Im in a java class and having trouble with assigning the seat to a specific number from the array.. Below are the instructions I was given and then the code that I have already.  

ITSE 2321 – OBJECT-ORIENTED PROGRAMMING JAVA Program 8 – Arrays and ArrayList

A small airline has just purchased a computer for its new automated reservations system. You have been asked to develop the new system. You are to write an application to assign seats on flight of the airline’s only plane (capacity: 10 seats). Your application should display the following alternatives: "Please type 1 for First Class" and "Please type 2 for Economy." If the user types 1, your application should assign a seat in the first-class section (seats 1 – 5). If the user types 2, your application should assign a seat in the economy section (seats 6 – 10). Your application should then display a boarding pass indicating the person’s seat number and whether it’s in the first-class or economy section of the plane. Use a one-dimensional array of primitive type boolean to represent the seating chart of the plane. Initialize all the elements of the array to false to indicate that all the seats are empty. As each is assigned, set the corresponding element of the array to true to indicate that the seat is on longer available. Your application should never assign a seat that has already been assigned. When the economy section is full, your application should ask the person if it’s acceptable to be placed in the first-class section (and vice versa). If yes, make the appropriate seat assignment. If no, display the message "Next flight leaves in 3 hours." End the program when all the ten seats on the plane have been assigned.

No input, processing or output should happen in the main method. All work should be delegated to other non-static methods. Include the recommended minimum documentation for each method. See the program one template for more details.

Run your program, with your own data, and copy and paste the output to a file. Create a folder named, fullname_program8. Copy your source code and the output file to the folder. Zip the folder and upload it to Blackboard.

/*
* To change this license header, choose License Headers in Project Properties.
* To change this template file, choose Tools | Templates
* and open the template in the editor.
*/
package airlineapp;

import java.util.Scanner;

/**
*
* @author user1
*/
public class AirlineApp {
int num;
int i;
int counter = 0;
int [] seatNum = new int[11];

  
public static void main(String[] args) {
AirlineApp application = new AirlineApp();
application.userInput();
application.seatChart();
  
//create the array
  
  
// TODO code application logic here
}

public void userInput(){
Scanner input = new Scanner(System.in);
System.out.print("Please type 1 for first class and press 2 for economy: ");

//gets the input from the user and saves it as num to perform the rest
//of the aplication
num = input.nextInt();

}

public void seatChart(){
  
for(int counter = 0; counter < seatNum.length; counter++){
if(num != 2 && counter < 6 )
counter = counter + 1;
  
  
}
  
  
  
  
}
  
  
}

This question need to be solved using java coading :-

I. Input

   All input data are from a file "in.dat". The file contains a
sequence of infix form expressions, one per line. The character '$' 
is an end mark. For example, the following file has four infix form 
expressions:

   1 + 2 * 3 ^ ! ( 4 == 5 ) $
   3 * ( 6 - 4 * 5 + 1) + 2 ^ 2 ^ 3 $
   77 > ( 2 - 1 ) + 80 / 4 $
   ! ( 2 + 3 * 4 >= 10 % 6 ) && 20 != 30 || 45 / 5 == 3 * 3 $

Each expression is a sequence of tokens (i.e., constant integers,
operators, and end mark) separated by spaces. There is no variable.


II. Output

   Output data and related information are sent to the screen.
Your program should do the following for each expression:

   (1) printing the expression before it is manipulated;
   (2) showing the converted postfix form expression;
   (3) showing the expression tree;
   (4) printing the fully parenthesized infix form expression;
   (5) reporting the value of the expression.


III. Operators

   The following operators are considered. They are listed in the
decreasing order of precedence.

   Token            Operator            Associativity

    !               logical not         right-to-left
    ^               exponentiation      right-to-left
    *  /  %         multiplicative      left-to-right
    +  -            additive            left-to-right
    <  <=  >  >=    relational          left-to-right
    ==  !=          equality            left-to-right
    &&              logical and         left-to-right
    ||              logical or          left-to-right


IV. Other Requirements

   Since a large amount of information are to be displayed on the
screen, it is mandatory for your program to provide users a prompting
message such as

          Press <Enter> to continue ...

after each expression is processed, so that users have the chance to
check the output of your program carefully.


