Scarcity of Space in Industrialised Japan
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
Scarcity of Space in Industrialised Japan
The EOQ can be easily determined by the formula:
2AS EOQ =
––––
i
where,
A = annual usage
S = ordering cost/set-up cost
i = inventory carrying cost
So, for example, if we use 1,000 units of product X a year, each costing £40, and each order/set-up costs £100 and the carrying cost of inventory is 25 per cent then:
2 × 1000 × 100 EOQ =
––––––––––––––––– = 141 40 × 0.25
The problem is that this reorder quantity means that we will be carrying more inventory than is actually required per day over the complete order cycle (except on the last day). For example, if the EOQ were 100 units and daily usage was 10 units then on the first day of the cycle we will be overstocked by 90 units, on the second day by 80 units and so on. To compound the problem we have additional inventory in the form of ‘safety’ stock, which is carried in order to provide a safeguard against demand during the replenishment lead time being greater than expected and/or variation in the lead time itself. The result is that we end up with a lot of unproductive inventory, which repre- sents a continuing drain on working capital.
The Japanese philosophy
It has often been said that the scarcity of space in industrialised Japan has made the nation conscious of the need to make the most productive use of all physical resources, including inventory – whether this is true is of academic interest only – what is the case is that it is the widely held view in Japan that inventory is waste. An analogy that is frequently drawn in Japan is that an organisation’s invest- ment in inventory is like a large, deep lake (see Figure 5.11). Well below the surface of this lake are numerous jagged rocks, but because of the depth of the water, the captain of the ship need have no fear of striking one of them. The comparison with business is simple: the depth of the water in the lake represents inventory and the rocks represent problems. These problems might include such things as inaccurate forecasts, unreliable suppliers, quality problems, bottlenecks, industrial relations problems and so on. The Japanese philosophy is that inventory merely hides the problems. Their view is that the level of water in the lake should be reduced (say to level ‘B’ in Figure 5.11). Now the captain of the ship is forced to confront the problems – they cannot be avoided. In the same way if inventory is reduced then management must grasp the various nettles of forecast inaccuracy, unreliable suppliers and so on.
Power Series
Import the attached Eclipse project and the necessary classes and methods. Do not change my code. You may only add additional classes with their associated methods.
Write two classes that will interface with the attached code. (note the use of the Java Math library)
The first class is the FibonacciSequence class. You will need to include the following methods for this class:
void printSequence(int count)
boolean validStartNumbers(int firstNumber, int secondNumber)
void printSequence(int firstNumber, int secondNumber, int count)
void resetSequence()
The second class is the PowerSeries class. You will need to include the following methods for this class:
void setX(double valueOfX)
void setNumOfTerms(int numberOfTerms)
double run_eTo_xSeries()
double run_sin_Of_xSeries()
You will also need my math2 class which is included in this project file. It has a method int factorial(int newInt) that returns the value of X!( x factorial). You will need this for the power series methods.
The following power series formulas are given as a help.
RUBRIC
QUALITY OF RESPONSE |
NO RESPONSE |
POOR / UNSATISFACTORY |
SATISFACTORY |
GOOD |
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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