Gendercide Assignment Example | Topics and Well Written Essays - 250 words

Gendercide - Assignment Example From this essay it is clear that in order to save the women from facing this type of misery, the pregnancy is terminated. This is one of the main reasons that justify gendercide. The boys are also in a better position to protect their families and fend for them as compared to girls. A family is therefore much secured if they have boys as compared to girls .   Some of the religious roles in India can only be performed by men and hence the advantage of a family having a son as compared to a daughter. The levels of discrimination of women in India is also high due cultural believes and hence more justification for a son.This paper highlights that the strength of the research is on the use of examples and comparisons between different cultures and countries with regard to the problem. However, it weaknesses is the lack of adequate statistical data to support the findings. Some of the information is also too general in the paper. The qualitative methods have mainly been used in the rese arch and this has provided a lot of useful information with regard to the topic. The research was also based on specific populations like the Indians and the Chinese. Generalizing the findings therefore affects its outcome. The research provides more information to the healthcare workers including nurses on why abortion rates are high in some communities when the women are expecting a girl. In conclusion, it is evident that gendercide can be justified by cultural and economic reasons in India.

Intel Essay Example | Topics and Well Written Essays - 250 words

Intel - Essay Example To succeed in this changing computing environment, Intel needs to focus on the following key objectives: Intel faces significant competition in the development and market acceptance of technologies and products in this environment. They are a leading provider in the PC and server segments, where they face existing and emerging competition. In the PC segment, smaller mobile devices, such as tablets and smartphones, offered by numerous vendors have become significant competitors to PCs for many usages. They are a relatively new entrant to the segments for tablets, smartphones and similar mobile devices which we believe they should focus on. After identifying the key objectives and analysing the SWOT Analysis, Intel has a distinct opportunity at this time to enter into the mobile market. Â  By entering in the mobile market, Intel can take advantage of an ever increasing demand for the newest and latest smartphones.This growing market of technology has been dominated in recent years by Apple and Samsung. Â   In a recent article, the top selling smartphones worldwide mostly consisted of Samsung and Apple products. Â  Although Apple has the highest selling product in the iPhone 5s, Samsung has the number two, three, four, eight, and ten highest selling smartphones. The Samsung Galaxy S5 is their best at the second spot. In the United States alone, iPhones are still the best seller followed by Samsung. Â  The Android is still the best platform followed by the iOS. Â  As far as OEM’s are concerned, Apple and Samsung are the two big players here in the United States. Intel is the leading semiconductor for many of the components that go into the different operating systems that are found in many of the smartphones today. Â  This is why Intel has the opportunity to step into a market that has been controlled by two companies in recent years. Â  Intel can

Leadership Behaviour and Tests for Personality Types

Leadership Behaviour and Tests for Personality Types INTRODUCTION Business was created by people for themselves to sell goods and services to which they need but they cannot produce. From the smallest of business arrangements to largest of them, they are meant to meet the goals and objective of human beings. Organizational behavior examines people’s values, beliefs and values and how they influence the manner in which the business is carried out. Leadership and Organizational Behavior Organizational behavior is the study and the application of the particulars about how people behave when in groups a case scenario of working in an organizations. And how their different values, beliefs and behavior influence the organization’s performance and success. Elements of Organizational Behavior All organizations are driven by its mission, vision and goals for its establishment. Organizations are also led using culture which dictates how things are done in the office premises, how the employees relate with each other and code of dressing are part of the stipulations of the culture of the organization. The vision, mission and goal of the organization should be motivational for the employees to improve the company’s performance and success both in the long and short run. Models of Organizational Behavior. Generally, there are four common models that illustrate how organizations are led and run. They are autocratic model, custodial model, supportive model and finally the collegial model. (Cunningham, Eberle, 1990; Davis 1967) Autocratic model, this is the kind of a model that is similar with the dictator method of leadership where the leader is the communicator and the people just follow the leaders instructions without questioning the leader’s authority. The manager in this case rules over the employees and little autonomy or none is allowed for the employees. Performance of the company’s led using this model is generally low since the employees are handled like robots without much say to the running of the organization. The second model is the custodial model; this is whereby the chief manager promises the employees of taking care of their financial needs and the benefits that follow if the take the company to a greater level in terms of performance and Excellency. The employees are remunerated according to the success of the company. The third model is the supportive model. It entails the employees receiving support from the management of the company so as to drive the company to where the vision of the company wants them to be both in terms of goals achievement and customer satisfaction. The fourth and final theory is the collegial theory, which involves a partnership between the employees and the employer with the aim of boosting the company’s performance, through the employee’s innovativeness and creativity by allowing them to do what they perceive is right for the company in their own views. Collegial theory — this is a partnership of the employees to boost performance through autonomous thinking and doing what they perceive is good for the company they are working for. BIG FIVE PERSONALITY TEST. The big five personality test