V. Algorithm: Infix_to_postfix conversion

  Input:  An infix form expression E = t1 t2 t3 ... $,
          which is a sequence of tokens.
  Output: The postfix form expression of E.

  Algorithm: 
  {
    do {
      get the next token t;
      case (t) {
         operand: place t onto the output;
                  break;
        operator: while (stack s is not empty
                    && stacktop(s) is not a left parenthesis)
                    && precedence(stacktop(s)) >= precedence(t)
                       // assuming left-to-right associativity, 
                       // not for the exponentiation operator ^, 
                       // which has right-to-left associativity 
                  {
                        pop(x,s);
                        place x onto the output;
                  }
                  push(t,s);
                  break;
               (: push(t,s);
                  break;
               ): while (stacktop(s) is not a left parenthesis) {
                      pop(x,s);
                      place x onto the output;
                  }
                  pop(x,s);
                  break;
        end mark: while (stack s is not empty) {
                      pop(x,s);
                      place x onto the output;
                  }
                  place the end mark onto the output;
                  break;
      }
    } while (t is not the end mark);
  }

This below is "in.dat file"

12 * 23 <= ( ( ( 3456 ) ) +    ( 6789 ) ) $ 1
4 ^ 3 - ( 2 + 4 * 15 ) - ( 90 / 3 != 30 ) $ 2
! ( 222 < 111 ) + 2 * 3 ^ ( 29 - 3 * 9 ) > 18 && 1234 == 1234 $ 1
( 2 * ( 62 % 5 ) ) ^ ( ( 4 - 2 ) ) - 2 ^ 2 ^ 2 $ 0
( ( 9 / ( 5 - 2 ) + 2 ) * ( 2 ^ 2 * 2 ) - 79 ) || ! ( 65432 > 54321 ) $ 1
( ( 9999 >= 8888 ) + 2 ) * ( 4 / ( 999 - 997 ) ) - 2 ^ ( 5 - 3 ) $ 2

This question need to be solved using java coading :-

I. Input

   All input data are from a file "in.dat". The file contains a
sequence of infix form expressions, one per line. The character '$' 
is an end mark. For example, the following file has four infix form 
expressions:

   1 + 2 * 3 ^ ! ( 4 == 5 ) $
   3 * ( 6 - 4 * 5 + 1) + 2 ^ 2 ^ 3 $
   77 > ( 2 - 1 ) + 80 / 4 $
   ! ( 2 + 3 * 4 >= 10 % 6 ) && 20 != 30 || 45 / 5 == 3 * 3 $

Each expression is a sequence of tokens (i.e., constant integers,
operators, and end mark) separated by spaces. There is no variable.


II. Output

   Output data and related information are sent to the screen.
Your program should do the following for each expression:

   (1) printing the expression before it is manipulated;
   (2) showing the converted postfix form expression;
   (3) showing the expression tree;
   (4) printing the fully parenthesized infix form expression;
   (5) reporting the value of the expression.


III. Operators

   The following operators are considered. They are listed in the
decreasing order of precedence.

   Token            Operator            Associativity

    !               logical not         right-to-left
    ^               exponentiation      right-to-left
    *  /  %         multiplicative      left-to-right
    +  -            additive            left-to-right
    <  <=  >  >=    relational          left-to-right
    ==  !=          equality            left-to-right
    &&              logical and         left-to-right
    ||              logical or          left-to-right


IV. Other Requirements

   Since a large amount of information are to be displayed on the
screen, it is mandatory for your program to provide users a prompting
message such as

          Press <Enter> to continue ...

after each expression is processed, so that users have the chance to
check the output of your program carefully.


V. Algorithm: Infix_to_postfix conversion

  Input:  An infix form expression E = t1 t2 t3 ... $,
          which is a sequence of tokens.
  Output: The postfix form expression of E.

