Assume that a floating-point number system has base 2, word length 32 bits, mantissa length 24 bits, and does rounding. Assume also that the first bit is implicit. Represent the numbers 1/2, 2/3 and 3/5 as floating-point numbers in this system. (Hint: For less confusion, you might want to write out all 25 binary digits.)

Could you please me give me full procedure?

Describe the role of the following agency:

- Treasury

which of the following is a reason the standard mileage rate would be allowed in 2018 for business owner?

A local department store is having a BOGOHO (Buy One, Get One Half Off) sale. The manager wants a program that allows salesclerks to enter the prices of two items. The program should calculate and display the total amount the customer owes. The half-off should always be taken on the item having the lowest price. If the items cost $24.99 and $10, the half-off would be taken off the $10 item. If both prices are equal, take the half-off on the second item.

a) Make an IPO Chart for the problem than desk-check the algorithm twice. For the first desk-check, use 24.99 and 10 as the prices. For the second check use 11.50 and 30.99.

b) List the input, processing, and output items, as well as the algorithm, in a chart. Then code the algorithm into a program.

c) Desk-check the program using the same data used to desk-check the algorithm.

Habit 4 is Think Win-Win. In a minimum of 500 words Describe 4 ways you can make deposits in other people's emotional bank accounts. Describe a withdrawal that you have been guilty of. What deposits that others have made in your EBA have been most meaningful?

Declare and define a class for a fraction number. A fraction in mathematics is defined as a/b, where a and b are integers and called numerator and denominator.

Requirements

Task1   

• Define a fraction class that has the following member functions:
  • constructor that initializes the fraction by default arguments.
  • set function that sets the numerator of the fraction.
  • set function that sets the denominator of the fraction.
  • get function that returns the numerator of the fraction.
  • get function that returns the denominator of the fraction.
  • a function that displays the fraction.
• Write the class in header and implementation files, and compile it separately from the client program. Name the files as fraction.h and fraction.cpp.
• Document the class following the example of the point class posted on D2L.
• Write a test program to show all your member functions work before you move to Task2. Name your program as project1_task1.cpp.

Task2

• Add the following nonmember functions in your fraction header file and implementation file following the example of modified point class in the file “newpoint.h” and “newpoint.cpp”:
  • A function that returns the sum of two fractions.
  • A function that returns the difference of two fractions.
  • A function that returns the product of two fractions.
  • A function that returns the quotient of two fractions.

Name the modified files as newfraction1.h and newfraction1.cpp.

• Write another test program to show all the operations work correctly before you move to Task 3. Name the program as project1_task2.cpp.

A run of this test program might look like this:

>a.out

Enter the first fraction: numerator denominator

3 5

Enter the second fraction: numerator denominator

2 3

The two fractions entered are

f1 = 3/5

f2 = 2/3

The arithmetic operations on these two fractions:

f1 + f2 = 19/15

f1 - f2 = -1/15

f1 * f2 = 2/5

f1 / f2 = 9/10

Task 3

Redo the Task 2 using operators.

• Use operator overloading to define the following operations for the fraction class:
  • Sum: + as a member function
  • Difference: - as a member function
  • Product: * as a non member function
  • Quotient: / as a non member function
  • Output: << as a non member function
  • Input : >>   as a friend function of the class fraction

• Following the example of the point class for all the documentation.
• Write and document the class in header and implementation files, and compile it separately from the client program. Name the files as newfraction2.h and newfraction2.cpp.
• Write a program that performs all the operations defined above. Name the program as project1_task3.cpp.

  Declare and define a class for a fraction number. A fraction in mathematics is defined as a/b, where a and b are integers and called numerator and denominator.

  Requirements

  Task1   

• Define a fraction class that has the following member functions:
  • constructor that initializes the fraction by default arguments.
  • set function that sets the numerator of the fraction.
  • set function that sets the denominator of the fraction.
  • get function that returns the numerator of the fraction.
  • get function that returns the denominator of the fraction.
  • a function that displays the fraction.
• Write the class in header and implementation files, and compile it separately from the client program. Name the files as fraction.h and fraction.cpp.
• Document the class following the example of the point class posted on D2L.
• Write a test program to show all your member functions work before you move to Task2. Name your program as project1_task1.cpp.

• Task2

• Add the following nonmember functions in your fraction header file and implementation file following the example of modified point class in the file “newpoint.h” and “newpoint.cpp”:
  • A function that returns the sum of two fractions.
  • A function that returns the difference of two fractions.
  • A function that returns the product of two fractions.
  • A function that returns the quotient of two fractions.

