THE FISH I caught a tremendous fish and held him beside the boat half out of water, with my hook fast in a corner of his mouth. He didn't fight. He hadn't fought at all. He hung a grunting weight, battered and venerable and homely. Here and there his brown skin hung in strips like ancient wallpaper, and its pattern of darker brown was like wallpaper: shapes like full-blown roses stained and lost through age. He was speckled with barnacles, fine rosettes of lime, and infested with tiny white sea-lice, and underneath two or three rags of green weed hung down. While his gills were breathing in the terrible oxygen - the frightening gills, fresh and crisp with blood, that can cut so badly- I thought of the coarse white flesh packed in like feathers, the big bones and the little bones, the dramatic reds and blacks of his shiny entrails, and the pink swim-bladder like a big peony. I looked into his eyes which were far larger than mine but shallower, and yellowed, the irises backed and packed with tarnished tinfoil seen through the lenses of old scratched isinglass. They shifted a little, but not to return my stare. - It was more like the tipping of an object toward the light. I admired his sullen face, the mechanism of his jaw, and then I saw that from his lower lip - if you could call it a lip grim, wet, and weaponlike, hung five old pieces of fish-line, or four and a wire leader with the swivel still attached, with all their five big hooks grown firmly in his mouth. A green line, frayed at the end where he broke it, two heavier lines, and a fine black thread still crimped from the strain and snap when it broke and he got away. Like medals with their ribbons frayed and wavering, a five-haired beard of wisdom trailing from his aching jaw. I stared and stared and victory filled up the little-rented boat, from the pool of bilge where oil had spread a rainbow around the rusted engine to the bailer rusted orange, the sun-cracked thwarts, the oarlocks on their strings, the gunnels- until everything was rainbow, rainbow, rainbow! And I let the fish go. Questions on Elizabeth Bishop’s “The Fish” 1. Define the following words: venerable, barnacles, rosettes, sea-lice, entrails, peony, irises, isinglass, sullen, grim, swivel, fray, bilge, thwarts, oarlock, gunnels. 2. What is the subject of the poem and who is the speaker? 3. Find all of the similes (a comparison of two things using the words “like” or “as”) in the poem. Which of them, in your opinion, is the strongest and why? 4. Explain the following image: “Like medals with their ribbons/ frayed and wavering,/ a five-haired beard of wisdom/ trailing from his aching jaw.” What does she mean by “a five-haired beard of wisdom?” Why do you think Bishop chose to use the word “medals?” 5. Track Bishop’s use of color in the poem. Find the instances where she mentions specific colors. Why do you think that Bishop writes, “until everything/ was rainbow, rainbow, rainbow!” towards the end of the poem? 6. Bishop repeats words and phrases throughout the poem. Choose and instance where she uses repetition and explain how it contributes to the poem. 7. Explain the tone (the speaker’s attitude about the subject matter) of the poem. Use evidence from the poem to support your answer 8. What, in your thinking, is the strongest aspect of this poem? Do you like the poem? Why or why not? 9. Fill in the outline of a fish with 15 details from the poem. Please label each of the details. Feel free to add to the area around the fish.
In: Psychology
1 Frito-Lay’s Quality-Controlled Potato ChipsFrito-Lay’s Quality-Controlled Potato Chips Frito-Lay, the multi-billion-dollar snack food giant, produces billions of pounds of product every year at its dozens of U.S. and Canadian plants. From the farming of potatoes—in Florida, North Carolina, and Michigan—to factory and to retail stores, the ingredients and final product of Lay’s chips, for example, are inspected at least 11 times: in the field, before unloading at the plant, after washing and peeling, at the sizing station, at the fryer, after seasoning, when bagged (for weight), at carton filling, in the warehouse, and as they are placed on the store shelf by Frito- Lay personnel. Similar inspections take place for its other famous products, including Cheetos, Fritos, Ruffles, and Tostitos. In addition to these employee inspections, the firm uses proprietary vision systems to look for defective potato chips. Chips are pulled off the high-speed line and checked twice if the vision system senses them to be too brown. The company follows the very strict standards of the American Institute of Baking (AIB), standards that are much tougher than those of the U.S. Food and Drug Administration. Two unannounced AIB site visits per year keep Frito-Lay’s plants on their toes. Scores, consistently in the “excellent” range, are posted, and every employee knows exactly how the plant is doing. There are two key metrics in Frito-Lay’s continuous improvement quality program: (1) total customer complaints (measured on a complaint per million bag basis) and (2) hourly or daily statistical process control scores (for oil, moisture, seasoning, and salt content, for chip thickness, for fryer temperature, and for weight). In the Florida plant, Angela McCormack, who holds engineering and MBA degrees, oversees a 15-member quality assurance staff. They watch all aspects of quality, including training employees on the factory floor, monitoring automated processing equipment, and developing and updating statistical process control (SPC) charts. The upper and lower control limits for one checkpoint, salt content in Lay’s chips, are 2.22% and 1.98%, respectively. To see exactly how these limits are created using SPC, watch the video that accompanies this case.
