...Rocco Pugliese Chapter 1 - Assignment 1.1 BCOM/275: BUSINESS COMMUNICATIONS AND CRITICAL THINKING April 23rd, Monday 2012 Geri Markley Chapter 1 - Assignment 1.1 Misunderstanding 1 Who was the sender? | Rocco | Who was the receiver? | Manager | What was the message? | Determine if network devices were PCI compliant | What channel was used to send the message? | Excel worksheet, Verbal conversation via telephone | What was the misunderstanding that occurred? | Determination if network devices were PCI compliant | How could the misunderstanding have been avoided? | More experienced manager needed to determine if controls met compliance controls | Legend: Company X (purchaser) Company Y (purchasee) 1. What did you learn about the communication process from this activity? * This was my first project with PCI controls with a client who was being acquired by another company. PCI controls are very specific and detailed. I was chosen for this project for my attention to detail and understanding of network devices, routers, firewalls etc. * Through detailed, verbal meetings with Company X network team, it was determined all network devices monitored and audited by (X) were PCI compliant. Therefore I began completion of each sample documentation examples requiring the review of network device configurations as complete. The verbiage read as “All audits and controls are compliant by Company X. No further documentation required. * The manager...
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...Lab 1: Input, Processing, and Output This lab accompanies Chapter 2 of Starting Out with Programming Logic & Design. Modified by M. L. Malone Name: ___________________________________________ Lab 1.1 – Algorithms This lab requires you to think about the steps that take place in a program by writing algorithms. Read the following program prior to completing the lab. Write a program that will take in basic information from a student, including student name, degree name, number of credits taken so far, and the total number of credits required in the degree program. The program will then calculate how many credits are needed to graduate. Display should include the student name, the degree name, and credits left to graduate Step 1: Examine the following algorithm. (Reference: Designing a Program, page 30). 1. Get the student name. 2. Get the degree program name. 3. Subtract the number of credits taken so far from the required credits for the degree. 4. Get the number of credits required for the degree program. 5. Get the number of credits the student has taken so far. 6. Display the input information in Step 1 and 2. 7. Display the calculated information. Step 2: What logic error do you spot? Step 3: How would you write the algorithm to fix the logic error? Step 4: What steps require user interaction (Ex: user must type in some input)? (List numbers from Step 3.) _...
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...I was at work one day and the phone rang. I answered; it was a carry out order. The lady over the phone ordered 100 wings extra crispy. Normally when people order extra crispy, they prefer them without the breading, so that’s the way I put the order in. She came to pick the order up; the order was wrong because she wanted breaded wings. 1. Who was the sender? Customer 2. Who was the receiver? Me (employee) 3. What was the message? Breaded wings extra crispy 4. What channel was used? Telephone 5. What was the misunderstanding? I assumed the customer wanted naked wings based on previous experience, when she indeed wanted not breaded. 6. How could the misunderstanding be avoided? The situation could have been avoided by me not assuming when she ordered extra crispy meant not breaded. 1. It is important not to assume what someone wants. Be sure to ask if unsure about anything because mix ups can occur. Some may be harder to fix then others. 2. The main cause of the misunderstanding was me making the assumption based on previous orders. The customer never said she wanted not breaded, there for I should have asked if I was unsure. A family was sitting at a table, the server kept messing up on little things, like forgetting straws, or extra napkins. The parents at the table found everything and anything to complain about. I noticed they were giving their serve a hard time, so I decided to go over and help her out with the table. I took over the table for her...
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...Exercise 1.1 Personal Choices in Decision Making Nicole Shafer University of the Potomac Negotiations Management (MGMT424) Sunday, February 21, 2016 (Tuesday, February 23, 2016) Will Walker Abstract Part one talks about the instructions of the exercise and my opinion towards it. The reason for choosing the answers that I did for each choice set. Part two talks about the scoring and categorizing myself under the individualistic column and why. The agreement with the scoring placement and what individualistic and individualism is. The third part talks about the management style of individualistic and the perspective of the employee and the manager. Exercise 1.1 Personal Choices in Decision Making Part 1 Making Personal Choices In the first part of the exercise you are given nine choices and you are to pick from A, B, or C options. The points represent something of value to you – each point is valuable to you, and so, the more points you accumulate the better for you. The same holds true for the other person: the more points the other person accumulates, the better for him or her. The other person would be considered an opponent but you have control over the amount of points the opponent receives and the amount you receive. I felt the exercise was strange because I had the influence over the amount of points I would receive and the amount of points the opponent would receive. I chose a lot of the choices in my favor because in the end I had the ultimate decision...
