the process used to attack networks and the devices on networks. APA FORMAT

[The following information applies to the questions displayed below.]

The following data pertain to Lawn Master Corporation’s top-of-the-line lawn mower.

To achieve a target price of $541 per lawn mower, the markup percentage is 12.7 percent on total unit cost.

Required:

1. What is the fixed selling and administrative cost allocated to each unit of Lawn Master’s top-of-the-line mower? (Do not round your intermediate computations. Round your final answer to the nearest dollar amount.)
2. For each of the following cost bases, develop a cost-plus pricing formula that will result in a target price of $541 per mower: (Round your percentage answers to 2 decimal places (i.e., .1234 should be entered as 12.34).)

Suppose you receive an order for 150 pieces in period 4 that has to be delivered in period 5 and when you check your MPS you discover that in that period you only have 60 units available to promise and your next batch (300 units) it's scheduled to arrive in Period 6 and preparation time is 3 weeks. What actions can you take to resolve this situation? What are the limitations of the requirements that must be considered? What should be the criteria that must be considered to evaluate and select the best alternative?

PLEASE BE SUPER SPECIFIC IN YOUR ANSWER. FOR SOME CONTEXT THIS IS A QUESTION FOR A PRODUCTION AND INVENTORY DESIGN AND ANALYSIS CLASS.

I will make sure to rate your answer. THANK YOU.

This is an analytical problem. Whats expected its to provide alternatives to the dilema presented in the production system and analyze the possible consequences of them.

Implement synchronous send and receive of one word messages (also known as Ada-style rendezvous), using condition variables (don't use semaphores!). Implement the Communicator class with operations, void speak(int word) and int listen().

speak() atomically waits until listen() is called on the same Communicator object, and then transfers the word over to listen(). Once the transfer is made, both can return. Similarly, listen() waits until speak() is called, at which point the transfer is made, and both can return (listen() returns the word). Your solution should work even if there are multiple speakers and listeners for the same Communicator (note: this is equivalent to a zero-length bounded buffer; since the buffer has no room, the producer and consumer must interact directly, requiring that they wait for one another). Each communicator should only use exactly one lock. If you're using more than one lock, you're making things too complicated.

WRITE A SUMMARY IN 150 WORDS OR LESS FOR THE INFORMATION BELOW

Synchronous learning is the kind of learning that happens in real time. This means that you, your classmates, and your instructor interact in a specific virtual place, through a specific online medium, at a specific time. In other words, it’s not exactly anywhere, anyhow, anytime. Methods of synchronous online learning include video conferencing, teleconferencing, live chatting, and live-streaming lectures.

What are the advantages of synchronous learning

• Classroom Engagement

If you’re the kind of learner that likes active discussion, immediate feedback, and a personal familiarity that you can only get through real-time interaction, you’re probably a candidate for a synchronous learning experience. This is an especially important distinction if you’re just making the transition from the traditional classroom to an online setting. The personal contact that you get through live videoconferencing, lecture broadcasts or messenger chatting can make it a lot easier to make the transition. Essentially, you can have all the personal engagement of a classroom without getting all sketched out about germs during cold and flu season.

• Dynamic Learning

This experience comes with more than just engagement though. There’s a case to be made that synchronous online learning is simply a superior way to learn, that it allows for a more dynamic exploration of topics, ideas and concepts than is possible in a medium with time lag. Videoconferencing, for instance, makes it possible to ask questions and receive answers mid-lesson; to discourse and debate with classmates at a brisk and exciting pace; to collectively drive a conversation into unexpected new directions. There is a speed and immediacy to synchronous online learning that, at its best, evokes the same level of accountability and engagement as classroom attendance. If you thrive at a swift pace, surrounded by competing and complementary ideas, this is as close as you’ll come to the real thing.

