Summative Case Study: SRS Educational Supply Company

Part 1 – Job Order Costing / Process Costing
SRS Educational Supply Company provides educational materials and supplies to educational institutions. The company provides educational supply needs that includes workbooks, classroom visual aids, instructor support materials, art supplies, lab supplies, and administrative office supplies. Since SRS Educational Supply Company consistently produces the same service to its customers, the company uses job order costing. The company’s processing units are assigned costs. For example, the company will determine all of the costs associated with the sales/marketing in a certain period and divide the costs by the number of customers that the company currently has. The cost per customer then becomes a part of the inputs and its used to determine the cost of sales/marketing and the cost of each customer. Service industries often do not match directly the normal costing systems, but the same concepts can still be used to determine the costs per customer.

The SRS Educational Press is wholly owned by the Company. It performs the bulk of its work for the print materials that are sold to the customers. The press also publishes and maintains a stock of books for general sale. The press uses normal costing to cost each job. Its job-costing system has two direct-cost categories (direct materials and direct manufacturing labor) and one indirect-cost pool (manufacturing overhead, allocated on the basis of direct manufacturing labor costs).

The following data (in thousands) pertain to 2017:

 Direct materials and supplies purchased on credit: $800  Direct materials used: $710  Indirect materials issued to various production departments: $100  Direct manufacturing labor: $1,300  Indirect manufacturing labor incurred by various production departments: $900  Depreciation on building and manufacturing equipment: $400  Miscellaneous manufacturing overhead incurred by various production departments: $550 o (Ordinarily, this would be detailed as repairs, photocopying, utilities, etc.)  Manufacturing overhead allocated at 160% of direct manufacturing labor costs: ?  Cost of goods manufactured: $4,120  Revenues: $8,000  Cost of goods sold (before adjustment for under- or overallocated manufacturing overhead): $4,020  Inventories, December 31, 2016 (not 2017):
o Materials control: $100 o Work-in-process control: $60 o Finished goods control: $500

Submission Requirements for Final Project I:

As the accountant, the company has asked you to perform the following tasks:

1. Prepare an overview diagram of the job-costing system at the SRS Educational Press. 2. Prepare journal entries to summarize the 2017 transactions. As your final entry, dispose of the year-end under- or overallocated manufacturing overhead as a write-off to cost of goods sold. Number your entries. Explanations for each entry may be omitted. 3. Show posted T-accounts for all inventories, Cost of Goods Sold, Manufacturing Overhead Control, and Manufacturing Overhead Allocated. 4. How did the SRS Educational Press perform in 2017? Should the company continue to have in-house press production?

You will submit your answers/explanations for Final Project I in a memo-style format to the company’s leadership team. Use Microsoft Word and Excel.

Hello, I very stuck on this c++ blackjack project and was wondering if anyone can offer help and guidance on this subject

can someone help he with part 4 i have no idea how to approach the problem and how to do it

I have compeleted a few parts to this project they are listed below

Part 1 – Displaying Cards Write a function to display (print) a card. sample program output void displayCard(int card) Prints the name of the card (ten of spades, queen of diamonds etc.). The parameter should be a value between 1 and 13, from which the type of card can be determined (1 = ace, 2 = two, …, 10, == ten, 11 = jack, 12 = queen, 13 = king). The card suit (clubs, diamonds, hearts or spades) should be determined randomly.

Part 2 – Generating Cards Write a function to get a card. int getCard() Returns a random value between 1 and 13, representing a card (ace, 2, …, queen, king). You do not have to keep track of which cards are dealt. So, if the game deals the queen of spades five times in row that is perfectly acceptable.

Part 3 – Determining a Cards Score Write a function to return a card's score. int cardScore(int card) Returns a value between 2 and 11 as described in the rules. Recall that the score is the card's value except that aces are worth 11 and face cards are worth 10. The card parameter represents the card for which the score is to be determined.

Part 4 – Dealing Cards Now that you've completed Parts 1 and 2 you can write a function that handles dealing cards. int deal(bool isPlayer, bool isShown) This function is responsible for: 1. Generating the next card to be dealt (Part 1) 2. Printing out what card was dealt (Part 2) and to whom, if needed (see below) 3. Returning the card's score (Part 3) The two Boolean parameters are related to printing out the card. The isPlayer parameter is used to determine whether the word PLAYER or DEALER should be printed at the start of the output. The isShown parameter is used to determine if the card should be printed – recall that the second card dealt to the dealer is hidden.