Discussion Questions* 1.Angela is now going to evaluate a new salt process delivery system and wants to know if the upper and lower control limits at 3 standard deviations for the new system will meet the upper and lower control specifications noted earlier.
She picks a sample of four each hour for 5 hours. The data (in percent) from the initial trial samples are:
Sample 1: 1.99, 2.0, 2.08, 1.99
Sample 2: 1.98, 2.11, 2.15, 2.06
Sample 3: 2.01, 2.08, 2.14, 2.16
Sample 4: 2.18, 2.01, 2.23, 1.98
Sample 5: 2.20, 2.10. 2.20, 2.05
Analyze the data and draw the 푿푿� and R control charts in Microsoft Excel including the upper and lower control limits. (Hint: There is no population standard deviation available so you need to get A2, D3 and D4 for upper and lower limits)
2.Given these data and your analysis, what conclusion do you, as a Frito Lays quality control inspector, draw from this process? What report do you issue to your supervisor Angela? Explain your findings and decision based on the data analysis. (Hint: by monitoring the performance in these five hours, what will happen in the following hours as you observe from here?)
3.What are the advantages and disadvantages of Frito-Lay drivers stocking their customers’ shelves? Remark: Answer Question 1 in Excel File and Question 2 and 3 in Word file
In: Operations Management
Susan Harrington continued to drum her fingers on her desk. She had a real problem and wasn’t sure what to do next. She had a lot of confidence in Jack Reed, but she suspected she was about the last person in the office who did. Perhaps if she ran through the entire story again in her mind she would see the solution.
Susan had been distribution manager for Clarkston Industries for almost twenty years. An early brush with the law and a short stay in prison had made her realize the importance of honesty and hard work. Henry Clarkston had given her a chance despite her record, and Susan had made the most of it. She now was one of the most respected managers in the company. Few people knew her background.
Susan had hired Jack Reed fresh out of prison six months ago. Susan understood how Jack felt when Jack tried to explain his past and asked for another chance. Susan decided to give him that chance just as Henry Clarkston had given her one. Jack eagerly accepted a job on the loading docks and could soon load a truck as fast as anyone in the crew.
Things had gone well at first. Everyone seemed to like Jack, and he made several new friends. Susan had been vaguely disturbed about two months ago, however, when another dock worker reported his wallet missing. She confronted Jack about this and was reassured when Jack understood her concern and earnestly but calmly asserted his innocence. Susan was especially relieved when the wallet was found a few days later.
The events of last week, however, had caused serious trouble. First, a new personnel clerk had come across records about Jack’s past while updating employee files. Assuming that the information was common knowledge, the clerk had mentioned to several employees what a good thing it was to give ex-convicts like Jack a chance. The next day, someone in bookkeeping discovered some money missing from petty cash. Another worker claimed to have seen Jack in the area around the office strongbox, which was open during working hours, earlier that same day.
Most people assumed Jack was the thief. Even the worker whose wallet had been misplaced suggested that perhaps Jack had indeed stolen it but had returned it when questioned. Several employees had approached Susan and requested that Jack be fired. Meanwhile, when Susan had discussed the problem with Jack, Jack had been defensive and sullen and said little about the petty-cash situation other than to deny stealing the money.
To her dismay, Susan found that rethinking the story did little to solve his problem. Should she fire Jack? The evidence, of course, was purely circumstantial, yet everybody else seemed to see things quite clearly. Susan feared that if she did not fire Jack, she would lose everyone’s trust and that some people might even begin to question her own motives.
Case Questions
Q1: Explain the events in this case in terms of learning, perception, and attribution (18 marks, 3 marks for each point)?
Q2: If you were to decide about this case, would you fire Jack or give him another chance? Why?
Q3: Does personality play a role in this case?