  Algorithm: 
  {
    do {
      get the next token t;
      case (t) {
         operand: place t onto the output;
                  break;
        operator: while (stack s is not empty
                    && stacktop(s) is not a left parenthesis)
                    && precedence(stacktop(s)) >= precedence(t)
                       // assuming left-to-right associativity, 
                       // not for the exponentiation operator ^, 
                       // which has right-to-left associativity 
                  {
                        pop(x,s);
                        place x onto the output;
                  }
                  push(t,s);
                  break;
               (: push(t,s);
                  break;
               ): while (stacktop(s) is not a left parenthesis) {
                      pop(x,s);
                      place x onto the output;
                  }
                  pop(x,s);
                  break;
        end mark: while (stack s is not empty) {
                      pop(x,s);
                      place x onto the output;
                  }
                  place the end mark onto the output;
                  break;
      }
    } while (t is not the end mark);
  }

This below is "in.dat file"

12 * 23 <= ( ( ( 3456 ) ) +    ( 6789 ) ) $ 1
4 ^ 3 - ( 2 + 4 * 15 ) - ( 90 / 3 != 30 ) $ 2
! ( 222 < 111 ) + 2 * 3 ^ ( 29 - 3 * 9 ) > 18 && 1234 == 1234 $ 1
( 2 * ( 62 % 5 ) ) ^ ( ( 4 - 2 ) ) - 2 ^ 2 ^ 2 $ 0
( ( 9 / ( 5 - 2 ) + 2 ) * ( 2 ^ 2 * 2 ) - 79 ) || ! ( 65432 > 54321 ) $ 1
( ( 9999 >= 8888 ) + 2 ) * ( 4 / ( 999 - 997 ) ) - 2 ^ ( 5 - 3 ) $ 2

Please code this in C

In this project, we shall simulate the operations of an ATM machine.

Suppose you’re in charge of this simulation and here is a scenario of what is required to do:

The customer will be assigned a random number for his/her balance.

First, the customer is prompted to enter his personal identification number pin (for this case study, we test only if this pin is formed by 4 digits! otherwise, a message like “Invalid PIN, try again . . .” will be displayed) and the user is re-prompted to enter the pin. The customer is given three chances to enter his pin. If he/she fails during the three trials you display a message like “Sorry you can’t continue, contact your bank for assistance!”

If the pin is correct (formed by 4 digits), then the system will ask the customer for the receipt ( 1 for YES and 2 for NO ) and a menu will be displayed containing five possible options to choose from: Fast Cash, Deposit, Withdraw, Balance and Get Card Back.

Here is the explanation of each of the 5 options:

Get Card Back: Display the message “Goodbye! “and exit the program.

Fast Cash: Let the customer choosing the amount of cash from a menu similar to the following:

Press:

1 --> $20.00                $40.00 <-- 2

3 --> $80.00                $100.00 <-- 4

Withdraw: Prompt the user for the amount of money he/she would like to withdraw and make the sure that he/she has enough money for that!

Deposit: Prompt the customer for the amount of deposit.

Balance: Just display the amount of money the customer has.

Don’t forget to print the receipt if the customer wants one.

Sample execution: bolded text represents the user entry

Virtual Bank at West

                              WELCOME

Enter Pin: 245

                        Invalid PIN, Re-enter Pin: 5487

(clear screen )

                        Receipt y or Y -> Yes             No <- n or N  

                        Enter choice: N          

(Clear screen)

CHOOSE FROM THE FOLLOWING

                                    1 -> Fast Cash             Withdraw      <- 2

                                    3 -> Deposit                Check Balance <- 4

                                    5 -> Get Card Back

                                    Enter your choice: 4

                                    (Clear screen)

                        Your Balance is : $124.3

1 -> Another Transaction                    Get Card Back <- 2   

Enter your choice: 1

(Clear screen)

CHOOSE FROM THE FOLLOWING

                                    1 -> Fast Cash             Withdraw      <- 2

                                    3 -> Deposit                Check Balance <- 4

                                    5 -> Get Card Back

                                                Enter your choice: 2

(Clear screen )

Enter amount (enter 0 to cancel): 300.00

Sorry not enough balance

Enter amount (enter 0 to cancel): 30.00

Take your cash…

(Clear screen)

Your Balance is: $124.32

1 -> Another Transaction                    Get Card Back <- 2   

Enter your choice: 1

(Clear screen)

CHOOSE FROM THE FOLLOWING

                                    1 -> Fast Cash             Withdraw      <- 2

                                    3 -> Deposit                Check Balance <- 4

                                    5 -> Get Card Back

Enter your choice: 8

Invalid Entry

(Clear screen)

CHOOSE FROM THE FOLLOWING

                                    1 -> Fast Cash             Withdraw      <- 2

                                    3 -> Deposit                Check Balance <- 4

                                    5 -> Get Card Back

Enter your choice: 5

(Clear screen)

THANK FOR USING OUR VIRTUAL BANK SYSTEM

GOODBYE. . .