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...Demonstrative Communication Everyday people communicate in many millions of different ways, via email, text, face-to-face, verbally or non-verbally. Demonstrative communication is a paramount way for a sender to express their thoughts and emotions to the receiver. Ensuring that the message you are trying to convey is understood by the receiver is the essence of good communication. Demonstrative communications involve both verbal and non-verbal communication skills and are the basic way humans interact with each other. Developing excellent communication skills is the key to success for both personal and professional relationships. Effectiveness of Demonstrative Communication According to authors Cheesebro, O’Connor, and Rios (2010), “The key to effective communication is shared understanding of the information. Consequently, a more accurate definition of communication is a shared understanding between the sender and the receiver of the message sent.” A typical process model of the communication process has 5 components. There are the transceivers and receivers. Transceivers, or senders, are responsible for encoding the message while the receiver is responsible for decoding of the message. There is the channel by which the message is sent by the transceiver, and the feedback given by the receiver to the sender. There are two ways which messages are sent. Messages sent verbally can be sent by written words, speaking face to face, an email or even a text message. Non-verbal...
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...Problem Solving with Computing Homework - WEEK 2 [30 points] This is a review of some of the material from Chapter 2 and lectures from class. No credit for answers that are copies or near verbatim transcripts – please use your own words1 and document sources where appropriate. 1 This will apply to all assignments in this class. Answer the following questions: Chapter 2 1. Short Answers [1 point each, 2 points total] 1. What does a professional programmer usually do first to gain an understanding of a problem? The first thing that a professional programmer usually do first to gain an understanding of a program is to closely relate customer (Interview ) to inquire or gather information about the problem. 2. What two things must you normally specify in a variable declaration? The two things normally specified in a variable declaration are the variable type and identifier. 2. Algorithms / Pseudocode [1 point each, 5 points total] 1. Design an algorithm that prompts the user to enter his or her height and stores the user’s input in a variable named height. Declare height Display “Enter Your Height” Input Height Display “Height” 2. Write assignment statements that perform the following operations with the variables a and b. - Adds 2 to a and stores the result in b. - Subtracts 8 from b and stores the result in a Set b=2+a Set a=b-8 3. Write a pseudocode statement that declares the variable cost so it can hold real numbers. Floating Point-Variable...
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...Week 2 Assignment: Understanding Effective Money Management Assessment A, Part 1: Creating a Personal Financial Statement - Assets | 1 point | Car: Bluebook value $1250.00Cash: $378.00Savings Accounts: $826.00 | Assessment A, Part 2: Creating a Personal Financial Statement - Debts | 1 point | Rent: $750.00Electric/ Gas bill: $131.75Cable/ internet/ Phone bill: $80.42Credit Card: $31.00Cell phone bill: $72.37 | Assessment A, Part 3: Identify Money Management Tool | 1 point | Explain to Monica how the money management tools were identified. | Students should explain how they evaluated various cash management products and services. | Assessment A, Part 4: Creating a Personal Financial Statement – Steps | 1 point | Drag the steps listed on the right into their correct sequences on the left. When done click the Send button | Step 1: I got all my financial stuff together – bills, loans, bank statements, etc. | Step 2: I balance my checkbook. | Step 3: I decided what were my assets and what were my debts. | Step 4: I enter my assets in the program. | Step 5: I enter my debts in the program. | Step 6: The program gave me a Net worth figure at the end. | Assessment B: Creating a Monthly Cash Flow Statement ...
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...Diagnostic Algebra Assessment Definitions Categories Equality Symbol Misconception Graphing Misconception Definition Concept of a Variable Misconception Equality Symbol Misconception As algebra teachers, we all know how frustrating it can be to teach a particular concept and to have a percentage of our students not get it. We try different approaches and activities but to no avail. These students just do not seem to grasp the concept. Often, we blame the students for not trying hard enough. Worse yet, others blame us for not teaching students well enough. Students often learn the equality symbol misconception when they begin learning mathematics. Rather than understanding that the equal sign indicates equivalence between the expressions on the left side and the right side of an equation, students interpret the equal sign as meaning “do something” or the sign before the answer. This problem is exacerbated by many adults solving problems in the following way: 5 × 4 + 3 = ? 5 × 4 = 20 + 3 = 23 Students may also have difficulty understanding statements like 7 = 3 + 4 or 5 = 5, since these do not involve a problem on the left and an answer on the right. Falkner presented the following problem to 6th grade classes: 8 + 4 = [] + 5 All 145 students gave the answer of 12 or 17. It can be assumed that students got 12 since 8 + 4 = 12. The 17 may be from those who continued the problem: 12 + 5 = 17. Students with this misconception may also have difficulty with the idea that adding...
