks. Student’s academic production is minimal.
A. During free time, interacts with other students and staff 90% of the time.
B. Goes to lunch in the cafeteria without supervision 90% of the time.
C. On task 90% of the time.
D. Completes assigned work 90% of the time.
A. Social work involvement for referral for family counseling focused on realistic expectations of student performance. Ongoing until counseling is started.
B. Daily monito.
Functional Requirements Document TemplateVersionDescription .docx
Functional Requirements Document
Template
Version
Description of Change
Author
Date
CONTENTS
41
INTRODUCTION
1.1
Purpose
4
1.2
Scope
4
1.3
Background
4
1.4
References
4
1.5
Assumptions and Constraints
4
1.6
Document Overview
5
2
METHODOLOGY
5
3
FUNCTIONAL REQUIREMENTS
5
4.1
Context
5
4.2
User Requirements
5
4.3
Data Flow Diagrams
6
4.4
Logical Data Model/Data Dictionary
6
4.5
Functional Requirements
6
5
OTHER REQUIREMENTS
6
5.1
Interface Requirements
6
5.2
Data Conversion Requirements
7
5.3
Hardware/Software Requirements
7
5.4
Operational Requirements
7
APPENDIX A - GLOSSARY
11
1 INTRODUCTION
[Provide an overview of the system and some additional information to place the system in context.]
1.1 Purpose
[Provide an overall description of the FRD, its purpose. Reference the system name and identifying information about the system to be implemented.]
1.2 Scope
[Discuss the scope of the document and how it accomplishes its purpose.]
1.3 Background
[Describe the organization and its overall responsibilities. Describe who is producing the document and why.]
1.4 References
[List references and controlling documents, including: meeting summaries, white papers, other deliverables, etc.]
1.5 Assumptions and Constraints
[Provide a list of contractual or task level assumptions and/or constraints that are preconditions to preparation of the FRD. Assumptions are future situations beyond the control of the project, whose outcomes influence the success of a project.]
1.5.1 Assumptions
Examples of assumptions include: availability of a technical platform, legal changes and policy decisions.
1.5.2 Constraints
Constraints are boundary conditions on how the system must be designed and constructed. Examples include: legal requirements, technical standards, strategic decisions.
· Constraints exist because of real business conditions. For example, a delivery date is a constraint only if there are real business consequences that will happen as a result of not meeting the date. If failing to have the subject application operational by the specified date places the organization in legal default, the date is a constraint.
· Preferences are arbitrary. For example, a date chosen arbitrarily is a preference. Preferences, if included in the FRD, should be noted as such.]
1.6 Document Overview
[Provide a description of the document organization.]
2 METHODOLOGY
[Describe the overall approach used in the determination of the FRD contents. Describe the modeling method(s) so non-technical readers can understand what they are conveying.]
3 FUNCTIONAL REQUIREMENTS
4.1 Context
[Provide a context diagram of the system, with explanations as applicable. The context of a system refers to the connections and relationships between the system and its environment.]Exhibit 2 - Generic Context Diagram
Data 6
Data 1
Data 3
Data 4
Data 7
Data 2
Data 8
System/
Application
Name
Interface
Name 2
Interface
Name 4
Interface
Name 1
(User)
Interface
Name 3
Da.
Fully answer any ONE of the following essay questions1. Is the.docx
Fully answer any ONE of the following essay questions:
1. Is there an obligation to promote the common good? Contrast the views of Bentham, Kant, and Ross on that question. Whose view do you think is best? Why?
2. What does it mean to claim that ethics is an
a priori
discipline? Who agrees with that view? What is Bentham's view of the nature of ethics (hint: empirical science)? How does Ross combine those views?
3. Both Kant and Ross are nonconsequentialists, yet they disagree about the role of consequences in determining the morally right act. Compare and contrast their views regarding the role of consequences. which view is preferable? Why?
.
Fully answer any ONE of the following essay questions1. Is t.docx
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2. What does it mean to claim that ethics is an
a priori
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.
From the weeks chapter reading, we learn from the authors that,.docx
From the week's chapter reading, we learn from the authors that, the use of mobile devices in our society today has indeed become ubiquitous. In addition, CTIA asserted that over 326 million mobile devices were in use within The United States as of December 2012 – an estimated growth of more than 100 percent penetration rate with users carrying more than one device with notable continues growth. From this research, it’s evident that mobile computing has vastly accelerated in popularity over the last decade due to several factors noted by the authors in our chapter reading.
Q1: In consideration with this revelation, identify and name these factors, and provide a brief discussion about them?
.
FTER watching the videos and reviewing the other materials in this.docx
FTER
watching the videos and reviewing the other materials in this Learning Unit, answer BOTH of the questions below.