MYCODE

#include

#include

#include

#include

using namespace std;

void displaycard(int card, int suits){

string cardtype[13] = { "Ace of", "Two of", "Three of" , "Four of" , "Five of" , "Six of", "Seven of","Eight of", "Nine of", "Ten of", "Jack of","Queen of","King of" };

cout << cardtype[card];

string suit[4]={" hearts"," diamonds"," spades"," clubs"};

cout << suit[suits];

}

int getcard(){

int card;

card = rand()%13;

return card;

}

int getsuit(){

int suits;

suits = rand() % 4;

return suits;

}

int cardScore(int card)

{

if (card == 11 || card == 12 || card == 13)

{

card = 10;

}

else if (card == 1)

{

card = 11;

}

else

{

card = card;

}

return card;

}

int deal(bool isPlayer, bool isShown){

int cardWhom;

int dealer;

if (cardWhom == true||dealer == true ){

cout << "PLAYER"<< endl;

}

else {

cout << "DEALER" << endl;

}

}

int main(){

srand((unsigned)time(0));

return 0;

}

Question Objectives: The objectives of this lab exercise are to: Demonstrate an understanding of the concept of operator precedence in Python expressions and statements. Take simple problem descriptions and produce small but complete Python programs that solve these problems. Give you some practice in using simple Python interactive input and output capabilities. Give you some practice in the simplest Python decision statement (if). Give you some practice in the simplest Python loop statement (while). Specifications: This is a four-part exercise. For the three assignment statements listed below, label the operators according to the order they will be evaluated, i.e., label the first evaluated operator with a 1, the second with a 2, and so on. Then fill in the blank with the result assigned to variable x in each part. i. x = 7 + 3 * 6 / 2 – 1 x = ________ ii. x = 2 % 2 + 2 * 2 – 2 / 2 x = ________ iii. x = ( 3 * 9 * ( 3 + ( 9 * 3 / 3 ) ) ) x = ________ Write a Python program that inputs three (3) integers to IDLE from the keyboard and prints the sum, average, product, smallest and largest of these numbers. For this exercise you may assume the user does NOT enter any duplicate values. The interactive screen dialogue should look something like this (user input is shown in bold): Input three different integers separated by : 13 27 14 Sum is 54 Average is 18 Product is 4914 Smallest is 13 Largest is 27 Write a Python program in IDLE that asks for the radius of a circle and prints the circle’s diameter, circumference, and area. Import the math library for p. Do the calculations for diameter, circumference and area in the output statements. You do NOT need variables for holding your calculated values of diameter, circumference, or area. Just place the appropriate expression as an argument to the print() function. Write a Python program in IDLE that asks for an integer and determines and prints whether it is odd or even. (Hint: Use the modulus operator (%). An even number is a multiple of 2 and any multiple of 2 leaves a remainder of zero (0) when divided by 2). Discussion: In addition to the documentation requirements specified in lab 1, first write the entire program in pseudocode as comments. When necessary place a comment to the right of complicated lines to clarify your code to the reader. Further, comments should not merely repeat what is obvious from a program statement. For example, avoid what follows. This statement below adds nothing to understanding what the statement does or what its purpose is within the program: Sum = Sum + 1 # Add 1 to Sum ß A totally worthless comment! Deliverable(s): Your deliverable should be a Word document with screenshots showing the sample code you have created, and discuss the issues that you had for this project related to AWS and/or Python IDE and how you solved them. Turn in your source code listings for the programs developed above. Include screen shots of the results from running the programs you developed for three (3) sets of test data (for each program). Choose your test cases carefully so they reflect good values to test all aspects of your solutions.

The Tokenizer.java file should contain:

A class called: Tokenizer

Tokenizer should have a private variable that is an ArrayList of Token objects.

Tokenizer should have a private variable that is an int, and keeps track of the number of keywords encountered when parsing through a files content.

In this case there will only be one keyword: public.