Note : Answers should be in Details and in your own words and in Word Format
In: Operations Management
Lab #3 – Recursion on Strings Lab Objectives • Be able to write a recursive Java method for Java strings • Be able to make use of exploit natural conversion between strings and integers • Be able to write a driver to call the methods developed for testing Deliverables Submit the report in Word or PDF format with the results of every task listed below. They should show screen capture of your results. The problem String as a sequence of characters for developing recursive method Given a Java string object, we observe that it is a sequence (or ordered list) of characters. Our goal is to employ a very common technique in computer science—namely, dividing the list into its head (it’s first element) and its tail (the remaining list with the first element removed). We can then recurse on the tail, which happens to be smaller. We use this technique for reversing a string, or for checking whether it is a palindrome (reads the same if you read it from left or right). Task #1 Develop a left recursive method to reverse a string Develop a method with the prototype public static String reverseRecursiveLeft (String input) based on selecting the leftmost character as the head and the remaining part of the string as its tail. Here is the recursive design. 1. Base case: The problem is trivial when the string length is 0 or 1. 2. Decomposition: For strings of length > 1: • Extract its head (character) and the tail. You are expected to know the string methods needed to achieve this. • Make a recursive call to obtain the tail reversed. 3. Composition: Append (concatenate) the head to obtain the original string reversed. Task #2 Develop a right recursive method to reverse a string Develop a method with the prototype public static String reverseRecursiveRight (String input) based on selecting the rightmost character as the head and the remaining part of the string on its left as the tail. The only difference in the recursive design is that the reversed tail needs to be appended after the head character. Page 2 of 2 Task #3 Develop a middle recursive method to reverse a string Develop a method with the prototype public static String reverseRecursiveMiddle (String input) This time, instead of extracting one element (character) from left or right, extract two characters simultaneously from both left and right. design. This leads to a drop of 2 in size of the reduced problem. Be careful to take this into account when you design the base case. Should the base case be any different? Consider odd and even size strings Task #4 Develop a method to reverse an integer (as written in decimal form) Develop a method with the prototype public static int reverse (int input) using any of the previous three methods you developed for reversing a string. Note that, • For a negative integer, the result should also be negative with the digits reversed, i.e., your method should return -321 when presented with input -123. • You can make use of the toString() method available to any object. However, wrapper classes are needed for this, while operating on a primitive variable such as int. • The reconversion is easily achieved by the parse family of methods also available in the wrapper class. Task #5 Develop a middle recursive method to check whether a string is palindrome. Develop a method with the prototype public static boolean isPalindrome (String input) to check if a string is a palindrome. Determine which of the three types of recursion (left, right, or middle) maps directly to this problem. Also, overload the isPalindrome() for integer inputs as public static boolean isPalindrome (int input) using the same technique of integer-string inter-conversion. The same rule of reversing applies to negative numbers, i.e., only digits are considered for deciding whether the number is a palindrome. Write a driver to test your program and include screen captures in your report.
In: Computer Science
Option #1: Exotic Foods, Inc., Capital Budgeting Case
Exotic Food Inc., a food processing company located in Herndon, VA, is considering adding a new division to produce fresh ginger juice. Following the ongoing TV buzz about significant health benefits derived from ginger consumption, the managers believe this drink will be a hit. However, the CEO questions the profitability of the venture given the high costs involved. To address his concerns, you have been asked to evaluate the project using three capital budgeting techniques (i.e., NPV, IRR and Payback) and present your findings in a report.
CASE OVERVIEW
The main equipment required is a commercial food processor which costs $200,000. The shipping and installation cost of the processor from China is $50,000. The processor will be depreciated under the MACRS system using the applicable depreciation rates are 33%, 45%, 15%, and 7% respectively. Production is estimated to last for three years, and the company will exit the market before intense competition sets in and erodes profits. The market value of the processor is expected to be $100,000 after three years. Net working capital of $2,000 is required at the start, which will be recovered at the end of the project. The juice will be packaged in 20 oz. containers that sell for $3.00 each. The company expects to sell 150,000 units per year; cost of goods sold is expected to total 70% of dollar sales.
Weighted Average Cost of Capital (WACC):
Exotic Food’s common stock is currently listed at $75 per share; new preferred stock sells for $80 per share and pays a dividend of $5.00. Last year, the company paid dividends of $2.00 per share for common stock, which is expected to grow at a constant rate of 10%. The local bank is willing to finance the project at 10.5% annual interest. The company’s marginal tax rate is 35%, and the optimum target capital structure is:
| Common equity | 50% |
| Preferred | 20% |
| Debt | 30% |
Your main task is to compute and evaluate the cash flows using capital budgeting techniques, analyze the results, and present your recommendations whether the company should take on the project.