1) Discuss the use of imagery in the poem "kitchenette building" by Gwendolyn Brooks. In your answer, make sure to identify specific images and explain how or why the poet uses them.
2) Discuss the use of diction in the poem "The Secretary Chant" by Marge Piercy. In your answer, make sure to identify specific word choices and explain how or why the poet uses them.
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fter completing the reading this week, we reflect on a few key conce.docx
fter completing the reading this week, we reflect on a few key concepts this week and answer question number
How does culture impact leadership? Can culture be seen as a constraint on leadership?
Please be sure to answer all the questions above in the initial post.
Please ensure the initial post and two response posts are substantive. Substantive posts will do at least TWO of the following:
Ask an interesting, thoughtful question pertaining to the topic
Expand on the topic, by adding additional thoughtful information
Answer a question posted by another student in detail
Share an applicable personal experience
Provide an outside source
Make an argument
At least one scholarly (peer-reviewed) resource should be used in the initial discussion thread. Please ensure to use information from your readings and other sources from the UC Library. Use APA references and in-text citations.
.
FS-3FORD MOTOR COMPANY AND SUBSIDIARIESCONSOLIDATED INCO.docx
FS-3
FORD MOTOR COMPANY AND SUBSIDIARIES
CONSOLIDATED INCOME STATEMENT
(in millions, except per share amounts)
For the years ended December 31,
2016 2017 2018
Revenues
Automotive $ 141,546 $ 145,653 $ 148,294
Ford Credit 10,253 11,113 12,018
Mobility 1 10 26
Total revenues (Note 4) 151,800 156,776 160,338
Costs and expenses
Cost of sales 126,195 131,321 136,269
Selling, administrative, and other expenses 10,972 11,527 11,403
Ford Credit interest, operating, and other expenses 8,847 9,047 9,463
Total costs and expenses 146,014 151,895 157,135
Interest expense on Automotive debt 894 1,133 1,171
Interest expense on Other debt 57 57 57
Other income/(loss), net (Note 5) 169 3,267 2,247
Equity in net income of affiliated companies 1,780 1,201 123
Income before income taxes 6,784 8,159 4,345
Provision for/(Benefit from) income taxes (Note 7) 2,184 402 650
Net income 4,600 7,757 3,695
Less: Income/(Loss) attributable to noncontrolling interests 11 26 18
Net income attributable to Ford Motor Company $ 4,589 $ 7,731 $ 3,677
EARNINGS PER SHARE ATTRIBUTABLE TO FORD MOTOR COMPANY COMMON AND CLASS B STOCK (Note 8)
Basic income $ 1.16 $ 1.94 $ 0.93
Diluted income 1.15 1.93 0.92
CONSOLIDATED STATEMENT OF COMPREHENSIVE INCOME
(in millions)
For the years ended December 31,
2016 2017 2018
Net income $ 4,600 $ 7,757 $ 3,695
Other comprehensive income/(loss), net of tax (Note 21)
Foreign currency translation (1,024) 314 (523)
Marketable securities (8) (34) (11)
Derivative instruments 219 (265) 183
Pension and other postretirement benefits 56 37 (56)
Total other comprehensive income/(loss), net of tax (757) 52 (407)
Comprehensive income 3,843 7,809 3,288
Less: Comprehensive income/(loss) attributable to noncontrolling interests 10 24 18
Comprehensive income attributable to Ford Motor Company $ 3,833 $ 7,785 $ 3,270
The accompanying notes are part of the consolidated financial statements.
FS-4
FORD MOTOR COMPANY AND SUBSIDIARIES
CONSOLIDATED BALANCE SHEET
(in millions)
December 31,
2017
December 31,
2018
ASSETS
Cash and cash equivalents (Note 9) $ 18,492 $ 16,718
Marketable securities (Note 9) 20,435 17,233
Ford Credit finance receivables, net (Note 10) 52,210 54,353
Trade and other receivables, less allowances of $412 and $94 10,599 11,195
Inventories (Note 12) 11,176 11,220
Other assets 3,889 3,930
Total current assets 116,801 114,649
Ford Credit finance receivables, net (Note 10) 56,182 55,544
Net investment in operating leases (Note 13) 28,235 29,119
Net property (Note 14) 35,327 36,178
Equity in net assets of affiliated companies (Note 15) 3,085 2,709
Deferred income taxes (Note 7) 10,762 10,412
Other assets 8,104 7,929
Total assets $ 258,496 $ 256,540
LIABILITIES
Payables $ 23,282 $ 21,520
Other liabilities and deferred revenue (Note 16) 19,697 20,556
Automotive debt payable within one year (Note 18) 3,356 2,314
Ford Credit debt payable within one year (Note 18) 48,265 51,179
Total current liabilities 94,600 95,56.