Tokenizer should have a default constructor that initializes the ArrayList of Token objects Tokenizer should have a public method called: tokenizeFile

tokenizeFile should have a string parameter that will be a file path tokenizeFile should return void tokenizeFile should throw an IOException tokenizeFile should take the contents of the file and tokenize it using a space character as a delimiter

If there are multiple spaces between tokens then ignore those spaces and only retrieve the words, so given the string: “The cat” should still only produce two tokens: “The”, and “cat”

A newline should also serve to separate tokens, for example:

If the input contains multiple lines such as:

The cat in the hat Red fish blue fish There is no space between “hat” and “Red”, just a newline, which means the resulting tokens are “hat” and “Red”, NOT a single token: “hatRed”

Each token should be added to the private ArrayList variable as a Token object If the value of a token is the keyword: public , then increment the private int counter that is keeping track of the number of keywords encountered when parsing the content of a file.

- Remember that “public” is the only keyword you have to worry about - Any letter in the word: public , can be capitalized and you must still increment the counter -

If public is part of another token, then it should NOT count as a keyword -

For example if a file contained: - Blahblahpublic -

The above public does not count as a keyword since public in this case is not its own token Every call to tokenizeFile should first clear the previous tokens from the ArrayList of Tokens, as well as reset the private int counter of keywords (public) For example: if a user calls tokenizeFile(“someFile.txt”) and it generates these tokens:

“The” , “cat”, “in” , and then the user calls tokenizeFile again but with a different input file, such as: tokenizeFile(“somenewfile.txt”), the ArrayList should no longer hold the previous tokens, and should instead hold only the new tokens generated by the new file.

Tokenizer should have only a getter for the ArrayList of Token objects (not a setter) The getter should be called: getTokens and should return an Array of Token objects, NOT an ArrayList of Token objects Tokenizer should have a method called: writeTokens writeTokens should have no input parameter writeTokens should have a return type of void writeTokens should throw an IOException writeTokens should write the tokens out to a file called: “output.txt”, and should reside in your current working directory. Each token should be written on a newline, for example - Given tokens: “The”, “cat”, “in”, “the”,”hat” The result in output.txt should be: The cat in the hat Notice the order the tokens should be written to file are in order from which they are read from the input file, which should be from left to right and from top to bottom Tokenizer should have a public method called: getKeywordCount , that has no input arguments and returns the private int keyword counter field Override the toString method inherited from the Object class, have it return the same value as calling the toString method on the ArrayList of Token objects

Preparation

In this assignment, we’ll return to Sun City Boards and the management challenges they face. (You can refresh your memory of Sun City Boards by reading the Why It Matters (Links to an external site.) and Putting It Together (Links to an external site.) sections of the Planning and Mission module.) With your advice, Tom Wilson (the owner) has continued to make strategic planning progress, but you and Tom realize that a new organizational structure is needed for the company to grow as you envision. Plans include expanding beyond a single store/manufacturing shop and reaching new markets via an Internet presence and e-commerce. The following is a summary of the current staff and loose descriptions of job functions:

• Owner/CEO – Tom Wilson (Designs the boards, sets their selling price, and establishes sales channels with local surf shops)
• Bookkeeper – Sarah Balanced (Sarah also doubles as order-taking clerk, cash register attendant, and customer complaint listener)
• Board Maker – Jack Ovalltrades (If Tom invents it, Jack can make it!)
• Board Making Assistants – 3 Jills (Assignments change almost daily as Jack decides what needs to be done next)
• Sales Associate – Kelly Dude (Named after famed surfer Kelly Slater and a business icon for Sun City Boards; visits surf shops and occasionally closes a sale)
• Part-time Associates – Hired as needed for inventory management (cleanup), promotional events, etc.

The Organizational Structures module of your text provides numerous examples and illustrations of organizational structures. As Tom’s advisor, your assignment now is to select one of the organizational structures presented in the reading, describe how it works, chart the future structure for Sun City, and explain why you prescribe it. The following steps will help you prepare for your written assignment:

1. Thoroughly read the Organizational Structures module.
2. Carefully consider the various organizational structures, their key structural components, and organizational timing relevant for Sun City. Consider the internal and external environmental factors, as well as current trends.