• Instructional Depth

With synchronous online learning, you’ll interact regularly and frequently with your professors. You’ll actually get to know your instructors. This is not just a good way to confirm your instructor’s credibility. It also provides regular opportunity for face-to-face discussion, individual guidance, and perhaps even the chance to establish a mentorship. If you’re the type of student that does your best work with the help of accessible and supportive instruction, you’re probably a synchronous learner.

What are the disadvantages of synchronous learning?

• Rigid Schedule

If you’ve chosen online learning because of your hectic and unpredictable work schedule, synchronous learning may present you with some challenges. The defining characteristic of this learning experience is its adherence to a set schedule. Lectures and class discussions will take place at established meeting times. If your job as a registered nurse keeps you on call at strange hours, or your parenting responsibilities render you fully occupied during the day time, or your hobby as an amateur storm-chaser means that you have to be ready to roll at a moment’s notice, you may have a hard time satisfying your course requirements. If flexibility is the number one reason that you’ve decided to go the online route, make sure you can manage your synchronous learning responsibility around your schedule.

• Technical Difficulties

The above concern is especially pressing if you’re a person on the go. If your work or life requires extensive travel, or at least the kind of mobility that forces you to complete coursework in weird places like coffee shops, airport terminals, and hotel lobbies, you’re probably always carrying a laptop and always searching for a wireless signal. That search could be pretty stressful if you’re desperately trying to log in for a videoconference, lecture, or heaven forbid, an exam. As a synchronous learner, technical difficulties like spotty internet, crashing hard drives, and dying batteries can become anything from an inconvenience to a disaster. Instead of logging in and sitting for your exam, you’re sweating profusely and sputtering profanities at your computer. Who has the time for that?

Synchronous learning is the kind of learning that happens in real time. This means that you, your classmates, and your instructor interact in a specific virtual place, through a specific online medium, at a specific time. In other words, it’s not exactly anywhere, anyhow, anytime. Methods of synchronous online learning include video conferencing, teleconferencing, live chatting, and live-streaming lectures.

What are the advantages of synchronous learning

• Classroom Engagement

If you’re the kind of learner that likes active discussion, immediate feedback, and a personal familiarity that you can only get through real-time interaction, you’re probably a candidate for a synchronous learning experience. This is an especially important distinction if you’re just making the transition from the traditional classroom to an online setting. The personal contact that you get through live videoconferencing, lecture broadcasts or messenger chatting can make it a lot easier to make the transition. Essentially, you can have all the personal engagement of a classroom without getting all sketched out about germs during cold and flu season.

• Dynamic Learning

This experience comes with more than just engagement though. There’s a case to be made that synchronous online learning is simply a superior way to learn, that it allows for a more dynamic exploration of topics, ideas and concepts than is possible in a medium with time lag. Videoconferencing, for instance, makes it possible to ask questions and receive answers mid-lesson; to discourse and debate with classmates at a brisk and exciting pace; to collectively drive a conversation into unexpected new directions. There is a speed and immediacy to synchronous online learning that, at its best, evokes the same level of accountability and engagement as classroom attendance. If you thrive at a swift pace, surrounded by competing and complementary ideas, this is as close as you’ll come to the real thing.

• Instructional Depth

With synchronous online learning, you’ll interact regularly and frequently with your professors. You’ll actually get to know your instructors. This is not just a good way to confirm your instructor’s credibility. It also provides regular opportunity for face-to-face discussion, individual guidance, and perhaps even the chance to establish a mentorship. If you’re the type of student that does your best work with the help of accessible and supportive instruction, you’re probably a synchronous learner.

What are the disadvantages of synchronous learning?

• Rigid Schedule

If you’ve chosen online learning because of your hectic and unpredictable work schedule, synchronous learning may present you with some challenges. The defining characteristic of this learning experience is its adherence to a set schedule. Lectures and class discussions will take place at established meeting times. If your job as a registered nurse keeps you on call at strange hours, or your parenting responsibilities render you fully occupied during the day time, or your hobby as an amateur storm-chaser means that you have to be ready to roll at a moment’s notice, you may have a hard time satisfying your course requirements. If flexibility is the number one reason that you’ve decided to go the online route, make sure you can manage your synchronous learning responsibility around your schedule.