is a set of simple and clear questions whose objectives are to understand individuals personalities and how they act and react when subjected to different situations of decision making and question answering. There are basically five major types of personalities possessed by individuals. They include; neuroticism this re the kind of people that are mainly worried and frighten by unimportant things. The second type of personality is extraversion, this refers to people that are basically social animals. They enjoy outdoors and spending time with other individuals to feel happy and satisfied in life. The third type of personality is agreeableness, this are the individuals that agree to ideas, concepts and suggestions easily, they are usually very gullible and easy to take advantage of. The last type of personality is people that are open to experience. This is optimists that always look at the bright side of every situation. They view life at a good view fo r development and success. For an individual to realize their type of personality, they should run a test that consists of around 30 questions about the self. On things you like, dislike, fear, wish for an the like with the aim of understanding yourself more to identify which kind of personality you possess and how it can be of help to your life’s purpose and goals. The questions are rated to determine the degree and level on the answer. THE DEVELOPMENT OF THE MYERS-BRIGGS TEST The Myer Briggs theory was devised by the mother and her daughter. Their major goal was to establish the different individual value, attitudes and beliefs. This is the breakthrough to understanding an individual’s strengths and weaknesses of the self for better understanding of the self. Strengths and weaknesses identification is key to unlocking one’s potential in life as one is able to specialize in the line of strengths and take it slow on the weakness side. Overview of the Myers-Briggs Test From the findings of the Myer Briggs theory, it has been established that people basically have 16 types of personality according to (Myer and Briggs, 1997). The test implies that an individual should subject themselves to the test for them to understand their natural strengths and weaknesses so as to concentrate on the areas of endowments in career choice and compatibility with other people. There is no right or wrong personality type or one that that shows superiority or abnormalities. There just show the diversities in the makeup of different individuals. It is basically a test to help people understand themselves better. Thequestionnaire itself is made up of four different scales: There are individuals that fall in the category of extremes of extroverts and introverts. Extroverts are those people that are loud in nature and are social animals. Their happiness and satisfaction lies within the interactions with others. Introverts are the silent people that enjoy their own company compared to that of social interactions. These kind of people find satisfaction in indoors and privacy. We all have that loud side the silent side. But what counts is the preference we choose. There is another group of individuals that are classified by the way they make decisions. The first group is classified according to how they sense things in a situation. The sensors concentrate more to what they can learn from their own thoughts, ideas and senses. The class of people makes decisions based merely on intuitions. They pay more attention to already established concepts, patterns and impressions. They hardly come up with new innovations. They are short on creativity. They enjoy thinking of the future and imagining the possibilities of life. The next classification is for the thinkers and the people whose decisions are based on their feelings. Thinkers tend to pay more attention to existing facts. They are down to earth and in touch with the reality on the ground. They look for sense in situations while their fellow counterpart’s arts that dwell on feelings are into feelings of the heart and emotions. They are mostly more emotionally attached in their decisions than the thinkers.

Essay --

As of September 2012, the number of states and school districts requiring online courses for high school graduation has increased, as states seek to teach students how to manage in an increasingly digital world. In April 2006, Michigan became the first state to require online learning as a requirement for high school graduation. Since that time Alabama, Arkansas, Florida, and Virginia have legislated requirements. Georgia, New Mexico, and West Virginia recommend students experience an online learning course before graduating from high school; however, it is not required. Arizona, Florida, Georgia, Louisiana, Michigan, Minnesota, and Utah allow students to choose online courses from multiple accredited online providers. Some local school boards in districts across the country have promoted similar graduation requirements, including Marietta City Schools in Georgia, Memphis City Schools and Putnam County Schools in Tennessee, and the Kenosha and Cedarburg School Districts in Wisconsin. Education leaders in these states and districts believe that requiring online courses as a requirement for graduation is a necessary step toward becoming college and/or career ready, because when a student graduates from high school, whether choosing a two-year or four-year college, or entering the workforce, there is the likelihood of taking an online course. According to the Education Commission of the States, most virtual offerings are at the high school level. Students taking individual online courses are much more common than are students attending fully-virtual secondary institutions. According to Market Data Retrieval, 15% of American high schools provide online courses; some states, districts and universities host virtual high schools. In O... ...chools and parish-based Catechism courses. Catholic Online Education Providers Edified Online partners with Catholic schools worldwide to provide online education resources and course offerings that exceed national standards and expectations. Edified has more than 80 online courses available for grades 6-12, including College Board certified AP courses. Edified Online is endorsed by the NCEA. Catholic Schools K12 Virtual is an online school comprised of resources, academic, elective and religion classes for Catholic school students. Working with a number of experts in the field of online education, Catholic Schools K12 Virtual has developed a two tiered model for online education; the virtual class and the digital classroom, blending traditional education and online learning. Costs for an online course, depending on its length, range from $300 to $700 per course.

