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You will continue to use the same topic that you addressed in Weeks 1 and 2. Continue your search

You will continue to use the same topic that you addressed in Weeks 1 and 2. Continue your search in GMC’s library and find three (3) additional articles (peer-reviewed and full text) that OPPOSE your stance (point of view) on the topic you chose. (Non-credible sources should not be used.) Summarize and discuss the inferences the authors made in these articles to reach their conclusions. Your paper will be in paragraph form and you will indicate how the authors’ conclusions contrast your views on the topic. You should start to think about why you oppose their views and how this might strengthen your rough draft (week 5). This is the second half of your research paper. Your paper should be at least 500 words of text (Works Cited page does NOT count in the word count). You will now have at least 6 credible sources on your Works Cited page. Make sure that you follow MLA Format (like you learned in ENG 101 and 102). You may not use a paper from a past PER 201 class or any other class. This is considered cheating. If you have any questions, contact your professor in a timely fashion. Late work is not permitted.

it can be anything that you want to write about something that going on now for current events.

Can and should the marketplace be inclusive to all consumers?

Can and should the marketplace be inclusive to all consumers?.

 

‘Can and should the marketplace be inclusive to all consumers?’ 

Picking a specific industry of focus, discuss the above statement with reference to the topic of marketplace inclusivity/ exclusivity explored within the workshop programme, offering real-life examples to support your stance.

 

Consumer purchasing behaviour: An investigation of the UK mature women’s clothing market, Birtwistle and Tsim (2005)

Towards A Better Understanding of the Low-Income Consumer, Hamilton and Catterall (2005)

Consumer vulnerability and exclusion: A study of carers in the tourism marketplace, Hunter-Jones (2010)

Understanding Markets as Online Public Places: Insights from Consumers with Visual Impairments, Kaufman-Scarborough and Childers (2009)

Frustrated Fatshionistas: An Institutional Theory Perspective on Consumer Quests for Greater Choice in Mainstream Markets, Scaraboto and Fischer (2013

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M6A2 Queuing and Process Simulation- Problem 1

You will continue to use the same topic that you addressed in Weeks 1 and 2. Continue your search M6A2 Queuing and Process Simulation- Problem 1.

M6A2 Queuing and Process Simulation- Problem 1

Fast runs an internal quick order lunch operation, Fast Food, that is like a typical fast-food restaurant. However, some employees think the Fast Food service is too slow and are still leaving the Fast campus to eat elsewhere.

To reduce the time employees spend getting their lunch at Fast Food, Fast is considering offering an enticement for employees to buy the equivalent of “value” meals which can be preprocessed and packaged. You are asked to run simulations using SimQuick of the proposed operation.

Employees enter Fast Food through a single door, wait in a single line and then proceed to one of two order kiosks. There, the employees choose a Value meal or make their Custom order. They then proceed to an order/fulfillment server assigned to that kiosk. The two servers fill the orders and the employees exit through another door when they have their order.

Assumptions:

·         Employees arrival is Poisson distributed with 75 arrivals per hour with one customer arriving at a time.

·         Given the proposed pricing, Fast forecasts 30% of employees will choose Value meals.

·         The time it takes a server to prepare a Value meal can be approximated by a normal distribution with a mean of 1.2 minutes and a standard deviation of 0.1 minutes.

·         The time it takes a server to prepare a Custom order can be approximated by a normal distribution with a mean of 2.5 minutes with a standard deviation of 0.5 minutes.

·         There is room for about 15 employees to stand in the waiting line. If the line exceeds 15, the employees will balk and be lost to an outside restaurant. Assume there is no one in line when the simulation begins and people leave the waiting line one at a time.

·         There are two kiosk/servers in the current configuration.

·         The process can be modeled as follows:

Part 1:

Download and open the SimQuick Excel file. Save it with a new name so you will always have access to the original SimQuick file.

Construct a model using SimQuick. Run 30 simulations of the critical two-hour (120 minute) lunch period.

Answer these questions by examining the Results of the simulation:

a.       What is the overall service level of the operation? How many Fast employees are balking?

b.      How long are employees waiting to get served? Hint: look at the mean cycle times of the Waiting Line buffer and the two Decision Points- employees wait in all three places.

c.       What is the average percent of time the two servers are working on Value meals? How does this compare to the forecast 30% rate for employees wanting Value meals? Is it reasonable to think the current configuration could handle a higher proportion of employees choosing Value meals? In other words, should Fast consider promoting Value meals more in some way?

d.      Copy the entire Model View and Results pages and paste them into a separate workbook that you will submit.

Note: the copied models will not run in the new workbook. To facilitate your own work on the subsequent parts, it is recommended that you save the original SimQuick file for part 1 and rename it for use for parts 2 and 3.

Part 2:

Fast believes it can entice 40% of employees to order Value meals through price promotion and more marketing. Rerun the two-hour simulation with this assumption and answer the following questions:

e.      What is the overall service level of the operation? How many Fast employees are balking?

f.        How long are employees waiting to get served? Hint: look at the mean cycle times of the Waiting Line buffer and the two Decision Points- employees wait in all three places.

g.       Were the changes in overall service level and employee waiting time from parts 1 and 2, a & b statistically significant?

h.      What is the average percent of time the two servers are working on Value meals? How does this compare to the forecast 40% rate for employees wanting Value meals? Is it reasonable to think the current configuration could handle a higher proportion of employees choosing Value meals?

i.         Should Fast consider additional changes to improve the performance of Fast Food.