QUESTIONS
To help in the analysis, answer all the following questions. Present the analysis in one Excel file with the data, computations, formulas, and solutions. It is preferred that the Excel file be embedded inside the WORD document (question 8).
| Years | Free Cash Flows |
| 0 | ($252,000.00) |
| 1 | $118,625.00 |
| 2 | $127,125.00 |
| 3 | $181,000.00 |
(Show step by step answers )
In: Finance
Program 5A: Determine which student has the highest grade Write a Java program that determines which student has the highest grade. You will ask the user to enter the number of students. Then you will ask for each student and their grade. You will output the name and grade of the student with the highest grade. You will NOT use an array for this assignment.
Call your class Program5A, so your filename will be Program5A.java. It is essential for grading purposes that everyone have the same class name. 2. Create several lines of comments of identification and description at the top of the file (it doesn’t have to look exactly like this, in particular, if your editor wants to put * in front of every line, that’s fine):
Use comments liberally to document exactly what you are doing in the program. 4. Use descriptive variable names in camel-case with the first letter in lowercase. 5. Ask the user for the number of students and assign that to a variable of type int called numStudents using the nextInt method of Scanner.
At this point, try to compile and run your program. Don’t move on until this part is working. It would be good to enter a temporary print statement just to make sure this is working: System.out.printf("numStudents = %d\n", numStudents); It should be commented out before turning in the program (put // in front of it) or delete the line.
We need variables for highestName and highestScore of types String and int, respectively. Set highestName to the empty string and highestScore to 0.
Create a for loop. (Do NOT put a semi-colon after the for statement. Put an open curly brace instead, and go ahead and put the closing brace if your IDE doesn’t do it automatically, then put all the statement to be repeated BETWEEN the curly braces):
for (int i = 0; i < numStudents; i++) { a. As the first statement in the loop, add an extra line that reads to the end of the line: input.nextLine(); This is needed after a nextInt if you are going to then read a String. This basically burns the rest of the line (it ignores everything else to and including the end of the line which in this case will just be an end-of-line character '\n'), even though there is nothing there that you can see. You will need to do this any time that you have read in an int as you did for the number of students. (You could have done it right after you read the number of students, but then you would have to do it again in the loop right after reading the score. Doing it here takes care of both with one line of code.) b. Ask the user for name and score, which will be String and int types, respectively, which will require nextLine and nextInt. c. Compare score to highestScore. If score is greater than highestScore, then assign highestScore equal to score and highestName equal to name. There will not be an else. (If they are equal, we are NOT going to change the highest score so that in the event of a tie, the first one wins. However, in real life we would deal with ties in a better manner.) d. This is the end of the for loop, so put the closing brace if it’s not already there.
Outside of the for loop, print highestName and highestScore
ample Runs: (Enter this data exactly and make screen-prints to paste into a Word document that you will turn in to prove that your program works correctly. On the last one, just hit the Enter key without entering anything; it should sit there still waiting for integer input; if you then enter an integer, everything is fine and works like normal.):
Please enter number of students:4
Enter student name:Gus
Enter score:70
Enter student name:Suzy
Enter score:80
Enter student name:Allie
Enter score:100
Enter student name:Robert
Enter score:90
Highest score: Allie 100
Process finished with exit code 0
In: Computer Science
Python Programming
I have a skeleton code here for this project but do not know exactly where to start. My task is to implement a reliable File Transfer Protocol (FTP) service over UDP. I need help to write the reliable FTP client and server programs based on an Alternating Bit Protocol (ABP) that will communicate with a specially designated server. In socket-level programming as well...
# program description
# Library imports
from socket import *
import sys
import time
# Variable declarations
server = "harp.ece.vt.edu" # server
tcpPort = 21000 # TCP listening port
buffer = 4096 # defines the size of acceptable data for receipt
message ="debug" # controls condition of transfered data. debug: no delay or corruption
# normal: server introduces delays and errors into transmission
# Initialize variables
# sequence number value 1
# sequence number value 0
# Temporary variable for alternating sequence numbers
# control value transfer in progress
# initial setting is for ACK1 but changes during execution
# calculated by a char by char ordinal sum of the packet
# value is then converted to 4-digit ASCII value via
# sum mod 10000
PAYLOAD = ""
udpPort = 0 # variable to hold udpPort number
completeFile = [] # accumulation of complete file transfer
serverResponse = "" # server response variable
endFile = False # flag for end of transmission
badPacket = False #flag for bad checksum comparison
# Create socket variable
sTCP = socket(AF_INET, SOCK_STREAM) # TCP socket definition
sUDP = socket(AF_INET, SOCK_DGRAM) # UDP socket definition
# send ACK packet to server
Some further instructions include:
The four fields of the “RFP” protocol are:
● SEQUENCE: This is the sequence number of the packet, and can legally assume either of the two values: “0000” or “0001”.