School will Improve Education in America

School choice will improve education in America. Public schools are grossly inefficient, and are not educating many of America's youths adequately. Schools that are run independent from local government bureaucracy provide better education at lower cost. School choice would allow more students to attend better schools. School choice is a potent educational reform that is far more effective than increased spending. The fears of opponents of school choice are factually unfounded. School choice is necessary to improve American education. Through allowing more parental choice in education, school choice forces education into a free market environment. As it is now, parents send children to the nearest school, assigned to them by the school district. If a family is wealthy enough and chooses to do so, parents can send children to private schools. However, this family then pays twice for one education. They still pay their taxes, and they pay the tuition for the private school. Under a school choice plan, any parent who decides to send their child to a private school will receive a scholarship from the government, redeemable for tuition at scholarship accepting private schools. The scholarship dollar amount is far below that of the average cost per student per year at public schools, but would allow millions of parents who cannot presently afford private tuition to do so. If a school performed poorly, parents would choose to remove their children, and then send to them to better schools. If a school began losing all its students, and therefore all its funding, the school would desire to improve. Under the current system, government schools get your money whether they are doing a good job or not. Milton Friedman was one of the first people to propose a school choice plan. Since he did so over a quarter century ago, support has expanded rapidly. However, few plans for school choice have actually been enacted. The city of Milwaukee enacted a program designed by future choice icon Polly Williams. She asked the simple yet brilliant question, â€Å"Why not allow tax dollars to go to the schools that are working? † (Harmer, 162) The plan does not allow religious schools to participate, and allows only low-income children to take part. Schools that participate can have no more than 49% of their students are scholarship receiving students. The extremely limited scale demonstration has had little effect on Milwaukee public schools, but has enabled many students to attend better schools. The number of students in the choice program has grown every year, in 1990 there were 341, in 1994 there were 846. (McGroarty, 36) In California in 1993, the Parental Choice in Education Initiative was placed on the ballot. The initiative was defeated by more than 2 to 1. However, proponents were outspent by a factor of 4 to 1. Unions such as the AFL-CIO, Nation Education Association, and California Teachers association raised over $17 million. Proponents raised only $4. 1 million, and were left with only $2. 5 million once they got the initiative on the ballot. (Harmer, 147) Demonstrators attempted to physically prevent people from signing the petitions to get the initiative on the ballot. People deliberately signed the petition multiple times to hamper school choice efforts. One person signed 23 times. Principles and teachers sent home anti-school choice information with children. School boards, such as that of the Los Angeles Unified School District (LAUSD), illegally used public funds and forums to send an anti-choice message. From the standpoint of well to do Washington, D. C. suburbs, a school choice plan may seem unnecessary. Choice plans are not designed to help the upper-middle or upper class children. David Harmer wrote, â€Å"In my travels as president of the Excellence through Choice in Education League (ExCEL), I rarely met rich white suburban Republicans who were desperate for alternative schools. † (Harmer, 114) They already get a good education from government schools. However, rural poor and inner-city children do not have that luxury. For example, in the city of Milwaukee, only 40% of freshman will eventually graduate from high school, and the average GPA for students is a D+. (McGroarty, 30) School choice plans would help these students the most. The people most involved in the education system are the ones who most easily realize the problems of government schools. The Wall Street Journal wrote that, â€Å"The California State Census Data Center, after analyzing the 1990 Census, found that about 18. 