• Technical Difficulties

The above concern is especially pressing if you’re a person on the go. If your work or life requires extensive travel, or at least the kind of mobility that forces you to complete coursework in weird places like coffee shops, airport terminals, and hotel lobbies, you’re probably always carrying a laptop and always searching for a wireless signal. That search could be pretty stressful if you’re desperately trying to log in for a videoconference, lecture, or heaven forbid, an exam. As a synchronous learner, technical difficulties like spotty internet, crashing hard drives, and dying batteries can become anything from an inconvenience to a disaster. Instead of logging in and sitting for your exam, you’re sweating profusely and sputtering profanities at your computer. Who has the time for that?

Using Extrinsic and Intrinsic Rewards to Motivate Student Achievement

Objectives

• To identify extrinsic and intrinsic rewards that motivate student achievement.
• To generate suggestions for how instructors can use extrinsic and intrinsic rewards to motivate student achievement.

Introduction

The purpose of this exercise is to explore the use of rewards in motivating student achievement. There are two types of rewards—extrinsic and intrinsic—that can be used to fuel student motivation. Extrinsic motivation drives people’s behavior when they do things in order to attain a specific outcome. Extrinsic motivation is the payoff a person receives from others for performing a particular task. For students, these rewards include things like grades, getting better jobs, verbal recognition from peers and professors, academic scholarships, and admittance to honorary societies and associations. In contrast, intrinsic motivation is driven by positive feelings associated with doing well on a task or job. Intrinsic rewards are self-granted; the payoff comes from pleasing yourself.

Instructions

1. Individually brainstorm a list of extrinsic and intrinsic rewards that are associated with academic achievement.
2. As a group create a master list of all unique ideas generated through brainstorming. As a group, identify the top five extrinsic and intrinsic rewards from the list. The group can use a voting procedure to arrive at consensus.
3. Generate specific recommendations for how any college instructor might build these top five extrinsic and intrinsic rewards into a classroom environment.

Questions for Discussion

1. What did you learn about the use of rewards from this exercise?
2. How can instructors improve student achievement through the application of extrinsic and intrinsic rewards?
3. Can instructors really motivate students?

Given that you have two cards of the same rank in a five card hand, what is the probability that you have,

a) a three of a kind

b) four of a kind

Skip Company produces a product called Lem. The standard direct material cost to produce one unit of Lem is four quarts of raw material at $2.50 per quart. During May, 5,880 quarts of raw material were purchased at a cost of $14,112. All the purchased material was used to produce 1,400 units of Lem.

a. Compute the material price variance and material quantity variance for May.
Note: Do not use a negative sign with your answers.

b. Assume the same facts except that Skip Company purchased 8,400 quarts of material at the previously calculated cost per quart, but used only 5,880 quarts. Compute the material price variance and material quantity variance for May, assuming that Skip identifies variances at the earliest possible time.
Note: Do not use a negative sign with your answers.

c. Prepare the journal entries to record the material price and usage variances calculated in (b).
Note: List any multiple debits or any multiple credits in alphabetical order by account name.

Please answer all parts of the question.

As Economic Analyst for High Desert Bank, analyze the amounts of commercial, consumers, and real estate loans.

1. Construct two 95% confidence intervals for each sample.

• Apply the population standard deviation (σ) in the formula to form z-distribution since the population standard deviation is known.
• Apply the sample standard deviation (s) in the formula to form t-distribution assuming the population standard deviation is unknown.

In your own words, explain the core principle of the MapReduce algorithm (6 pts)

What are some of the common types of attacks against networks and devices on networks? apa format

In C++, I have 3 files (Main.cpp, Point.cpp, Point.h). When Compiled and run, it produces 2 errors, in Main.cpp "cannot convert from double to point" and in Point.cpp "name followed by :: must be a class or namespace name". How do you go about fixing these errors without editing Main.cpp? Thanks in advance.