Your Task

1. Select one of the Organizational Structures from your reading for Sun City.
2. Create a Future State Organizational Chart for Sun City. You may use a presentation tool of your choice. There are numerous organizational chart format inserts available in popular software. Microsoft Word and PowerPoint have Hierarchy charts found on the Insert tab under SmartArt. Your org chart should contain the title of the job function, even if no Sun City employee currently fills that role. You may also recommend a reporting structure for the existing employees within the new structure.
3. Write at least two paragraphs describing your chosen structure and why you selected it. Your written explanation must include three properly referenced and defined terms from the module reading. For example, if you select a functional structure, explain each relevant function.

In addition to the text, you are encouraged to research your organizational structure using reliable and properly cited Internet resources. You may also draw from your personal work experience with appropriate examples to support your references.

In this discussion board assignment, you will critically evaluate the following scenario using the four basic critical questions. Here is the scenario:

Researchers wanted to study the relationship between pizza consumption by college freshmen and academic achievement. The researchers selected a freshmen history class with 900 students. The class lasted for 16 weeks and had weekly quizzes.

The researchers used random sampling and got two equivalent groups of participants from the class. Each group had 35 students. One group was the pizza group and one was the non-pizza group. To prepare for the experiment, the researchers compared the average quiz results of both groups for the first three weeks of the course and found no statistically significant difference between quiz scores.

In weeks 4 - 12, the researchers provided pizza dinner for everyone in the pizza group but those in the non-pizza group were told not to eat pizza 48 hours before the weekly quizzes. After week 12, the researchers compared the average quiz scores in each group and found that the non-pizza group had a statistically higher average quiz score than the pizza group. The researchers concluded that pizza consumption hinders academic performance of college freshmen.

Here are the basic 4 critical questions:

The next step to critically evaluate correlational claims is asking our four basic CRITICAL QUESTIONS applied to correlation (p. 118):

What does the claim of correlation mean? Which two variables, changing events, factors, or things co-vary? Do they exhibit a positive or negative relation?

How good is the evidence? Are two relevant groups being compared? Is the difference between the groups large enough (i.e., outside the margin of error of both samples) so that it is unlikely that these differences are the result of chance sampling variation? Were the groups being compared appropriately selected?

What other information is relevant? What is the context? Have other researchers found similar correlations? Of similar strength? Did other researchers use different types of samples and groups?

Are relevant fallacies avoided? For example, consider the fallacies of No comparison, Biased Sampling, Small Sample, Unclear Target Population, and of Significance.

These fallacies are clearly described in our textbook. Since most have been already covered in the previous chapters of our textbook, corresponding online links, and in the Keynotes, we need only introduce the new fallacy of Significance. The error of reasoning here for this fallacy is to argue that the difference between two (sample) groups, in a strict statistical or scientific sense, is important—relying on the common usage of the word “significant.” In contrast, the “[d]ifferences are said to be ‘statistically significant’ when…we can theoretically be 95% confident that the differences are not due to chance” (according to what we learned about statistical reasoning in Chapter 3 of our textbook; p. 105, emphasis added). This, therefore, merely provides a probabilistic judgement about a result that is basically not significant or important in any ordinary sense. As Mark Battersby notes, “[a] ‘statistically significant difference’ between two groups means that it’s very likely that there’s a correlation; but this says nothing about the strength of the correlation or about whether the correlation is of any human, scientific, or personal significance” (pp. 114-115, emphasis added).

Complete the Information Technology Self-Assessment Tool below. When completed review and determine at least three new goals you would like to achieve. with a brief description of your experience and comfort level with the use of technology not only in your Program but as a practicing nurse.

Information Technology Self-Assessment Tool

Virginia Niebuhr, Donna D’Alessandro, Marney Gundlach

This tool is designed to help you to assess your information technology skills and to develop short-term goals.