Former CEO Ron Johnson designed and tried to implement a new strategy for JCPenney (JCP). However, the firm’s tar- get “middle market” customers did not respond well to the new strategy and the innovations associated with it. In fact, some say that Johnson’s innovations and strategy alienated what had historically been the firm’s target customers.

Johnson came to JCP after successful stints at Target and Apple. At Apple, he was admired for the major role he played in developing that firm’s wildly successful Apple Stores, which a number of analysts say brought about “a new world order in retailing.” It was Johnson’s ability to establish what some viewed as path-breaking visions and to develop innovations to reach them that appealed to JCP’s board when he was hired.

Comparing JCP to the Titanic, Johnson came to the CEO position believing that innovation was the key to shaking up the firm. Moreover, he reminded analysts, employees, and others that he came to JCP to “transform” the firm, not to marginally improve its performance. Describing what he intended to do at JCP, Johnson said that “in the U.S., the department store has a chance to regain its status as the leader in style, the leader in excitement. It will be a period of true innovation for this company.”

The essence of Johnson’s vision for JCP was twofold. First, he eliminated the firm’s practice of marking up prices on goods and then offering discounts, heavy pro- motions, and coupons to entice its bargain-hunting tar- get customers. Instead, Johnson introduced a three-tiered pricing structure that focused on what were labelled “everyday low prices.” To customers though, the pricing structure was confusing and failed to convince them that the “everyday low prices” were actually “low enough” compared to competitors’ prices.

Innovation was at the core of the second part of the new CEO’s vision, with one objective being to give JCP a more youthful image. The innovations Johnson implemented to create this image included establishing branded boutiques within JCP stores. To do this, JCP set up branded boutiques “along a wide aisle, or ‘street’ dotted with places to sit, grab a cup of coffee, or play with Lego blocks.” With an initial intention of having 100 branded shops within JCP stores by 2015, Johnson asked people “to envision an entire store of shops with a street and square in the middle representing a new way to interface with the customer.” Disney was one of the brands to be included as a shopping destination, as were Caribou Coffee, Dallas- based Paciugo Gelato & Cafe?, and Giggle, a store dedicated to making “it a whole lot easier to become a parent” by offering innovative and stylish “must-have baby items.” In addition, and as noted in Chapter 4’s Opening Case, Levi’s, IZOD, Liz Claiborne, and Martha Stewart branded items were to be included as part of the boutiques.

But, these innovations and the strategy used to exploit them did not work. So what went wrong? Considering the components of the model shown in Figure 13.2 yields a framework to answer this question. While it is true that Johnson had an entrepreneurial mind-set, cross-functional teams were not used to facilitate implementation of the desired innovations such as the boutique stores. In essence, it seems that Johnson himself, with- out the involvement of others throughout the firm, was instrumental in deciding that the boutiques were to be used as well as how they were to be established and operated within selected JCP stores. In addition, the values associated with efforts to change JCP from its historic roots of being a general merchant in the space between department stores and discounters to becoming a firm with a young, hip image were not shared among the firm’s stakeholders. Finally, Johnson’s work as an entrepreneurial leader was, seemingly, not as effective as should have been the case. Because of mistakes such as these, the level of success desired at JCP through internally developed innovations was not attained.

1. The new CEO tried to be innovative. Were the innovations introduced, more incremental or more novel? Please explain.

2. What are the reasons that the innovations implemented by the new CEO failed?

3. What recommendations do you have for turning around the performance of JCP?

Vinnie is a professional road cyclist participating in the 2020 Giro d’Italia, a three-week race nearly 3,600 km in distance with some stages exceeding altitudes of 2,700 m above sea level (i.e., Stelvio Pass, Italy). As the newly hired head of the high-performance team, it is your responsibility to manage his preparation for the event. You must demonstrate to your team a fundamental understanding of physiology, the chronic adaptations expected from his training, and methods that could be implemented to improve the likelihood of success.