2% of the state's public school teachers send their children to private schools. That's nearly twice the statewide average for all households, which is 9. 7%† (Harmer, 28) College entrance exam scores have been dropping across the board, and the US often ranks dead last in international comparisons among industrialized nations. From 1960 to 1992, the average SAT score dropped 76 points. If one were to include the reenterings of the SAT test, scores would drop even further. (Harmer, 19) The landmark study by the National Commission on Excellence in Education, A Nation at Risk, claimed, â€Å"Each generation of Americans has outstripped its parents in education, in literacy, and in economic attainment. For the first time in the history of our country, the educational skills of one generation will not surpass, will not equal, will not even approach, those of their parents. † (Harmer, 25) In addition academic failure, public schools are failing to produce good citizens. According to a Tulane study, 20% of suburban high schooler's condoned shooting someone who had stolen something of theirs. (Harmer, 29) The answer, contrary to what many education reformers claim, is not to throw more money into schools. Only one nation in the entire world spends more money per student, per year than the US, Switzerland. Japan, whose schools consistently outperform those of the US, spends only half as much money per student. Accounting for inflation, per student expenditure has increased 40 percent since 1982, and has tripled since 1960. (Harmer, 38) The image of the â€Å"criminally-underfunded† public school is false. Class size has also failed to improve education. The pupil teacher ratio declined from 25. 8:1 in 1960 to 17. 3:1 in 1991. Even in urban public schools, the ratio is as low as 17. 9:1. (McGroarty, 16) The image of the over crowded inner city school is also false. There is no relationship between spending and educational achievement in grade schools. A recent comparison of per student expenditure and scores on the National Assessment of Educational Progress tests by Forbes and Right Data Associates found the correlation coefficient for a linear relationship between spending and test scores to be 0. 12. (This value could range from -1 to 1, the closer the absolute value of the correlation coefficient is to 1, the stronger the relationship. ) (Brimelow, 52) Where does all the money go? In the LAUSD only 36 % of school funding is spent on teacher salaries, textbooks, and supplies. Thirty-one people are paid over $100,000 a year, only one of which is a teacher. Statewide in California, only 44 percent of the people employed by the school system are teachers. In the independent schools in California, 86 percent of school employees are teachers. (Harmer, 41-43) The situation is the same nationwide. Researcher Michael Fisher found that only 25. 7% of funds reach the classroom in Milwaukee schools. (McGroarty, 21) It is plain to see that throwing more money at schools and calling it reform won't help the situation. Leaders of the National Education Association and its statewide affiliates have done much of the campaigning against proposed school choice plans. They represent the only people who are set to lose because of school choice: the education bureaucrats. Their jobs will no longer be guaranteed by a government monopoly. Many people fear that schools supported by the new choice movements would be fly-by-night institutions that are out to make a profit, teach racial and religious discrimination, and condone violent behavior. However, legislative school choice efforts have placed regulations on independent schools. The Parental Choice in Education initiative in California contained the following items: (1) No school, which discriminates on the basis of race, ethnicity, color, or national origin, may redeem scholarships. (2) To the extent permitted by this Constitution and the Constitution of the United States. The State shall prevent from redeeming scholarships any school which advocates unlawful behavior; teaches hatred of any person or group on the basis of race, ethnicity, color, national origin, religion, or gender; or deliberately provides false or misleading information respecting the school. 