Rate yourself on how successfully you can complete the following skills:

1. I have never done this before

2. I could do this with help

3. I can do this alone, but might some mistakes

4. I can do this alone with confidence

5. I can teach others to do this skill

MY INFORMATION TECHNOLOGY GOALS

Ready, Steady, Ride: Careem versus Uber in the Middle East The immersion of technology within our lives has made it pos¬sible not only to deliver customer value more efficiently in B2B and B2C exchanges but has also made it much easier to have peer-to-peer (P2P) transactions. This concept was brought into the transport sector by Uber, which created a digital app-based platform to connect people who needed a reliable ride with people looking to earn money from their car. Although the service they provide custom¬ers is not a new one, their innovative market¬ing and targeting strategies created a new burgeoning segment, with the result that its service concept has become a generic term: “Uberfication.” The concept expanded rapidly to other parts of the world, with Uber successfully establishing itself as the leader in most global markets. Uber has now moved to 376 cities worldwide and has a net value of $50 billion, making it the fastest start-up ever to get to that value in such a short amount of time. However, in the Middle East, Uber’s app-based taxi-booking concept was ad¬opted effectively and pre-emptively by Careem, a local start-up, before Uber could enter the region. It has since given tough competition to the global leader. In the Middle East, the Uberfication of the transport sector was started in 2012 by two entrepreneurs, Mudassir Sheikha and Magnus Olsson. The former McKinsey consultants launched the app-based ride-hailing service Careem in the city of Dubai in the UAE. Careem is among country’s most successful start-up stories, with a 30 percent growth month on month. In just four years, it has expanded to 44 cities across 10 countries in the region and claims to have over 6 million registered users. Sheikha and Olsson’s story is not very dif¬ferent from that of Kalanick and Camp. The Careem founders say that they were looking to do something meaningful and were looking for opportunities. As consultants, both of them traveled a lot for work and felt that there was a gap in the region in finding quick, efficient, and reliable means of transportation—some¬thing like Careem. In 2013, the competitive landscape of private taxi hiring in the MENA region changed as Uber also entered the re¬gion by making its debut in the UAE. By then, however, Careem already had the first-mover advantage. The Middle East Market Both companies had their own competi¬tive advantages. Uber was a well-established international company with a strong reputa¬tion and track record of success. On the other hand, Careem was the local favorite and launched first in the regional markets, so it was more trustworthy. In the UAE, the private-taxi sector is highly regulated, espe¬cially with regard to pricing and drivers’ licens¬ing requirements. For instance, in the UAE, the law requires private-taxi companies to operate with a minimum of 30 percent higher fare than public taxis. This makes the private-sector taxi services more of a luxury in this market, with both Uber and Careem trying to compete and differentiate against each other. Careem aims to be the largest “mover of people” in the wider MENA region, from Pakistan to Turkey. The brand name worked particularly well in the UAE and Middle East. The word “Car-eem” is a play on a car-based service, but it is also derived from the Arabic word “Ka-reem,” which means “generous.” This communicates the value proposition of Careem very effectively as a company that takes good care of its customers and tries to do more, with a big heart. This blended English–Arabic brand worked well to target the large multicultural expat population in the UAE and also helped to position it as a home-grown local brand for the wider Arab-speaking consumers through¬out the Middle East. Careem drivers are called captains, and it differentiates itself by saying that where other companies call themselves limo services, Careen has a ride for everyone. The market coverage strategy used by Careem is to offer differentiated services to different cus¬tomers by adapting to the local needs. For exam¬ple, in Dubai, “Economy” Careem offers budget taxis, “Business” and “First¬class” options are high-end luxury rides, and “MAX” cars are SUVs that can seat a larger number of people. “Ameera” offers ladies-only rides with a woman chauffer. “Careads” allow parents to order books free of charge through the Careem app. “Careem kids” offers cars with baby car seats. Careem’s operational model and its “generous” value proposition blends well with the Middle Eastern context. Key features of its model include the following: Customer call center: A large popu¬lation in the Middle East prefers to call instead of using apps, and Careem built an entire call center for bookings and re¬porting issues. Pay by cash: This provision addressed the population’s general antipathy to¬ward credit cards and their preference for cash transactions. Careem’s own location database: The GoogleMaps in the Middle East is not very accurate and there are frequent road works, so Careem built its own database of locations. This worked well for the later booking option, which is a unique feature of Careem. Book for someone else: This worked well in cases where bookings were made by secretaries for bosses or clients and also for school pickups. Captain call center: A centralized call center helped in coordinating and com¬municating with the customers, ensuring better security and privacy of customer information. Captain Loyalty: A four-tiered loyalty points system ensured minimum earning for the drivers and that there would be more cars on the roads for bookings and pickups. Uber has already found competition in many of the regions it seeks to expand into, often because of the very model it pioneered. Many of these aspects are difficult to incorporate in Uber’s global model. However, a score-based study in the UAE found that, overall, both Uber and Careem score similarly on aspects like the app, cars, booking process, prices, free rides, and community service. Uber scored more points for the app, prices, and free rides, and Careem scored better on certain as¬pects of the cars, the booking process, and community service. Although in the past the UAE has been the main battle-expand aggressively to more cities and ground for Uber and Careem in the re-even add more differentiated services in region, both companies are now looking to their offerings.

