Developed Computer Simulation Language Assignment
Order ID |
53563633773 |
Type |
Essay |
Writer Level |
Masters |
Style |
APA |
Sources/References |
4 |
Perfect Number of Pages to Order |
5-10 Pages |
Description/Paper Instructions
Developed Computer Simulation Language Assignment
- Read and understand the CKY algorithm program in Fig 13.10 on page 440 (see below). Re-write the algorithm so that it can accept grammar that contain Unit Production (i.e. one non-terminal).
- Repeat above problem for probabilistic CKY i.e. do the same for probabilistic CKY.
- Read Chapter 23 (Or use Internet Search engine to learn the basics of Question and Answer (A & A) systems and answer the following:
A.
(1) Pose the following queries to your favorite web search engine
“who did the vice president kill?” and “who killed the former treasury secretary?”
Do an error analysis on the returned snippets and pages. What are the sources of errors? How can you address these errors by using a more intelligent Question & Answer system?
(2) Explain why you did not get a specific answer; rather you got many search results?
- Why existing summarization algorithms cannot summarize using new words or sentences?
T H E S Y N C H r O N O U S S U P P LY C H A I N 155
The study of the information feedback characteristics of industrial activity to show how organizational structure, amplification (in policies) and time delays (in decisions and returns) interact to influence the success of the enterprise. It treats the interactions between the flows of information, money, orders, materials, personnel, and capital equipment in a company, an industry or a national economy.6
Using a specially developed computer simulation language, DYNAMO, Forrester built a model of a production/distribution system involving three levels in the dis- tribution channel: a retailer’s inventory, a distributor’s inventory and a factory inventory. Each level was interconnected through information flows and flows of goods. The model used real-world relationships and data and included parame- ters such as order transmission times, order processing times, factory lead times and shipment delivery times. Management could then examine the effects on the total system of, say, a change in retail sales or the impact of changing production levels or any other policy change or combination of changes. What becomes apparent from this modelling of complex systems is that small disturbances in one part of the system can very quickly become magnified as the effect spreads through the pipeline. For example, many consumer product companies that are heavy spenders on trade promotions (e.g. special discounts, incentives, etc.) do not realise what the true costs of such activities are. In the first instance there is the loss of profit through the discount itself, and then there is the hidden cost of the disturbance to the logistics system. Consider first the loss of profit. When a discount is offered for a limited period then that discount obviously will apply to all sales – not just any incremental sales. So if sales during the promotional period are, say, 1,100 cases but without the promotion they would have been 1,000, then whilst the incremen- tal revenue comes only from the additional 100 cases, the discount applies to all 1,100. Additionally, the retailer may decide to take advantage of the discount and ‘forward order’; in other words buy ahead of requirement to sell at a later time at the regular price. One study7 found that for these reasons only 16 per cent of pro- motions were profitable, the rest only ‘bought sales’ at a loss. The second impact of promotional activity on profit is the potential it provides for triggering the ‘acceleration effect’ and hence creating a Forrester-type surge throughout the logistics pipeline. This is because in most logistics systems there will be ‘leads and lags’, in other words the response to an input or a change in the system may be delayed. For example, the presence of a warehouse or a stock holding intermediary in the distribution channel can cause a substantial distortion in demand at the factory. This is due to the ‘acceleration effect’, which can cause self-generated fluctuations in the operating characteristics of a system. As an example, imagine a retailer with an inventory management reordering strat- egy based on starting each week with the equivalent of three weeks’ demand in stock. So if weekly demand were 100 units for a particular item the target starting inventory would be 300 (i.e. 100 × 3). Now let us assume that as a result of a pro- motion demand increases by 10 per cent to 110. This means that the system would place an order to bring the next week’s starting inventory up to 330 (i.e. 110 × 3). So the reorder quantity would have to be 140 (i.e. the 110 units sold to consumers plus the extra 30 required to meet the new starting level).
RUBRIC
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SATISFACTORY |
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EXCELLENT |
Content (worth a maximum of 50% of the total points) |
Zero points: Student failed to submit the final paper. |
20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. |
30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. |
40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. |
50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. |
Use of Sources (worth a maximum of 20% of the total points). |
Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. |
5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. |
10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. |
15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. |
20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. |
Grammar (worth maximum of 20% of total points) |
Zero points: Student failed to submit the final paper. |
5 points out of 20: The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors |
10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors |
15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. |
20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. |
Structure of the Paper (worth 10% of total points) |
Zero points: Student failed to submit the final paper. |
3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. |
5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements. The student also significantly writes too large or too short of and paper |
7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. |
10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper. |
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