3) No school with fewer than 25 students may redeem scholarships, unless the Legislature provides otherwise. These measures would prevent fraud and discrimination. School choice does not condone discrimination. Government already regulates private schools to some degree, and this would definitely not decrease with the use of vouchers. Too many people are under the opinion that private schools are all elite academies or preppy boarding schools, both of which charge admission the price of a college education. However, 95 percent of Catholic schools, and 88 percent of Protestant schools charge tuition under $2,500 a year. Robert Genetski said, â€Å"Average cost data for public and private education indicate that in 1990 the operating cost per student for kindergarten through grade 12 in public schools was $4,841, compared with private school costs of $1,902. † (Harmer, 76) The truth is that even the poorest of parents would be able to afford a private education with a school choice plan. In legislative efforts for choice in California, parents would receive a voucher for half the cost of public schools, which would completely cover the costs of many adequate private schools. It is true that the government would lose money by giving scholarships to students already attending private schools. However, the government gains money by losing new students to private schools, since only half of a students tax money follows the student. The students that leave after school choice is enacted would provide a pool of money that would more than cover current private school attendees. Furthermore, David Harmer, author of the Parental Choice in Education initiative and School Choice: Why You Need It, How You Get It, said that if he had to rewrite the initiative, he would include a measure that would phase in school choice. Each year one new grade would be allowed to participate, starting at Kindergarten, and ending with grade 12. No students currently in private schools would benefit from school choice. (Harmer, 178) Opponents of school choice fear that children with special needs would be left out in the cold, since private schools would deny them admission. However, special education is already dealt with by a voucher type system. Public schools cannot meet the needs of many children, so the government sends these children with special needs to private contractors, such as the local School for Contemporary Education. Children who have special needs are guaranteed an equivalent education by many state laws, and this would not change under a school choice plan. Edd Doerr wrote that, â€Å"Despite repeated and misleading claims to the contrary, vouchers are merely the latest in a long line of attempts by sectarian special interests to channel public money to church-related education institutions. (Doerr, et al, 37) He conjures up images of â€Å"government funded religious schools† that, horror of horrors, teach religion. However, the GI Bill is constitutional! If a student decides to spend money from the government on a religious education, it does not mean that the wall between church and state has come tumbling down. Today students use money from the GI Bill and Pell Grants at religious colleges without any problem. Voucher plans are the exact same thing, except with younger kids. George Bush even called his school choice plan the â€Å"GI Bill for Kids. To say that vouchers fund religious schools is to say that food stamps are government funding of supermarkets. As to cultural balkanization, school choice would not effect this at all. Religious or racial discrimination is not allowed. The claim that society is held together by a â€Å"common school experience† is a faulty argument. Schools exist to teach, not for the sake of existing. Americans respect diversity and freedom of opinion, but somehow a diversity of ideas in education seems anathema. Private schools send a higher percentage of students to college than do public schools. Their students perform better on standardized tests. They operate more cost efficiently. They are directly responsible to the parents of their students, while public schools pay more attention to school boards and administrators. Government schools have had a monopoly on children for far too long. Thanks to their efforts, one third of American seventeen-year-olds cannot locate France on a map of the world. Only one in ten can write a reasonable paragraph or do pre-college mathematics. Every citizen in America deserves a decent education. School choice can make it happen.

Economic Order Quantity and Significant Predictor.