a. Using full spectrum of segmentation variables, describe how careem segments and targets the market for the transport sector.

b. Which market targeting strategy is Careem following? Justify your answer

c. Write a positioning statement for Careem

d. What are the potential issues for Careem after Uber entered the market? Will they continue to appeal to the same types of customers? Why or why not?

Southwest Airlines

Listening to customers is the main way a customer service professional can determine the customer’s needs. Skilled listeners listen actively and use cues to understand the message the customer is sending. This activity is important because poor listening skills can result in a loss of business. Listening breakdowns are common but can be avoided by understanding how to listen and practicing good listening skills.

The goal of this activity is to demonstrate the steps in the listening process and recognize the ways listening can be hampered.

Read the case discussing how Southwest Airlines implements good listening skills and answer the questions that follow.

Southwest Airlines had a rocky road to its startup. Incorporated in 1967, it never actually started flying until June of 1971 because of lengthy legal challenges by other major airlines. When it finally started services between Dallas and Houston, Texas, and Dallas and San Antonio, Texas, it used three Boeing 737 aircraft and offered $20 one-way fares. In October of that same year, it offered 14 every-hour flights between Dallas and Houston and seven bi-hourly flights between Dallas and San Antonio, and in November added scheduled flights between Houston and San Antonio. That same month it introduced a $10.00 “night fare.” Needless to say, the competition was a bit worried about this young upstart airline that began taking business away from them in these three markets and had the potential to expand into other areas. In 1973, Braniff Airlines began a “fare war” that resulted in $13 fares for both airlines, with Southwest upping the stakes by offering customers a choice of a $13.00 fare or a free bottle of premium liquor with every $26.00 full-fare ticket. The result was that Southwest ended the year with its first profits since starting operation and started developing a loyal customer base. By January 1974, it had carried its one-millionth passenger.

Fast forward to 1979, when Southwest got approval to fly to other states after lengthy court battles and began service to Louisiana. This was the first venture outside the state of Texas and was followed by expansion eastward into numerous other states.

As it entered its second decade of service, the airline had over 2,000 employees and over $34 million in revenue. It also launched its successful “Loving you is what we do” customer campaign. As the decade progressed, the airline continued efforts to attract flyers from competing airlines and endear itself to customers by initiating policies such as a senior fare between the hours of 9:00 a.m. and 3:00 p.m. Monday through Friday for people over the age of 65. In 1986, the airline introduced its “Fly Now, Pay Less” fare that lowered all long-distance fares across its 25-city system to a ceiling of $98 each way. By the end of its second decade of operation, Southwest was winning accolades and awards. According to its website, “For an unprecedented second time since the DOT began keeping records on the performance of the nation’s largest carriers, Southwest captured the top rating in all three categories of the DOT operating statistics report.” That same year, it reported a net income of over $71 million, with 94 aircraft and over 7,700 employees. It also was given major carrier status by the U.S. Department of Transportation, which meant that it had operating revenue exceeding $1 billion in a 12-month period.

By the 1990s, Southwest had become well established as a major passenger carrier with popular campaigns that focused on families such as the “Family Fare” from Salt Lake City, Utah, to anywhere Southwest flew. Anyone purchasing a full-fare adult ticket could take up to seven other people traveling with them for half price. It also implemented programs that offered to military families and dependents one-way fully-refundable leisure fares that did not require advance purchase. By the end of the decade, the airline had entered the Internet age with online booking and had generated over $478 million in net revenue, had 312 aircraft, and had over 27,000 employees. It was also ranked fourth on Fortune magazine’s “100 Best Companies to Work For” list.

By 2000, the company had moved up to number 2 on Forbes List and had expanded the Rapid Rewards program for customers that it had started several years earlier. Beyond that, as the decade progressed and moved into the second decade of the century, Southwest instituted other discount flight initiatives that encouraged air travel and expanded its customer reach. For its efforts, it won additional accolades, including the 2012 Top Military Friendly Employer award.