● CHECKSUM: This is a 4-digit ASCII number that is the byte-by-byte sum, modulo-10000, of all data in the payload including the header SEQUENCE and header CONTROL.
● CONTROL: Used by the server to indicate Transfer in Progress “0000” or All Done “0001”. The client should set this field to “0000”. “0002” is reserved for future use.
● DATA: Used by the server to send part of the data file it is transferring
We will establish a “channel” here, the server will respond with a unique UDP port for you to use for your file transfer: 1. Open a TCP connection to harp.ece.vt.edu over port 21000 2. Send the word “normal” to the server over this port. 3. The server will respond with a number formed in an ASCII string. This is the UDP port that you shall use in the file transfer session. 4. Close the TCP connection. Once you have been assigned a UDP port, you are ready to start the file transfer after you open the socket.
To initiate the file transfer, the client should send an ACK1 packet (sequence number = “0001”, control = “0000”, a computed checksum, and zero bytes of data). As stated above, the checksum is the character-by-character ordinal sum over the entire packet (excluding the checksum field). For the ACK1 packet, checksum = “0”+”0”+“0”+”1”+“0”+”0”+“0”+”0” = ASCII 48 + 48 + 48 + 49 +48 + 48 + 48 + 48 = 385. The 4-digit modulo-10000 ASCII decimal equivalent of this checksum is “0385.” 1 The server will then start sequentially sending the file data, starting with a packet with Sequence Number 0. Abide by the Alternating Bit Protocol to transfer the contents of the file. When the server has completed the file transfer, it will send a final packet with no data with the control field set to “0001.” You must ACK this packet. Then you can close your UDP session and save the output file.
Since the file will be larger than a single packet, the server will segment the file into chunks that will fit within packets. The client will need to reassemble these and put them in a file called reliable.txt.
In: Computer Science
Study this short case and then answer the following questions:
Differing Perceptions at Clarkston Industries1
Susan Harrington continued to drum her fingers on her desk. She had a real problem and wasn’t sure what to do next. She had a lot of confidence in Jack Reed, but she suspected she was about the last person in the office who did. Perhaps if she ran through the entire story again in her mind she would see the solution.
Susan had been distribution manager for Clarkston Industries for almost twenty years. An early brush with the law and a short stay in prison had made her realize the importance of honesty and hard work. Henry Clarkston had given her a chance despite her record, and Susan had made the most of it. She now was one of the most respected managers in the company. Few people knew her background.
Susan had hired Jack Reed fresh out of prison six months ago. Susan understood how Jack felt when Jack tried to explain his past and asked for another chance. Susan decided to give him that chance just as Henry Clarkston had given her one. Jack eagerly accepted a job on the loading docks and could soon load a truck as fast as anyone in the crew.
Things had gone well at first. Everyone seemed to like Jack, and he made several new friends. Susan had been vaguely disturbed about two months ago, however, when another dock worker reported his wallet missing. She confronted Jack about this and was reassured when Jack understood her concern and earnestly but calmly asserted his innocence. Susan was especially relieved when the wallet was found a few days later.
The events of last week, however, had caused serious trouble. First, a new personnel clerk had come across records about Jack’s past while updating employee files. Assuming that the information was common knowledge, the clerk had mentioned to several employees what a good thing it was to give ex-convicts like Jack a chance. The next day, someone in bookkeeping discovered some money missing from petty cash. Another worker claimed to have seen Jack in the area around the office strongbox, which was open during working hours, earlier that same day.
Most people assumed Jack was the thief. Even the worker whose wallet had been misplaced suggested that perhaps Jack had indeed stolen it but had returned it when questioned. Several employees had approached Susan and requested that Jack be fired. Meanwhile, when Susan had discussed the problem with Jack, Jack had been defensive and sullen and said little about the petty-cash situation other than to deny stealing the money.
To her dismay, Susan found that rethinking the story did little to solve his problem. Should she fire Jack? The evidence, of course, was purely circumstantial, yet everybody else seemed to see things quite clearly. Susan feared that if she did not fire Jack, she would lose everyone’s trust and that some people might even begin to question her own motives.
Q1: Explain the events in this case in terms of learning, perception, and attribution (18 marks, 3 marks for each point)?
Q2: If you were to decide about this case, would you fire Jack or give him another chance? Why?
Q3: Does personality play a role in this case?