1. Stock prices over a period of fifty (50) years would most likely exhibit no cyclical component. a. True b. False 2. On the plot labeled â€Å"a†, which of the following is correct? a. There is a trend present. b. There is a linear relationship. c. There is an obvious outlier. d. There is a negative relationship. 3. On the plot labeled â€Å"b†, there is an outlier present. a. True b. False 4. On the plot labeled â€Å"c†, which of the following models is most appropriate? a. single-parameter exponential smoothing b. regression c. regression with seasonality (classical time-series) . none of the above are appropriate 5. In a simple linear regression, we are using monthly advertising expenditures (in $000) to predict monthly profits (in $000). If the least squares equation is y = 21. 5 – . 1x and the coefficient of determination is . 49, the correlation coefficient = ______. a. 0. 70 b. -0. 70 c. unable to be determined from the data. 6. In a simple linea r regression, we are using monthly advertising expenditures (in $000) to predict monthly profits (in $000). If the least squares equation is y = 21. 5 – . x and the coefficient of determination is . 49. The predicted profit = __________ when advertising expenses are $0. a. 21. 5 b. -0. 1 c. $21,500 d. none of the above. 7. If the correlation coefficient is zero, there is no relationship between x and y. a. True b. False 8. Kelvin Shoe Stores carries a basic black dress shoe for men that sells at a rate of 500 each quarter. Their current policy is to order 500 per quarter, with a fixed cost of $30/order. The annual holding cost is 20% of the cost of items held. The following cost structure is applicable: Order Quantity |Price/pair | |0-99 |$36 | |100-199 |32 | |200-299 |30 | |300+ |28 | For a price of $36, the optimal order quantity is a. 129 b. infeasible for this cost structure. c. neither of the above. d. both a and b. 9. Kelvin Shoe Stores carries a basic black dress shoe for men that sells at a rate of 500 each quarter.Their current policy is to order 500 per quarter, with a fixed cost of $30/order. The annual holding cost is 20% of the cost of items held. The following cost structure is applicable: |Order Quantity |Price/pair | |0-99 |$36 | |100-199 |32 | |200-299 |30 | |300+ |28 | The optimal order quantity is a. 129 b. 141 c. 146 d. 300 10. Foster Inc. arries special holiday items, including Happy Angels (HAs). During the season, the demand for HAs is approximately normally distributed, with a mean of 320 and a standard deviation of 30. It costs Foster $5. 00 for each HA unless he orders at least 400, at which the price drops to $4. 50/HA. The HAs’ retail price is $10. Unsold items will be given to a local hospital, with a disposal cost of $0. 05/HA. Mr. Foster estimates that the goodwill cost of each item short is close to $0. 25. a. This is a single-period inventory problem. b. This is an EOQ problem. c. This is a periodic-review problem . d. None of the above 11.Foster Inc. carries special holiday items, including Happy Angels (HAs). During the season, the demand for HAs is approximately normally distributed, with a mean of 320 and a standard deviation of 30. It costs Foster $5. 00 for each HA unless he orders at least 400, at which the price drops to $4. 50/HA. The HAs’ retail price is $10. Unsold items will be given to a local hospital, with a disposal cost of $0. 05/HA. Mr. Foster estimates that the goodwill cost of each item short is close to $0. 25. A Christmas-tree model is appropriate. a. True b. False 12. A regular EOQ model is appropriate when demand is seasonal. a. True . False 13. See the attached â€Å"Regression Data I†. We are using the number of radios, TVs, and DVD players stocked to predict the profit, revenue, and cost for future periods. First, run a model to predict the profit. Select all which apply. a. Radios is a significant predictor. b. TVs is a significant predictor. c. DVDs is a significant predictor. d. The overall model is significant. e. The intercept is positive. f. Severe multicollinearity is present. 14. See the attached â€Å"Regression Data I†. We are using the number of radios, TVs, and DVD players stocked to predict the profit, revenue, and cost for future periods.Next, run a model to predict the cost. Select all which apply. a. Radios is a significant predictor. b. TVs is a significant predictor. c. DVDs is a significant predictor. d. The overall model is significant. e. The intercept is positive. f. Severe multicollinearity is present. 15. See the attached â€Å"Regression Data I†. We are using the number of radios, TVs, and DVD players stocked to predict the profit, revenue, and cost for future periods. Based on the output, which of the following recommendations would be most appropriate? a. We should stock more radios. b.We should stock fewer TVs. c. We should increase floor space, since it is probably constraining our sales ability. d. We should consider the time period. 