Update

In September of 2017, Southwest Airlines released its newest advertising campaign that’s designed to “remind customers that they are at the core of the carrier’s purpose: to connect people to what’s important in their lives through friendly, reliable, and low-cost air travel.” The campaign is named “Behind Every Seat is a Story: Behind Every Story is the Reason for Transfarency.” The advertising campaign focuses on customer stories and their reasons for flying.

“At Southwest Airlines, our customers are the reason we fly,” said Ryan Green, Vice President and Chief Marketing Officer at Southwest Airlines. “This campaign is an opportunity for us to remind the world that there is a personal reason someone chose to fly Southwest Airlines with our low fares, no hidden fees, and exceptional hospitality. We're honored and pleased to tell stories inspired by the more than 115 million people who fly Southwest Airlines every year.” (Southwest Media, September 25, 2017)

Questions

1- Identify the steps to the listening process. How would you evaluate Southwest Airlines listening technique giving examples from the article.

2- Southwest Airlines newest advertising campaign is designed to “connect people to what’s important in their lives through friendly, reliable, and low-cost air travel.” What characteristic of a good listener is Southwest Airlines employing through this campaign? Do you think it was an effective strategy? why or why not?

3- When Southwest Airlines launched the “Loving you is what we do” customer campaign, the company backed up the campaign by offering lower fares to customer groups. By matching the nonverbal message of “loving you…” with the actions of lower fares, Southwest Airlines demonstrated ________________ in its message. Identify a suitable word to complete this sentence.

4- Southwest Airlines implemented a senior fare policy that provided lower rates for people over age 65 during certain time periods. The airline may have implemented this policy after hearing that senior citizens were choosing not to fly because of high costs. When the airline began the senior fare policy, it was engaging in the ____________ phase of the listening process. Identify a suitable word to complete this sentence.

Part 1

The questions in this part of the assignment will be graded.

The Hay System is a job performance evaluation method that is widely used by organizations around the world. Corporations use the system to map out their job roles in the context of the organizational structure. One of the key benefits of the method is that it allows for setting competitive, value-based pay policies. The main idea is that for each job evaluation, a number of factors (such as Skill, Effort, Responsibility and Working Conditions) are evaluated and scored by using a point system. Then, the cumulative total of points obtained will be correlated with the salary associated with the job position. As a Comp208 student, you have been commissioned to implement a simplified version of the Hay method. Particularly, the hiring company (which is called David and Joseph Ltd) is interested in getting the salary (or hay system score) for several job descriptions currently performed in the company.

Data Representation

Unfortunately, the company David and Joseph Ltd. has very strict security policies. Then, you will not be granted access to the main data base (which is called mycourses). Instead, all the information needed has been compiled in files with the following characteristics.

File 1

1. The first line of the file contains 1 positive integer: num words≤ 10000, the number of words in the Hay Point dictionary.
2. num words lines follow; each contains a word (a string of up to 16 lower-case letters) and a dollar value (an integer between 0 and 1000000). You can safely assume that the num words words in the dictionary are distinct. Each description word-value is terminated by a line containing a period.

You can take a look about how File 1 looks below.

7 administer 100000 .

spending 200000 .

manage 50000 .

responsibility 25000 .

expertise 100 .

skill 50 .

money 75000 .

Please note that for this file, num words is equal to 7.

File 2

1. The first lines of the file contains a varyingly number of comments that must be ignored. You can recognize a comment line because it always start with the # character.
2. Following the comments there is one job description. A job description consists of between 1 and 200 lines of text; for your convenience the text has been converted to lower case and has no characters other than letters, numbers, and spaces. Each line is at most 200 characters long.

You can take a look about how File 2 looks below.

#Comp208 is an amazing class

# This comment does not make sense

# It is just to make it harder

# The job description starts after this comment, notice that it has 4 lines.

# This job description has 700150 hay system points the incumbent will administer the spending of kindergarden milk money and exercise responsibility for making change he or she will share responsibility for the task of managing the money with the assistant whose skill and expertise shall ensure the successful spending exercise

Below, you can find a second example of how File 2 could look like.