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...Team B Calorie Count Tool PRG/211 May 5, 2014 Team B Calorie Count Tool PROBLEM STATEMENT Team B was asked to develop a program which would calculate the user’s daily intake of calories and measure those calories against the overall calories expended. The core purpose of this program will do two primary functions. First, it will record the user intake of calories as acquired through meals throughout the day. Second, the user will record caloric output associated with physical activity. This information will be calculated together to determine the caloric surplus or deficit for the user. In order for the program to execute accurately, and provide customized results, the user will be required to input personal data to include gender, age, weight, and height. This additional information is essential to determine the user’s default caloric burn rate, otherwise known as the basal metabolic rate (BMR). The BMR and the calories burned as a result of physical activity will be calculated against the intake of calories to determine the overall success for the user. As the program is executed it must: * Record user name, age, height, weight to enable more accurate calculations * Record the users specific caloric values entered for each meal * Record the user activity and caloric burn values for that activity * Calculate the basal metabolic rate (BMR) for the individual * Subtotal the total caloric values for the day * Combine the physical activity and...
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...11108944 Name: ASHWINI KUMAR Roll No. : RE3R02B32 PART- A 1. Ans :- (a) unary and ternary operator Unary operator:- It pecedes an operand . The operand (the value on which the operator operates ) of the unary operator must have arithmetic or pointer type and the result is the value of the argument. Example:- If a=5 then +a means 5 If a=0 then +a means 0. If a=-4 then +a means -4. Ternary operator:- It precedes an operand. The operand of the unary operator must have arithmetic type and the result is the negation of the operand’s value. Example:- If a=5 then –a means -5 If a=0 then –a means 0 If a=-4 then –a means 4. (b) Assignment and equalto operator Assignment operator:- Equal to operator: An assignment operator assigns value In this we put the To a variable. value as it is. Example – Example- a*=5 means a=5*5. Int a; a=5 means a is initialized with 5 if(a==5) { return true; } return false; (c) Expression and statement Expression:- An expression is any valid combination of operators , constants , and variables. Example:- ...
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...Selection statements Selection is used to select which statements are to be performed next based on a condition being true or false. Relational expressions In the solution of many problems, different actions must be taken depending on the value of the data. The if statement in C I used to implement such s decision structure in its simplest form – that of selecting a statement to be executed only if a condition is satisfied. Syntax: if(condtion) statement executed if condition is true When an executing program encounters the if statement, the condition is evaluated to determine its numerical value, which is then interpreted as either true or false. If the condition evaluates to any non-0 value (positive or negative), the condition is considered as a “true” condition and the statement following the if is executed; otherwise this statement is not executed. Relational Operators In C Relational operator | Meaning | Example | < | Less than | age < 30 | > | Greater than | height > 6.2 | <= | Less than or equal to | taxable <= 200000 | >= | Greater than or equal to | temp >= 98.6 | == | Equal to | grade == 100 | != | Not equal to | number !=250 | In creating relational expressions, the relational operators must be typed exactly as given in the above table. Thus, although the following relational expressions are all valid: age > 40 length <= 50 temp >= 98.6 3 < 4 flag == done day != 5 The following are invalid: length =< 50 ...
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...STUDY HABITS OF SECOND YEAR BS-AVTECH STUDENTS OF PATTS COLLEGE OF AERONAUTICS S.Y 2013-2014 An Undergraduate Research Presented to The Languages Department of PATTS College of Aeronautics In Partial Fulfillment of the Requirements for the course ENGL 211 – Technical Report Writing By Guevarra, Giorgio Martin C Guevarra, Lorenzo Miguel Jang, Jose, Yosalina, Leo Xander March 2014 ACKNOWLEDGEMENT The researcher would like to express our thanks to the lord. Our God for his guidance towards everything we do In life, including this study that we had made, and for being an inspiration for us all to do our best in life. We give our thanks to Ms. Karen M. Millano, our adviser for ENGL 211, for carefully and patiently guiding us so that we may finish the thesis research, and for supporting us and believing in us, that we can accomplish our task finishing the thesis. To the respondents of this study, we express our gratitude because without them, this thesis research would not have been completed, we thank them for allowing us to conduct a survey during their spare time, and their patience and integrity in answering the survey. To our parents, for their support and everlasting patience and understanding for us. And lastly to our classmates, since they have been with us since the beginning of the semester and they had been our companions in everything we do for the subject ENGL 211. ABSTRACT STUDY HABITS OF...