1)Your first job was to schedule a VO₂max test for Vinnie to examine his aerobic fitness. After repeating the assessment several weeks later after an intensive training block, you notice that VO₂max has dropped, but there has been an increase in VT₂. Please discuss why VO₂max decreased and what impact both changes will have on performance?

2)Out of interest, you decide to measure Vinnie’s gross mechanical efficiency during cycling (i.e., the ratio of work accomplished to energy expended). You determine that he is 21.9% efficient. Please explain what efficiency is a measure of, where does this value sit within normal efficiency data and why you are unlikely to see values much higher (e.g., 50%)?

3)Within the alveoli, the partial pressure of O₂ is reduced from that measured in the outside air (160 mmHg) to approximately 105 mmHg.

1. What three factors contribute to this reduction in P_AO₂?

What values do you expect to observe in PO₂ and P_AO₂ when Vinnie is cycling at the peak of Stelvio Pass (barometric pressure = 543 mmHg)?

What impact would the change in P_AO₂ have on Vinnie’s performance?

4)

The longest leg of the race is 228 km, during which energy intake is critical. Glycolysis and β-oxidation are processes that break down carbohydrates (i.e., glucose, sucrose, fructose) and fatty acids, respectively.

1. Individually, what is the total ATP yield from one molecule of glucose and one molecule of palmitate?
2. How did you reach these numbers (i.e., substrate yield and use)?

Based on what you know about the yield and speed of these two pathways, do you recommend Vinnie ingest glucose or fatty acids during the race? (Hint, remember the cross-over concept)

5)

You recommend that Vinnie performs altitude training as part of his preparation for the race, a training approach that is novel to him.

1. What physiological changes would you expect in the short (i.e., acute), and long-term (i.e., chronic)?
2. How will the physiological changes influence performance in the short (i.e., acute), and long-term (i.e., chronic)?

6)

During a casual chat with a sport scientist from another team, they suggest preparing “finish bottles” for the longer legs of the race. Along with a dose of painkillers, a “finish bottle” typically contains an ergogenic dose of caffeine (i.e., approximately 3 to 5 mg·kg^-1 of bodyweight).

1. As a sympathetic nervous system stimulant, what acute physiological changes will likely occur following caffeine ingestion at these doses?

Additionally, caffeine has a mild effect at mobilising free fatty acids. Please describe what is meant by mobilisation, and how this may influence performance

7)

Given that the average distance of each leg is 170.5 km in distance, and sometimes undulating in elevation, you understand that fatigue is inevitable. The energy depletion model of fatigue focuses around the concept that depleted substrates are just one source of fatigue, particularly observed in muscle glycogen and phosphocreatine stores.

1. As an aerobic event, why do you expect depletion in glycogen and phosphocreatine?
2. Why, specifically, is it crucial to replenish muscle glycogen stores prior to the next leg?

8)

As the event is soon approaching, parts of Hungary are experiencing a heatwave. Indeed, temperatures may exceed 32° Celsius during the first leg of the race leaving Budapest.

1. Will the ambient temperature have any impact on Vinnie’s performance?

In terms of thermoregulation, what physiological changes are likely to occur during this leg of the race?

Theories of Intelligence

Intelligence tests and psychological definitions of intelligence have been heavily criticized since the 1970s for being biased in favor of Anglo-American, middle-class respondents and for being inadequate tools for measuring non-academic types of intelligence or talent. Intelligence changes with experience and intelligence quotients or scores do not reflect that ability to change. What is considered smart varies culturally as well and most intelligence tests do not take this variation into account. For example, in the west, being smart is associated with being quick. A person who answers a question the fastest is seen as the smartest. But in some cultures, being smart is associated with considering an idea thoroughly before giving an answer. A well-thought out, contemplative answer is the best answer.