• Name the modified files as newfraction1.h and newfraction1.cpp.

• Write another test program to show all the operations work correctly before you move to Task 3. Name the program as project1_task2.cpp.

• A run of this test program might look like this:

  >a.out

  Enter the first fraction: numerator denominator

  3 5

  Enter the second fraction: numerator denominator

  2 3

  The two fractions entered are

  f1 = 3/5

  f2 = 2/3

  The arithmetic operations on these two fractions:

  f1 + f2 = 19/15

  f1 - f2 = -1/15

  f1 * f2 = 2/5

  f1 / f2 = 9/10

  Task 3

  Redo the Task 2 using operators.

• Use operator overloading to define the following operations for the fraction class:
  • Sum: + as a member function
  • Difference: - as a member function
  • Product: * as a non member function
  • Quotient: / as a non member function
  • Output: << as a non member function
  • Input : >>   as a friend function of the class fraction
• Following the example of the point class for all the documentation.
• Write and document the class in header and implementation files, and compile it separately from the client program. Name the files as newfraction2.h and newfraction2.cpp.
• Write a program that performs all the operations defined above. Name the program as project1_task3.cpp.

(300+ words please):

It is widely believed that testosterone levels play a significant role in how violent a person may be. Because of this, boys and girls are socialized in different manners. Different cultures have dissimilar views on violence and how it is tolerated in their societies. What other factors (e.g., exposure to violence as a child) influence the amount of violence that is seen in society? Research and provide support for your views.

PUBLIC SECTOR ACCOUNTING ASSIGNMENT

CASH vs ACCRUAL ACCOUNTING IN PUBLIC SERVICES

Transition from cash based accounting to modified accrual accounting has imperatively been slow but a gradually evolving global movement across the nation which is being undertaken by majority state and local governments over past two decades. This migration from cash to modified accrual accounting was being called from increased demand for accountability and transparency in the public sector which only the use of cash accounting was not able to suffice. Therefore, the Public Service Committee [PSC] of International Federation of Accountants [IFAC] has been continually putting forward words of encouragement to adopt the International Public Sector Accounting Standards [IPSAS] to all developing nations.

Many countries has made several attempts to achieve this on two previous occasions back in the years 1994 and 1998, however the project of migration was put aside on both occasions. Besides that, in the year 2005 a similar attempt was made, yet public service ended up adopting a different approach which was used in the previous unsuccessful attempts. Despite of many years of attempts, many countries are still in the process of this migration. It was noted that overall unstable government and regular coups created hindrance in the progress of fast migration towards modified accrual accounting.

Therefore, modified accrual accounting is yet to be effectively blended into the accounting systems of one countries public service. IFAC has signified that there may have been certain “factors” that has influenced the migration of cash based accounting to modified accrual accounting and made it a slow progress.

DISCUSSION POINT 1: From your viewpoint what could have been these factors that IFAC is placing emphasis on?

Required: Students must include a reference list [Mandatory] – APA referencing style AND in writing the report, the emphasis should be placed on the above mentioned discussion point [content/body of the assignment]

How to make a 2D array Tic Tac Toe game in C?

How does the 5-Factor Personality Model impact our understanding of leadership, from a psychology perspective?

What is the trait approach to leadership, and when is it applicable?

What is the skills approach to leadership, and how does it work within an organization?

Explain the three tools the Federal Reserve has at its disposal to raise or lower interest rates.

1. In your opinion, how is social media changing the political process in the United States? Is the change good or bad? Why?

FastTrack​ Bikes, Inc. is thinking of developing a new composite road bike. Development will take six years and the cost is

$200,000

per year. Once in​ production, the bike is expected to make

$300,000

per year for

10

years. The cash inflows begin at the end of year 7.For parts​ a-c, assume the cost of capital is

10.0%.

a. Calculate the NPV of this investment opportunity. Should the company make the​ investment?

b. Calculate the IRR and use it to determine the maximum deviation allowable in the cost of capital estimate to leave the decision unchanged.

c. How long must development last to change the​ decision?

For parts​ d-f, assume the cost of capital is

14.0%.

d. Calculate the NPV of this investment opportunity. Should the company make the​ investment?

e. How much must this cost of capital estimate deviate to change the​ decision?

f. How long must development last to change the​ decision?

a. Calculate the NPV of this investment opportunity.

If the cost of capital is

10.0%​,

the NPV is

​$nothing.