Guidelines - Do not rewrite the questions in your answers. - When answering, refer to each question by its symbol (e.g. Q1) - Answer in a new Word file
In: Operations Management
1. (Please refer to the attached exhibits and sample article ). Which paragraph would be best for a target audience of people familiar with economics in general and the workings of the Fed in particular? (choose 1 exhibit?)
2. (Please refer to the attached exhibits and sample article ). Which paragraph would be best for a target audience of people unfamiliar with economics? (choose 1 exhibit?)
3. (Please refer to the attached exhibits and sample article ). Which exhibits are the most accurate?
4. If the FOMC orders the open market desk to purchase government
securities,
A. the money supply will increase and the the interest rate will increase.
B. the money supply will increase, and the interest rate will decrease
C. the money supply will decrease and interest rate will increase
D. the money supply will decrease, and the interest rate will decrease
Article:
Jobs and the Fed
Whatever happened to the central bank's Evans Rule?
Updated March 9, 2014 7:34 p.m. ET
The Labor Department's January jobs report on Friday had something for optimists and pessimists: The economy created only 113,000 net new jobs in the month, a second straight month of weak job growth. But the jobless rate fell to 6.6%, the labor force expanded by some 499,000 jobs, and the labor-force participation rate rose from its lowest level since 1978. So continues the slow-growth pattern of this expansion.
More interesting is that at 6.6% the jobless rate is now a mere tic away from meeting the Federal Reserve's Evans Rule target of 6.5%. That's the standard , named for Chicago Fed President Charles Evans, that the central bank said in December 2012 would be its guide for when it would consider raising interest rates. Even with mediocre job growth, the Evans Rule jobless rate target will be reached in the next few months and maybe as early as next month.
So will the Fed now look to raise the fed-funds rate from near-zero, where it has been for an extraordinary 62 months? Don't count on it. The Fed is still tapering its bond purchases at a rate of $10 billion a month, with several more months to go, and to minimize any market ructions former Fed Chairman Ben Bernanke was at pains to say rates would stay low as far as investors could see.
Perhaps soon the Fed will revise its Evans Rule downward to a jobless rate of 6%, or even 5.5%. But then that wouldn't say much for the credibility of Fed rules. The central bank unveiled the Evans Rule to substantial fanfare in 2012 as part of its campaign to be more transparent about policy and offer forward guidance to markets. Yet what we've learned about the Fed's guidance is that it doesn't mean very much. Perhaps the Open Market Committee should have called it the Evans Suggestion.
The Fed is still making up monetary policy on the fly, trying to see how low it can get unemployment before it has to test its political nerve and raise rams . The mistake was telling markets there was a fixed rule when the only sure thing at the Fed is more improvisation.
EXHEBITS:
Exhibit 1
The Wall Street Journal article “Jobs and the Fed” is a criticism of the supposed efforts of the Fed to be more transparent. In 2012, the Fed announced, to much fanfare, that it was going to follow the “Evans Rule”; specifically, when the unemployment rate dropped to 6.5% it would begin tightening (or at least lower the degree of easing) of open market operations in an effort to guard against a rapid increase in inflation. However, the recent spate of positive economic news and the drop of the jobless rate to 6.6% doesn’t seem to be affecting monetary policy at all. Granted, the target of 6.5% unemployment has not yet been met, but it seems only a matter of time before that point is reached and Ben Bernanke has already taken great pains to announce that the Fed Funds rate is going to remain near zero for the foreseeable future. So, in Poole’s view at least, it seems that the Fed has lost all credibility and is going to continue to keep the public in the dark about the guidelines it follows in conducting monetary policy.
Exhibit 2
The Wall Street Journal article “Jobs and the Fed” is a criticism of the Federal Reserve (which implements the nation’s monetary policy). The point it makes is that the Fed, as it’s known, has in the past promised to follow certain rules in deciding what kind of policies to pursue but that it is now going back on its word. Specifically, in 2012, the Fed announced that it was going to be more transparent in its actions and was going to follow the so-called “Evans Rule” (named after the President of the Chicago Fed). That rule dictated that when the nation’s unemployment rate fell to 6.5% the Fed would pay more attention to preventing potential inflation, rather than continuing to try to reduce the unemployment rate. However, the author points out, even though the unemployment rate is expected to fall to that target level in the near future, the Fed shows no signs of changing its policy, which up to now has been targeted at increasing economic growth and reducing unemployment. Many economists believe that it is important that the Fed make clear to the public how it decides on monetary policy and to stick to its promises and are now upset that it appears the promises made in 2012 won’t be kept.