#This example has only one comment

this individual must have the skill to perform a heart transplant and expertise in rocket science

The Hay System

When applying the Hay System to the latest File 2 example (i.e., this individual must have the skill to perform a heart transplant and expertise in rocket science ) on the Hay Point dictionary coded in File 1, the job description gets a total of 150 points (or salary in dollars). This score is obtained because exactly two words (i.e., expertise and skill) of the job description are found in the dictionary. Particularly, expertise and skill have a score of 100 and 50 dollars, respectivelly.

Question 1: create dictionary             (24 points)

Complete the create dictionary function, which reads the information coded in the File 1 and returns a hay points dictionary. See below for an explanation of exactly what is expected.

from typing import Dict, TextIO def create_dictionary(file1: TextIO) -> Dict[str, int]:

’’’Return a dictionary populated with the information coded in file1.

>>> File_1 = open(’File1.txt’)

>>> hay_dict = create_dictionary(File_1)

>>> hay_dict

{’administer’: 100000,

’spending’: 200000,

’manage’: 50000,

’responsibility’: 25000,

’expertise’: 100,

’skill’: 50,

’money’: 75000}

"""

Please note that the variable file1 is of type TextIO, then you can assume that file was already open and it is ready to be read.

Question 2: job description          (24 points)

Complete the job description function, which reads the information coded in the File 2 to return a list of strings with the job description. See below for an explanation of exactly what is expected.

def job_description(file2: TextIO) -> List[str]:

’’’Return a string with the job description information coded in file2.

>>> File_2 = open(’File2_1.txt’)

>>> job_desc = job_description(File_2)

>>> job_desc

[’the’, ’incumbent’, ’will’, ’administer’, ’the’, ’spending’, ’of’, ’kindergarden’, ’milk’,

’money’, ’and’, ’exercise’, ’responsibility’, ’for’, ’making’, ’change’, ’he’, ’or’,

’she’, ’will’, ’share’, ’responsibility’, ’for’, ’the’, ’task’, ’of’, ’managing’,

’the’, ’money’, ’with’, ’the’, ’assistant’, ’whose’, ’skill’, ’and’, ’expertise’,

’shall’, ’ensure’, ’the’, ’successful’, ’spending’, ’exercise’]

’’’

Please note that the variable file2 is of type TextIO, then you can assume that file was already open and it is ready to be read.

Question 3: hay points          (24 points)

Complete the hay points function, which for a job description, output the corresponding salary computed as the sum of the Hay Point values for all words that appear in the description. Words that do not appear in the dictionary have a value of 0. See below for an explanation of exactly what is expected.

def hay_points(hay_dictionary: Dict[str, int], job_description: List[str]) -> int:

’’’Returns the salary computed as the sum of the Hay Point values for all words that appear in job_description based on the points coded in hay_dictionary

>>> File_1 = open(’File1.txt’)

>>> File_2 = open(’File2_1.txt’)

>>> hay_dict = create_dictionary(File_1)

>>> job_desc = job_description(File_2)

>>> points = hay_points(hay_dict, job_desc)

>>> print(points) >>> 700150

’’’

Question 4: my test            (0 points)

The function my test is there to give you a starting point to test your functions. Please note that this function will not be graded, and it is there only to make sure that you understand what every function is expected to do and to test your own code. Note: In order for you to test your functions one at a time, comment out the portions of the my test() function that call functions you have not yet written. The expected output for the function calls is as follows:

The dictionary read from File1.txt is: {’administer’: 100000, ’spending’: 200000, ’manage’:

50000, ’responsibility’: 25000, ’expertise’: 100, ’skill’: 50, ’money’: 75000}

The string read from File2_1.txt is: [’the’, ’incumbent’, ’will’, ’administer’, ’the’,

’spending’, ’of’, ’kindergarden’, ’milk’, ’money’, ’and’, ’exercise’, ’responsibility’,

’for’, ’making’, ’change’, ’he’, ’or’, ’she’, ’will’, ’share’, ’responsibility’, ’for’,

’the’, ’task’, ’of’, ’managing’, ’the’, ’money’, ’with’, ’the’, ’assistant’, ’whose’,

’skill’, ’and’, ’expertise’, ’shall’, ’ensure’, ’the’, ’successful’, ’spending’, ’exercise’]

The salary computed is 700150