Part 3:

Fast decides to add a third server and continue the Value meal promotion so 40% of employees choose a Value meal. Rerun the two-hour simulation with this assumption and answer the following questions:

a.       What is the service level of the operation? How many Fast employees are balking?

b.      How long are employees waiting to get served? Hint: look at the mean cycle times of the Waiting Line buffer and the three Decision Points- employees wait in all four places.

c.       Were the changes in overall service level and employee waiting time from parts 2 and 3, a & b statistically significant?

d.      What is the average percent of time the three servers are working on Value meals? How does this compare to the forecast 40% rate for employees wanting Value meals? Is it reasonable to think the current configuration could handle a higher proportion of employees choosing Value meals?

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The Intentional Teacher Reflection

The Intentional Teacher Reflection.

Read Article Attached: a) Write a 2 page reflection essay. Describe in detail how you would enhance the use of that best practice in an early childhood setting. Be specific and include the following: – Identification of the best practice and describing why it is important to promoting quality early childhood teaching practice – Describe why it is important to uphold ethical and early learning standards when it comes being an intentional teacher -Describe the set-up and/or materials necessary to implement this in the environment -Share examples of activities that would demonstrate this best practice and how it can encourage continuous learning for all children -Describe how being intentional with curriculum planning can advocate for all children’s development and learning.

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Discuss how age, gender, and culture affect health assessment and physical examination outcomes and techniques.

Discuss how age, gender, and culture affect health assessment and physical examination outcomes and techniques..

Address the Importance of Physical Assessment • Apply evidence-based practice research findings in the management of a health issue

. • Discuss how age, gender, and culture affect health assessment and physical examination outcomes and techniques. • Identify alternative methods, interview techniques, and tools used to assess clients based on age (i.e. ear check for toddler, assessing skin turgor in the elderly), culture/ethnicity (i.e. dehydration in dark skinned client), gender (i.e. Pap smear), List all necessary assessment tools for the assessment of your specific patient for the specific age and condition. •3-page peer reviewed excluding title page and reference page, APA formatted paper (with at least 3 references within 5 years span).

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assistance with Project 4;write the excel tutorial and video instructions

assistance with Project 4;write the excel tutorial and video instructions.

 the excel tutorial and video instructions

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Ethnography: Italian Wedding

Ethnography: Italian Wedding.

MLA FORMAT: The student will construct a 3-4 page essay detailing their Ethnographic experience (topic previously approved in unit 2) involving participant-observation of a cultural event conducted during the current semester. There are two main portions of the essay, the description of the experiences (extracted from field notes) and the analysis of the data. Description: From the student’s field notes, a detailed description of everything you saw during your ethnographic field research will be recounted. The point of this aspect of the essay is to allow the reader who may not be familiar with the group/event/activity to experience it through your description. This should include things like: Colors (are there prevalent colors in the décor or the attire of the people?) Smells (aromas from food, incense, sweaty little soccer players) structural descriptions(what did the church look like/how were you able to identify that it was a church? What did the inside of the arena/bar look like/how did it differ from other buildings?) descriptions of the participants (ages, gender, SES, religion, status, hierarchy, etc.) verbal communication (specific words used like “quinceanera”, “bro”, “clear it down field”, “peace be with you”, “may I take your order”, “Hi honey” or other verbal communications that may be specific to this cultural group/event/activity non-verbal communication (ways of greeting one another-hugs/handshakes/head nods, eye contact-direct or deferred to show respect, body language-slouching because it is an informal event or arms crossed because the member feels annoyed/threatened, gesticulating-talking with many hand gestures to emphasize points) attire (don’t say formal dress, describe it because one person’s idea of formal may be different than another person’s. Formal ball gown with tiara and tuxedo or short black dress and suit jacket) Analysis: After the description, the student will extract the foundation for this cultural event. This is the portion in which all of the sights, sounds, smells, etc. can be evaluated for their impact on the group. Remember culture is shared, learned, and symbolic. Identify what stood out to you and you will be able to illustrate significant aspects for this event or activity. This should include things like: What is most important to these followers? (community-building, sharing and teaching values to the young, learning to compete in socially appropriate ways) Do the rituals/activities/actions indicate any culturally significant mores/values? (going to church shows that a person is trying to follow religious doctrines, dining out is an indicator that the group has disposable income) Why is this cultural event taking place? (communing on Sunday re-enacts the Last Supper, the dance competition allows for showcasing of talent along with critical evaluation of skills) What are the symbolic aspects of the event or activity? (Crosses, soccer balls, alcoholic drinks, birthday cake/pin-the-tail on the donkey) How do these symbols reflect the traditions, values, beliefs, etc. of the group? (sign of the cross also indicates a hierarchy of men, white is a symbol of purity which is important for the bride to be a virgin/double-standard for men.

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Masterpieces Of World Art

Masterpieces Of World Art.

Masterpieces Of World Art Description 2 page,typed,double-spaced essay in which you compare the Temple of Portunus in Rome to the basilica of Santa Sabina in Rome. Be sure to address their formal similarities and differences and their functional differences.

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