Exhibit 3
The Wall Street Journal article “Jobs and the Fed” is a criticism of the supposed efforts of the Fed to be more transparent. In 2012, the Fed announced, to much fanfare, that it was going to follow the “Evans Rule”; specifically, when inflation rose to 2%, the upper limit of the Fed’s target range, it would begin tightening (or at least lower the degree of easing) of open market operations in an effort to guard against a further, rapid increase in inflation. However, the recent spate of positive economic news and the drop of the unemployment rate to 6.6% doesn’t seem to be affecting monetary policy at all.
Granted, the target of 2% inflation has not yet been met, but it seems only a matter of time before that point is reached. Ben Bernanke has already taken great pains to announce that the Fed Funds rate is going to remain near zero for the foreseeable future and that inflation is not the Fed’s primary concern. So it seems that the Fed has lost all credibility and is going to continue to keep the public in the dark about the guidelines it follows in conducting monetary policy.
Exhibit 4
The Wall Street Journal article “Jobs and the Fed” is a criticism of the Federal Reserve (which implements the nation’s monetary policy). The point it makes is that the Fed, as it’s known, has in the past promised to follow certain rules in deciding what kind of policies to pursue but that it is now going back on its word. Specifically, in 2012, the Fed announced that it was going to be more transparent in its actions and was going to follow the so-called “Evans Rule” (named after the President of the Chicago Fed). That rule dictated that whenever inflation rose above 2% the Fed would pay more attention to preventing prices from increasing, rather than continuing to try to reduce the unemployment rate.
However, the author points out, even though the unemployment rate is expected to fall and inflation expected to increase to above 2% in the near future, the Fed shows no signs of changing its policy, which up to now has been targeted at increasing economic growth and reducing unemployment. Many economists believe that it is important that the Fed be aware of the dangers of inflation and always err on the side of keeping that under control, even if it is at the expense of economic growth.
In: Economics
HIMT 345
Homework 05: Functions
Overview: Examine PyCharm’s “Introduction to Python”
samples for Functions. Use PyCharm to work along with exercises
from Chapter 4. Modify the grade assignment program of Hwk 04 to
utilize a function by copying the Hwk04 project and creating the
Hwk05 project.
Prior Task Completion:
1. Read Chapter 04
2. View Chapter 04’s video notes.
3. As you view the video, work along with each code sample in
PyCharm. The examples used in the video are available for you to
experiment with if you downloaded the complete Severance source
files for Chapters 3-10.
a) With PyCharm open, locate the .zip file entitled Ch 4
Functions PPT Code Samples.zip.
b) Open each of the project files for that chapter in PyCharm.
Note: The code samples are numbered in the order they are covered
in the video.
c) Start the video and follow along.
4. Complete Exercises 4.1 – 4.5 (not handed in).
Specifics: PyCharm’s “Introduction to Python” project contains
multiple examples giving the basics of conditional expressions (see
list at right). Follow the instructions to complete them. (Not
handed in.)
Use PyCharm to work along with the video solution for Exercise 4.6
from the textbook. Try to make the same mistakes (and fixes) made
by the author. (Not handed in.)
Create a copy of your Hwk04 project file, calling it
Hwk05.
1. Highlight the Hwk04 project, select
Refactor/Copy.
Important: Do not skip the process of following along with
the videos. It is a very important part of the learning
process!
2. Give it a New name: of Hwk05 and leave the To directory:
in its default state.
Leave the “Open copy in editor” box checked.
3. After clicking OK, if the project fails to open, just open it
manually as you would
any project (File | Open | Hwk05 project).
You may immediately delete Hwk04b as it is not needed in this
assignment. You may
need to Refactor | Rename both the project name and the existing
Hwk04a.py file, as
only the directory was renamed by PyCharm in creating the
copy.
Having renamed Hwk04a to Hwk05_YourLastName.py, your task is to
determine the
letter grade using a function.
Here is some pseudocode* to guide the process:
(NOTE: The assign_grade function must be declared at the top of the
Python file.)
Prompt for the test score, using try-except to verify it is
valid
Invoke (call) the function, supplying it the test score and it
returning the appropriate
letter grade;
e.g. letter_grade = assign_grade(test_score)
Display the test score and appropriate letter grade.
What to hand in:
Take screen shots of the console window verifying correct
handling of bad input as well
as letter grades for one test score in each grade range. Copy the
screen shots into a
Word document (filename Hwk05_YourLastName_Screenshots.doc) with
your name and
date in the upper right hand corner. Upload the Word doc and the
Python program file
(Hwk05_YourLastName.py) to the appropriate assignment in the
LMS.