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...SCHOOL OF ENGINEERING YEAR 3 MECHATRONICS ASSIGNMENT LAB REPORT Reading an Analogue Voltage from a Potentiometer to turn a Motor on and off with reading of 40 Assignment 2 Owais Jahanzeb BENG Mechanical Engineering with buissness Lecturer: Dr. Tom Shenton Aim & Objectives The aim of this lab is to develop a functioning program for the PICDEM board to read an analogue signal from a potentiometer and turning a motor on or off if the signal exceeds a certain limit. The program should depict the function that it should turn the motor ON and OFF if the potentiometer reading is less than or equal to 40. The practical uses of such program can be seen in automotive , injection moulding machines, wood processing machines, modern temperature controlled plants, speed control torque operations. Developing Program 1 Figure 1. The schematic circuit & PICDEM board configuration for Program Figure 1. The schematic circuit & PICDEM board configuration for Program The objective of program is to read the correspondent voltage analogous to the potentiometer position and switch the motor on if the reading is over 40 and switch it off if the reading is less than or equal to 40, the value can be adjusted by twisting the screw clockwise and anticlockwise. The program works by implementing the following code. PIC program for Test of potentiometer with value less equal to 40 with comments: include <p16f917.inc> extern DisplayDigit1, DisplayDigit2...
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...Law Written Assignment 3 Case Study 1 Parks, a 7-foot, 265-pound center for the San Diego Slick, objected when his contract was assigned from the ABC Corporation to the XYZ Corporation, the team’s new owner. The change of owners did not cause a change in the composition of the team although a new coach was hired. Parks’s compensation and his responsibilities remained the same. Was this contract assignable? Facts of the Case: 1) Parks contract was assigned from the ABC Corporation to XYZ Corporation. 2) Parks compensation and his responsibilities remained the same. Issues: 1) The reason why we are in court today is to identify if Park’s contract was assignable. Rules of the Law: 1) Personal Service Contract – The parties agree that a personal service contract may be assigned. This allows the trade of an athlete from one team to another team. 2) Notice of Assignment – Assignee is under a duty to notify the obligor that the assignment has been made and performance must be rendered to the assignee. 3) Anti-Assignment Clause – Prohibits the assignment of rights under the contract. 4) Approval Clause – requires that the obligor approves any assignment of contract. Analysis & Conclusion: Since we do not have all the facts we can assume the following: 1) Parks contract did include the Personal service contract. 2) Notice of assignment was made by XYZ Corporation. 3) Parks contract did NOT include Anti-Assignment Clause. ...
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...Management Accounting Individual Assignment 1. Variable manufacturing cost per unit = (323,000,000-160,000,000-24,000,000-100,000,000) 850,000 = $45.88 per unit Fixed manufacturing cost per unit = $100,000,000 850,000units = $117.65 per unit Total manufacturing cost per unit= 45.88+117.65 = $163.53per unit 2. Fixed overhead rate= $100,000,000 800,000units =$125 per unit Production volume variance= (850,000 X 125)-(800,000 X 125) =$106,250,000-$100,000,000 = $6,250,000 Favourable 3. Absorption costing. | $ | $ | SalesLess: Cost of goods soldOpening inventoryProduction(850,000 X (255+125))(-)Ending inventory(30,000 X 405)Gross MarginAdjustments for production variance(850,000-800,000)x125Operating Income | 0323,000,000(11,400,000) | 450,000,000(311,600,000) | | | | | | 138,400,0006,250,000F | | | 144,650,000 | Income Statement for the year ended 31December 2012 4. Variable Costing Income Statement for the year ended 31 December 2012 | $ | $ | SalesOpening inventoryProduction(850,000 X 255)(-)Ending inventoryContribution MarginFixed factory overheadOperating income | 0216,750,000(7650,000) | 450,000,000(209,100,000) | | | 240,900,000(100,000,000) | | | 140,900, 000 | 5. Based on the calculations of absorption costing and variable costing for the year 2012,it would be better to calculate and measure using the absorption costing...
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