16. What is the best answer given this information? (3) | |Model 1 |Model 2 |Model 3 | |X-variables |6 |4 |3 | |R2 |. 9344 |. 8857 |. 761 | |Adjusted R2 |. 9058 |. 8372 |. 8497 | |MSE |5667. 53 |6044. 05 |5844. 78 | a. Model 1 performs the best in all areas. b. Model 2 performs better than Model 3. c. We would most likely prefer Model 1. d. We would most likely prefer Model 2. e. We would most likely prefer Model 3. 17. The table below features three forecasting models used on the same set of data. Select all that apply. |Model 1 |Model 2 |Model 3 | |Type |Single-parameter Exponential |2-parameter Exponential smoothing |3-parameter Exponential smoothing| | |smoothing | | | |MSE |8755. 3 |4876. 2 |5945. 8 | a. There is likely a strong seasonal component present. b. There is likely a trend present. c. There is no random component present. d.There is a cyclical component present. e. A different smoothing constant could affect the MSE for Model 1. 18. If we increase the order (setup) cost, the order quantity will _____________ if we hold all other costs constant. a. increase b. decrease c. remain the same as long as there is no shortage cost d. become unstable 19. If demand is normally distributed, a. a basic EOQ is appropriate. b. a single-period model could not be appropriate. c. we should produce to fill demand, rather than filling it through orders. d. none of the above would be true. 20. Which of the following methods may be used to determine future order quantities? . forecasting b. regression c. inventory models d. all of the above 21. Refer to the inventory output for Betsy’s Blue Bonnet Bakery. Here, Betsy is trying to determine the optimal order policy for birthday kits. What is the safety stock? 114____________ 22. Refer to #21. What is Betsy’s service level if she uses this policy? 87%________________ 23. Refer to #21. If Betsy changes to a lost sales model, the order quantity would be expe cted to increase. a. True b. False c. It depends on the cost associated with a lost sale. 24. Refer to the forecasting output for Betsy’s. This model is appropriate for the type of data. . True b. False 25. Refer to #24. Look at the forecast errors. Which of the following best describes the situation? a. The errors are indicative of what we like to see. b. The errors are randomly distributed. c. The errors are indicative of a problem with the model. d. The errors are indicative of a poor choice of ?. 26. Refer to #24. What recommendation would you make? a. We should use the model as is. b. We should alter model parameters to improve the fit? c. We should use the model, but use extreme caution in doing so. d. We should eliminate some time periods for forecasting. Regression Data I Profit | | | | | |Revenue | | | | | |Radios | | | | | |TVs | | | | | |DVDs | | | | | | | | | | | |Quarter | | | | | |Errors | | | | | | | | | | | |6318. 96 | | | | | |8395. 1 | | | | | |36 | | | | | |65 | | | | | |48 | | | | | | | | | | | | | | | | | | | | | | | | | | | | | |4721. 57 | | | | | |6300. 28 | | | | | |26 | | | | | |48 | | | | |39 | | | | | | | | | | | | | | | | | | | | | | | | | | | | | |5049. 16 | | | | | |6747. 5 | | | | | |33 | | | | | |51 | | | | | |40 | | | | | | | | | | | |2000 – 3 | | | | | |32 | | | | | | | | | | | |5249. 44 | | | | | |7028. 6 | | | | | |29 | | | | | |53 | | | | | |45 | | | | | | | | | | | |4 | | | | | |46 | | | | | | | | | | | |5290. 08 | | | | | |7116. 1 | | | | | |32 | | | | | |52 | | | | | |49 | | | | | | | | | | | |2001 – 1 | | | | | |19 | | | | | | | | | | | |5924. 41 | | | | | |7951. 0 | | | | | |41 | | | | | |58 | | | | | |52 | | | | | | | | | | | |2 | | | | | |23 | | | | | | | | | | | |5251. 97 | | | | | |7031. 09 | | | | | |36 | | | | |52 | | | | | |44 | | | | | | | | | | | |3 | | | | | |34 | | | | | | | | | | | |4805. 72 | | | | | |6462. 8 | | | | | |31 | | | | | |47 | | | | | |44 | | | | | | | | | | | |4 | | | | | |49 | | | | | | | | | | | |5278. 60 | | | | | |7162. 2 | | | | | |46 | | | | | |49 | | | | | |51 | | | | | | | | | | | |2002 – 1 | | | | | |22 | | | | | | | | | | | |5301. 77 | | | | | |7136. 5 | | | | | |43 | | | | | |51 | | | | | |46 | | | | | | | | | | | |2 | | | | | |20 | | | | | | | | | | | |6121. 98 | | | | | |8249. 4 | | | | | |45 | | | | | |59 | | | | | |56 | | | | | | | | | | | |3 | | | | | |31 | | | | | | | | | | | |5416. 63 | | | | | |7244. 79 | | | | | |29 | | | | |55 | | | | | |46 | | | | | | | | | | | |4 | | | | | |51 | | | | | | | | | | | |6552. 89 | | | | | |8718. 