//main.cpp

#include <iostream>
#include <cmath>
#include "Point.h"
using namespace std;

const double PI = 3.14159265359;
const double TOL = .0000001; //allows us to do a comparison for double value equality
int main()
{

   int toTest = 0;
   //TEST AS YOU DEVELOP COMMENT OUT EVERYTHING BUT WHAT YOU HAVE IMPLEMENTED
   //AND UNCOMMENT AS YOU CREATE.
   //(you can look below to see what I make this variable to test given things)
   cout << "MUST IMPLEMENT GETTERS BEFORE TESTING \n";
   cout << "What would you like to test? \n";
   cout << "1-value constructor \n";
   cout << "2-copy constructor \n";
   cout << "3-setters test \n";
   cout << "4-translation test \n";
   cout << "5-scaling test \n";
   cout << "6-reflect over x-axis test \n";
   cout << "7-reflect over y-axis test \n";
   cout << "8-rotation \n";
   cout << "9-assignment operator \n";
   cout << "10-operator equals equals \n";
   cout << "11-cin overload \n";
   cout << "12-cout overload \n";
   cin >> toTest;

   Point a; // a should be at (0,0)
   Point b(5.0); //b should be at (5.0,0)
   /* incremental test line
   Point c(-15.3, -32.22); //c should be at (-15.3, -32.33)

   if(toTest==1)
   {
       cout<<"**Value Constructor Test: \n";
       if(abs(a.get_x())<TOL && abs(a.get_y())<TOL &&
           abs(b.get_x()-5)<TOL && abs(b.get_y())<TOL &&
           abs(-15.3-c.get_x())<TOL && abs(-32.22-c.get_y())<TOL)
       {
           cout<<" Value Constructor Works\n" <<endl;
       }
       else
       {
           cout<<" Value Constructor Failed\n"<<endl;
       }
   }
/*   Point d(c);
   if(toTest==2)
   {
       cout<<"\n**Copy Constructor Test: \n";
       if(abs(d.get_x()-c.get_x())<TOL && abs(d.get_y()-c.get_y())<TOL)
       {
           cout<<" Copy Constructor Works\n"<<endl;
       }
       else
       {
           cout<<" Copy Constructor Failed\n"<<endl;
       }
   }

   if(toTest==3)
   {
       cout<<"\n**Setters Test: \n";
       a.set_x(5.3); a.set_y(-3.2);
       if(abs(a.get_x()-5.3)<TOL && abs(a.get_y()+3.2)<TOL)
       {
           cout<<" Setters Work\n"<<endl;
       }
       else
       {
           cout<<" Setters Failed\n"<<endl;
       }
   }

       if(toTest==4)
   {
       cout<<"\n**Translation Test: \n";
       a.translate(5.3,-3.2);
       if(abs(a.get_x()-5.3)<TOL && abs(a.get_y()+3.2)<TOL)
       {
           cout<<" Translate Works\n"<<endl;
       }
       else
       {
           cout<<" Translate Failed\n"<<endl;
       }
   }

   if(toTest==5)
   {
       cout<<"\n**Scale Test: \n";
       c.scale(-3);
       if(abs(c.get_x()-45.9)<TOL && (abs(c.get_y()-96.66)<TOL))
       {
           cout<<" Scale Works\n"<<endl;
       }
       else
       {
           cout<<" Scale Failed\n"<<endl;
       }

   }

   if(toTest==6)
   {
       cout<<"\n**Reflect Over X-Axis Test: ";
       c.reflect_x();
       if(abs(c.get_y()-32.22)<TOL)
       {
           cout<<" Reflect Over X-axis Works\n"<<endl;
       }
       else
       {
           cout<<" Reflect Over X-Axis Failed\n"<<endl;
       }