NOTE: As was described in the previous assignment, each Python file
you create should
be documented with (minimally) the following three lines at
the top of each file:
# Filename: Hwk03.py
# Author:
# Date Created: 2016/09/05
# Purpose:
(*) pseudocode: a notation resembling a simplified programming
language, used in
program design.
HERE IS HOMEWORK4
# main function
def main():
test_score = int(input('Enter Your Test Score in the range (0-100) inclusively: '))
# for incorrect input
if test_score<0 or test_score>100:
print('Sorry, Your Input Score is not in the given Range!!! Try another time!!!')
else:
# find grade
if test_score>=90:
print("Your Grade:", 'A')
elif test_score>=80:
print("Your Grade:", 'B')
elif test_score>=70:
print("Your Grade:", 'C')
elif test_score>=60:
print("Your Grade:", 'D')
else:
print("Your Grade:", 'F')
# execution of program starts from here
if __name__ == '__main__':
main()
OUTPUT
(base) avianjjai@avianjjai-Vostro-3578:~/Desktop/Chegg$ python chegg100.py Enter Your Test Score in the range (0-100) inclusively: -8 Sorry, Your Input Score is not in the given Range!!! Try another time!!! (base) avianjjai@avianjjai-Vostro-3578:~/Desktop/Chegg$ python chegg100.py Enter Your Test Score in the range (0-100) inclusively: 105 Sorry, Your Input Score is not in the given Range!!! Try another time!!! (base) avianjjai@avianjjai-Vostro-3578:~/Desktop/Chegg$ python chegg100.py Enter Your Test Score in the range (0-100) inclusively: 54 Your Grade: F (base) avianjjai@avianjjai-Vostro-3578:~/Desktop/Chegg$ python chegg100.py Enter Your Test Score in the range (0-100) inclusively: 64 Your Grade: D (base) avianjjai@avianjjai-Vostro-3578:~/Desktop/Chegg$ python chegg100.py Enter Your Test Score in the range (0-100) inclusively: 75 Your Grade: C (base) avianjjai@avianjjai-Vostro-3578:~/Desktop/Chegg$ python chegg100.py Enter Your Test Score in the range (0-100) inclusively: 85 Your Grade: B (base) avianjjai@avianjjai-Vostro-3578:~/Desktop/Chegg$ python chegg100.py Enter Your Test Score in the range (0-100) inclusively: 95 Your Grade: A (base) avianjjai@avianjjai-Vostro-3578:~/Desktop/Chegg$ python chegg100.py Enter Your Test Score in the range (0-100) inclusively: 100 Your Grade: A (base) avianjjai@avianjjai-Vostro-3578:~/Desktop/Chegg$ python chegg100.py Enter Your Test Score in the range (0-100) inclusively: 0 Your Grade: F (base) avianjjai@avianjjai-Vostro-3578:~/Desktop/Chegg$
# main() function
def main():
# prompt first name
first_name = input('First name : ')
try:
# prompt current age
cur_age = int(input("Current Age (in years) : "))
except:
print("Sorry you didn't inputted correct current age value!!! Try another time")
return
try:
# prompt expected life span
life_span = int(input("Expected life span (in years) : "))
except:
print("Sorry you didn't inputted correct expected life span value!!! Try another time")
return
# calculate age in days
age_days = cur_age * 365
# calculate days left to live
days_left = (life_span * 365) - age_days
# print final message
print(first_name + " you are " + str(age_days) + " days old. You have " + str(days_left) + " days left to live.")
# execution of program starts from here
if __name__ == '__main__':
main()
OUTPUT
(base) avianjjai@avianjjai-Vostro-3578:~/Desktop/Chegg$ python chegg101.py First name : Chegg Expert Current Age (in years) : Fifty-Five Sorry you didn't inputted correct current age value!!! Try another time (base) avianjjai@avianjjai-Vostro-3578:~/Desktop/Chegg$ python chegg101.py First name : Chegg Expert Current Age (in years) : 26 Expected life span (in years) : Fifty-Five Sorry you didn't inputted correct expected life span value!!! Try another time (base) avianjjai@avianjjai-Vostro-3578:~/Desktop/Chegg$ python chegg101.py First name : Chegg Expert Current Age (in years) : 26 Expected life span (in years) : 75 Chegg Expert you are 9490 days old. You have 17885 days left to live. (base) avianjjai@avianjjai-Vostro-3578:~/Desktop/Chegg$
In: Computer Science