1 | | | | | |43 | | | | | |67 | | | | | |48 | | | | | | | | | | | |2003 – 1 | | | | | |16 | | | | | | | | | | | |6352. 93 | | | | | |8494. 2 | | | | | |46 | | | | | |63 | | | | | |51 | | | | | | | | | | | |2 | | | | | |26 | | | | | | | | | | | |6693. 01 | | | | | |8881. 5 | | | | | |55 | | | | | |68 | | | | | |43 | | | | | | | | | | | |3 | | | | | |37 | | | | | | | | | | | |5761. 97 | | | | | |7669. 0 | | | | | |48 | | | | | |58 | | | | | |39 | | | | | | | | | | | |4 | | | | | |48 | | | | | | | | | | | |5419. 50 | | | | | |7265. 38 | | | | |33 | | | | | |54 | | | | | |47 | | | | | | | | | | | |2004 -1 | | | | | |22 | | | | | | | | | | | |5474. 64 | | | | | |7302. 7 | | | | | |35 | | | | | |55 | | | | | |44 | | | | | | | | | | | |2 | | | | | |24 | | | | | | | | | | | |4650. 87 | | | | | |6335. 9 | | | | | |41 | | | | | |42 | | | | | |49 | | | | | | | | | | | | | | | | | | | | | | | | | | | | | |4781. 91 | | | | | |6438. 3 | | | | | |48 | | | | | |45 | | | | | |39 | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | MULTI-PERIOD EOQ MODEL (Backordering) – NORMAL LEAD-TIME DEMAND | | | | | | | | | | |PROBLEM: |Betsy's Blue Bonnet Bakery | | | | | | | | | | | | | |Parameter Values: | | | | | | | |Mean of Demand Distribution: mu = | | | | | |1,000 | | | |Stand. Deviation of Demand Distribution: sigma = | | | | |100 | | | |Fixed Cost per Order: k = | | | | | | | |5,000 | | | |Annual Demand Rate: A = | | | | | | | |52,000 | | | |Unit Cost of Procuring an Item: c| |42. 00 | | | |= | | | | | |Annual Holding Cost per Dollar Value: h = |0. 20 | | | |Shortage Cost per Unit: pS = | |10. 0 | | | | | | | | | | |Optimal Values: | | | | | | | |Optimal Order Quantity: Q* = | 7,919 | | | | |Optimal Reorder Point: r* = | 1,114 | | | | |Expected Demand: mu = | 1,000 | | | | |Total Expected Cost: TEC(Q*) = | $ 67,471. 4 | | | | |Expected Shortages: B(r*) = |6. 47 | | | | |Probability of Shortage: P[D;r*] |0. 13 | | | | |= | | | |Betsy's Blue Bonnet Bakery | | | | | | |? = |0. 3 |? = |0. 5 |? = |0. | | | | | | | | | | | |   |   |Actual |Trend |Slope |Seasonal |Forecast |Error | |Quarter |t |Sales, Yt |Tt |bt |St |Ft | | |2003 W |1 | 36,500 |   |   |   |   | | |1988 S |2 | 43,750 | 36,500. 00 | 7,250. 00 |1. 20 |   | | |1988 S |3 | 59,920 | 48,601. 00 | 9,675. 50 |1. 23 |   | | |1988 F |4 | 87,440 | 67,025. 55 | 14, 050. 03 |1. 0 |   | | |2004 W |5 | 102,240 | 87,424. 90 | 17,224. 69 |1. 17 |   | | |1988 S |6 | 123,420 | 104,144. 98 | 16,972. 38 |1. 19 | 125,436. 15 | (2,016. 15) | |1988 S |7 | 139,610 | 118,753. 37 | 15,790. 39 |1. 19 | 149,325. 16 | (9,715. 16) | |1988 F |8 | 135,380 | 125,312. 56 | 11,174. 79 |1. 13 | 175,522. 72 | (40,142. 72) | |2005 W |9 | 129,470 | 128,753. 89 | 7,308. 06 |1. 04 | 159,616. 61 | (30,146. 1) | |1988 S |10 | 137,570 | 129,989. 43 | 4,271. 80 |1. 08 | 161,612. 88 | (24,042. 88) | |1988 S |11 | 156,630 | 133,566. 44 | 3,924. 41 |1. 18 | 159,379. 23 | (2,749. 23) | |1988 F |12 | 150,980 | 136,498. 26 | 3,428. 11 |1. 11 | 154,702. 82 | (3,722. 82) | |2006 W |13 | 143,340 | 139,362. 57 | 3,146. 21 |1. 03 | 145,291. 38 | (1,951. 38) | |1988 S |14 | 153,360 | 142,190. 68 | 2,987. 16 |1. 08 | 154,509. 63 | (1,149. 3) | |1988 S |15 | 169,730 | 144,939. 30 | 2,867. 89 |1. 17 | 170,664. 76 | (934. 76) | |1988 F |16 | 161,990 | 147,249. 54 | 2,589. 07 |1. 10 | 164, 053. 12 | (2,063. 12) | |2007 W |17 | 154,760 | 149,940. 86 | 2,640. 19 |1. 03 | 154,408. 75 |351. 25 | |1988 S |18 | 164,780 | 152,592. 38 | 2,645. 85 |1. 08 | 164,739. 26 |40. 74 | |1988 S |19 | 186,730 | 156,466. 79 | 3,260. 13 |1. 19 | 181,930. 65 | 4,799. 5 | |1988 F |20 | 177,880 | 160,230. 59 | 3,511. 97 |1. 11 | 176,029. 75 | 1,850. 25 | |2008 W |21 | 170,360 | 164,152. 06 | 3,716. 72 |1. 04 | 168,951. 59 | 1,408. 41 | |1988 S |22 | 178,830 | 167,190. 82 | 3,377. 74 |1. 07 | 181,270. 26 | (2,440. 26) | |1988 S |23 | 195,550 | 168,732. 72 | 2,459. 82 |1. 16 | 202,826. 81 | (7,276. 81) | |1988 F |24 | 187,220 | 170,501. 72 | 2,114. 41 |1. 10 | 189,772. 64 | (2,552. 4) | |2009 W |25 | 163,230 | 168,070. 53 | (158. 39) |0. 98 | 178,936. 82 | (15,706. 82) | |1988 S |26 | 162,890 | 163,137. 87 | (2,545. 53) |1. 01 | 179,944. 64 | (17,054. 64) | |1988 S |27 | 174,540 | 157,361. 67 | (4,160. 86) |1. 12 | 187,085. 45 | (12,545. 45) | |1988 F |28 | 163,130 | 151,724. 53 | (4,899. 00) |1. 08 | 168,543. 79 | (5,413. 79) | |2010 W |29 | |   | |   | 144,517. 6 | | |1988 S |30 | |   | |   | 143,788. 09 | | |1988 S |31 | |   | |   | 153,515. 48 | | |1988 F |32 |   |   |   |   | 142,720. 95 | | | | | | | | | | | | | | |MSE = |175,943,211 | | | |