   }

   if(toTest==7)
   {
       cout<<"\n**Reflect Over Y-Axis Test: ";
       c.reflect_y();
       if(abs(c.get_x()-15.3)<TOL)
       {
           cout<<" Reflect Over Y-Axis Works\n"<<endl;
       }
       else
       {
           cout<<" Reflect Over Y-Axis Failed\n"<<endl;
       }

   }

   if(toTest==8)
   {
       Point e(-1,0); //e shoule be at (-1, 0)
       cout<<"\n**Rotation of Point Test: ";
       e.rotate(PI/2);
       if(abs(e.get_x())<TOL && abs(e.get_y()+1)<TOL)
       {
           cout<<" Rotation Of PI/2 (90 deg CCW) Worked\n"<<endl;
       }
       else
       {
           cout<<" Rotation Of PI/2 (90 deg CCW) Failed\n"<<endl;
       }
   }

   if(toTest==9)
   {
       cout<<"\n**Operator equals Test: ";
       d=b;
       if((abs(d.get_x()-b.get_x())<TOL) && (abs(d.get_y()-b.get_y())<TOL))
       {
           cout<<" Operator Equals Test Passed\n"<<endl;
       }
       else
       {
           cout<<" Operator Equals Test Failed\n"<<endl;
       }

   }

   if(toTest==10)
   {
       cout<<"\n**Operator equals equals Test: ";
       Point e(-15.3, -32.22);
       if(e==c)
       {
           cout<<" Operator equals equals Test Passed \n"<<endl;
       }
       else
       {
           cout<<" Operator equals equals Test Failed \n"<<endl;
       }
   }

   if(toTest==11)
   {
       cout<<"\n**CIN Test: \ncin the values 10 and 20 to test this with (10,20): ";
       cin>>d;
       if(abs(d.get_x()-10)<TOL && abs(d.get_y()-20)<TOL)
       {
           cout<<"CIN Test Passed\n"<<endl;
       }
       else
       {
           cout<<"CIN Test Failed\n"<<endl;
       }
   }

   if(toTest==12)
   {
       cout<<"**COUT Test: coutting Points a,b,c: \n";
       cout<<a;
       cout<<b;
       cout<<c;

   }*/
}

//Point.cpp

#include "Point.h"
#include <iostream>
#include <cstdlib>

using namespace std;

double x = 0;
double y = 0;

void Point::point()
{
   x = 0;
   y = 0;
}

void Point::point(double inX)
{
   x = inX;
   y = 0;
}

void Point::point(double inX, double inY)
{
   x = inX;
   y = inY;
}

double getX()
{
   return x;
}

double getY()
{
   return y;
}

void setPoint(double a, double b)
{
  
}

//Point.h

#include <iostream>
#ifndef Point_H;

using namespace std;

class Point
{
public:
static double x;
static double y;

void point();
void point(double x);
void point(double x, double y);

double getX();
double getY();

void setPoint(double a, double b);
};

#endif

l = [0 1 -2 1 1];

d = [2 -2 4 2 2];

r = [-1 1 -1 -2 0];

b = [2 0 -6 1 4];

n = length(d);

x= zeros(n,1);

for i = 2:n

factor = l(i)/d(i-1);

d(i) = d(i) - factor*r(i-1);

b(i) = b(i) - factor*b(i-1);

end

x(n) = b(n)/d(n);

for i = n-1:-1:1

x(i) = b(i)-r(i)*x(i+1) / d(i);

end

x1 = x(1);

x2 = x(2);

x3 = x(3);

x4 = x(4);

fprintf('\nx1 = %f\nx2 = %f\nx3 = %f\nx4 = %f\n',x1,x2,x3,x4);

this is matlab code!

It's a question of getting answers using the Thomas method.

The answer should be x1=1, x2=0, x3=-1, x4=2, x5=1.

Please fix what's wrong.