Fromm’s concept of the syndrome of decay included three personality .docx
Fromm’s concept of the syndrome of decay included three personality disorders: (1) necrophilia, or love of death; (2) malignant narcissism, or extreme self-interest; and (3) incestuous symbiosis, or a passionate devotion to one’s mother or a mother substitute. Fromm identified Adolf Hitler as the most conspicuous example of a person with the syndrome of decay. If Fromm’s conception is valid, one would see the syndrome of decay traits in contemporary personalities. Identify recent examples of well-known people with the syndrome of decay, including serial killers or heads of state who manifest the love of death. Pay special attention to malignant narcissism and incestuous symbiosis.
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APA format minimum 2 scholarly articles
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Introduction to operations and supply chain management
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Chapter 3: Process choice and layout decisions in manufacturing and services
Chapter 6: Managing capacity
Chapter 14: Managing projects
Chapter 15: Developing products and services
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wk2utility classes.zipApplicationUtilities.csusing System.docx
- 1. wk2/utility classes.zip ApplicationUtilities.cs using System; using System.Collections.Generic; using System.Linq; using System.Text; namespace CIS247A_Employee { public class ApplicationUtilities { public static void DisplayApplicationInformation() { Console.WriteLine("Welcome the Basic Employee Program"); Console.WriteLine("CIS247a, Week 2 Lab"); Console.WriteLine("Name: Tevis Boulware"); Console.WriteLine("This program accepts user input as
- 2. a string, then makes the nappropriate data conversion and assigns the value to Employee objects"); Console.WriteLine(); } public static void DisplayDivider(string outputTitle) { Console.WriteLine("n********* " + outputTitle + " *********n"); } public static void TerminateApplication() { DisplayDivider("Program Termination"); Console.Write("Thank you. Press any key to terminate the program..."); Console.ReadLine(); } public static void PauseExecution() { Console.Write("nProgram paused, press any key to continue...");
- 3. Console.ReadLine(); Console.WriteLine(); } } } InputUtilities.cs using System; using System.Collections.Generic; using System.Linq; using System.Text; namespace CIS247A_Employee { public class InputUtilities { public static string GetInput(string inputType) { string strInput = String.Empty;
- 4. Console.Write("Enter the " + inputType + ": "); strInput = Console.ReadLine(); return strInput; } public static string getStringInputValue(string inputType) { string value = String.Empty; bool valid = false; string inputString = String.Empty; do { inputString = GetInput(inputType); if (!String.IsNullOrEmpty(inputString)) { value = inputString; valid = true; }
- 5. else { value = "Invalid input"; valid = false; } if (!valid) Console.WriteLine("Invalid " + inputType + " try again!"); } while (!valid); return value; } public static int getIntegerInputValue(string inputType) { bool valid = false; int value = 0; string inputString = String.Empty; do
- 6. { inputString = GetInput(inputType); if (!(String.IsNullOrEmpty(inputString))) { valid = Int32.TryParse(inputString, out value); } if (!valid) Console.WriteLine("Invalid " + inputType + " try again!"); } while (!valid); return value; } public static double getDoubleInputValue(string inputType) { bool valid = false; double value = 0; string inputString = String.Empty;
- 7. do { inputString = GetInput(inputType); if (!(String.IsNullOrEmpty(inputString))) { valid = Double.TryParse(inputString, out value); } if (!valid) Console.WriteLine("Invalid " + inputType + " try again!"); } while (!valid); return value; } public static char getCharInputValue(string inputType) { bool valid = false; char value = 'u'; string inputString = String.Empty;
- 8. do { inputString = GetInput(inputType); if (!(String.IsNullOrEmpty(inputString))) { valid = Char.TryParse(inputString, out value); } if (!valid) Console.WriteLine("Invalid " + inputType + " try again!"); } while (!valid); return value; } } }
- 9. wk2/wk2.docx 1. Download the Utility Classes file, which is a zip file that contains two classes (1) ApplicationUtilities.cs and (2) InputUtilities.cs. Unzip the two files and place the files in a known location. 2. Create a new project called "CIS247_WK2_Lab_LASTNAME". An empty project will then be created. 3. Right click the project name in the Solution Explorer, or select the Project Menu, and select "Add Existing Item" 4. Navigate to the folder where you saved the (1) ApplicationUtilities.cs and (2) InputUtilities.cs class files, select the files, and then click add. 5. The files will be added to your project. 6. The final step is to change the name of the Namespace so all the classes in the project can recognize each other (there are advanced ways around this, but for this course may be easiest to change the namespace. In order to make it easier for the follow on weeks, change the namespace to all the classes to "Employee". The file list in the