Multiple Intelligences

Gardner (1983, 1998, 1999) suggests that there are not one, but nine domains of intelligence. The first three are skills that are measured by IQ tests:

Logical-mathematical: the ability to solve mathematical problems; problems of logic, numerical patterns

Linguistic: vocabulary, reading comprehension, function of language

Spatial: visual accuracy, ability to read maps, understand space and distance

The next six represent skills that are not measured in standard IQ tests but are talents or abilities that can also be important for success in a variety of fields: These are:

Musical: ability to understand patterns in music, hear pitches, recognize rhythms and melodies

Bodily-kinesthetic: motor coordination, grace of movement, agility, strength

Naturalistic: knowledge of plants, animals, minerals, climate, weather

Interpersonal: understand the emotion, mood, motivation of others; able to communicate effectively

Intrapersonal: understanding of the self, mood, motivation, temperament, realistic knowledge of strengths, weaknesses

Existential: concern about and understanding of life’s larger questions, meaning of life, or spiritual matters

Gardner contends that these are also forms of intelligence. A high IQ does not always ensure success in life or necessarily indicate that a person has common sense, good interpersonal skills or other abilities important for success.

Triarchic Theory of Intelligence

Another alternative view of intelligence is presented by Sternberg (1997; 1999). Sternberg offers three types of intelligences. Sternberg provided background information about his view of intelligence in a conference I attended several years ago. He described his frustration as a committee member charged with selecting graduate students for a program in psychology. He was concerned that there was too much emphasis placed on aptitude test scores and believed that there were other, less easily measured, qualities necessary for success in a graduate program and in the world of work. Aptitude test scores indicate the first type of intelligence-academic.

Academic (componential): includes the ability to solve problems of logic, verbal comprehension, vocabulary, and spatial abilities.

Sternberg noted that students who have high academic abilities may still not have what is required to be a successful graduate student or a competent professional. To do well as a graduate student, he noted, the person needs to be creative. The second type of intelligence emphasizes this quality.

Creative (experiential): the ability to apply newly found skills to novel situations.

A potential graduate student might be strong academically and have creative ideas, but still, be lacking in the social skills required to work effectively with others or to practice good judgment in a variety of situations. This common sense is the third type of intelligence.

Practical (contextual): the ability to use common sense and to know what is called for in a situation.

This type of intelligence helps a person know when problems need to be solved. Practical intelligence can help a person know how to act and what to wear for job interviews, when to get out of problematic relationships, how to get along with others at work, and when to make changes to reduce stress.

Compare Gardner’s Theory of Multiple Intelligences and Sternberg’s triarchic theory of intelligence. You must have at least 3 points of comparison.

Do you think that these types of intelligences are cultivated in school or at home?

Once you have the dataset, please use knowledge gained in other business and/or economics classes to realize what topic and theory the data could relate and a research question that it could allow you to answer. More specifically, please put together an analysis by making sure your project report includes the following:

1. Brief statement of the research topic and problem. As you get the dataset from me, you would need to use some imagination what research problem that data could be related to. Nevertheless, please state very briefly (i.e. in one paragraph) what theory (research literature or textbooks related to business or economics) says about the research problem – e.g. is there some dilemma or controversy that your research will help to clarify.
2. Clearly worded research question that limits the research problem to researchable task. (This is a short sentence that ends with the question mark and it is suggested that you draw from theory (research literature / textbook knowledge) in one of the business studies field to word it!)
3. Please identify the type of data that you are working with – on what type of measurement scale(s) where the selected variables measured by the original data collectors. (As you work with the dataset given by me, use your educated guess).
4. Describe the data with the tools of descriptive statistics, using both numerical as well as graphical methods. In addition to reporting and commenting on the values central tendency and diagrams, please also justify the choice of method (e.g. why a particular kind of measure of central tendency was selected and the chosen graphic is appropriate to use in this context).
5. Justify the selection of the specific data analysis method of inferential statistics. Recommendation – use the decision tree (introduced in Ch. 9ff) to make the selection and justification of it. You should look up also the assumptions and comment how your data meets them but I will not penalize you if it does not meet all the criteria. Nevertheless, please make sure that you include the basic information about distribution of the variables – are they more or less normally distributed (use both numerical as well as graphical methods). It is required that you restrict the choice of data analysis method(s) to the ones introduced in the class. (In addition to the fact that we covered only the most basic / frequently used methods in class, also the spreadsheet program (Excel) which the textbook is based on and that I presented during the course, has limited set of methods available).
6. Formulate the null and research (alternative) hypothesis – similarly to point 2 it is recommended that you word them on the basis of research literature / textbook knowledge in one of the business studies field that you know);
7. Determine the test criteria:

7.1. Specify the level of significance (Type I error associated with the null hypothesis),

7.2. Determine the test statistic (the appropriate statistical test as mentioned under point 5 above),

7.3. Determine the critical values (and region(s) if applicable),

8. Calculate the value of the test statistic (obtained value).
9. Make a decision about the null and research hypothesis by comparing the obtained value to the critical value and interpret the results of the data. You can pay attention also to the p-values.
10. Sum up you research report by relating the statistical test result(s) to the research question and theory that you set to test.

Feasibility Report (Please do not attempt to solve if you can not fulfill all the requirements)

After reviewing my cover page, table of contents, introduction, purpose and overview report please complete the BODY part.

Purpose       

Feasibility reports are a yardstick to measure solutions which lead to a recommended course of action. These through investigations, to determine the viability and practicality of the proposal, are necessary to minimize organizational risk and minimize risks. When proposing a product, service, strategy, initiative, program, process, or change. Feasibility reports are critical to identify roadblocks to implementation and to maximize the chances for success. All business professionals must understand how to use through research to make decisions and communicate findings.

Your Task

You will explore the feasibility of a product, service, strategy, initiative, policy, program, process, or change. An individual may explore an aspect of the persuasive multimedia presentation topic if desired. A senior management or board of directors will be the recipient of the feasibility report. You will present this information as an analytic report.

Cover Page

Change of Budget Feasibility Report for National Project Systems

Table of Contents

Introduction

Purpose and overview of an organization

Problem Statement

Background of Problem

Cause of Problem

Solution

1. Introduction

This feasibility report has been prepared for the National Project System, to assess the chances of approval of the change in the budget submitted to the treasury department by the ministry of finance. This document details out the need for change in the budget proposal, the purpose of such a change and also will talk about the cause of the problem. National Project System manages multiple projects in and around the state of Texas and California. Its annual budget is $100 million. The change in the budget proposal has been asked by the ministry of finance for NPS, keeping in mind the increasing need for modern facilities and infrastructure. The ministry wishes to expand the operation of National Project system to other states and increases its footprint at a global level.

2. Purpose and overview of an organization

National Project system is an implementation arm of the ministry of finance. It undertakes multiple projects across various domains such as health, agriculture, defense, etc. Its annual budget has seen a growth of more than 20% in last 5 years. Recently, a need for modern infrastructure and processes has been realized by the members of National Project System. Hence, a budget change plan has been submitted to treasury department by a ministry of finance, to study the feasibility of such a change request.

3. Problem Statement

Need an increase in the annual budget of National Project Systems for the proper implementation of various schemes running under its multiple projects. Current budget stands at $100 million. Treasury Department is already under a lot of financial burdens due to a decrease in funds from the world bodies which support it for such projects. In such a case a feasibility report has been prepared for the national project system.

4. Background of Problem

The projects being executed by NPS is running in costs of more than $200 million. Current budget stands at $100 million. The infrastructure and the process used to implement projects are quite outdated and need an urgent up-gradation to deliver projects on time. Treasury department which approves any budget changes is under tremendous pressure as it has lack of funds due to shortage of fund supply from world bodies. If the budget change doesn't get approved, many projects under NPS will get shut down.

5. Cause of Problem

Cause of problem is the increase in projects without the increase in resources. Faulty planning for operational needs and execution. Budget forecasting not accurate. Over-commitment by a ministry of finance.

6. Solution

Explain the need for change in a budget to treasury department in an analytical manner. Address the pain points. Talk about operational costs. Discuss faulty forecasting issues and the urgent need for modern infrastructure.

*******Body (approx. 2 pages and minimum 2 references required)*******

1) Solutions and Alternatives - explain the solutions/alternatives you have selected (must have at least 3).

2) Establishing Criteria -establish at least 3 criteria selected for making comparisons. Tell how and why you selected criteria to use as a yardstick in evaluating alternatives.

3) Discussion/Evaluation – thoroughly discuss and evaluate the alternatives based on the criteria. Be sure to offer advantages and disadvantages of each. Refer to the graphic in the Appendices.