Create simple store inventory tracking system will use a global linked list in memory to manage the inventory for the items on-hand within a store. Your program must use of the “list” API in the C++sta ndard template library (STL). Your program must keep track of a list of inventory items in a global linked list data structure and must implement at least one class, which will hold the following class variable: An integer variable to hold the Stock Keep Unit (SKU) number for the item. This must be a randomly generated number that consists of exactly six digits. Duplicate entries are not allowed. A string variable to hold the name of the item. An integer variable to hold the number of items in stock. A double variable to hold the price of an individual item. A string variable to hold the date that the item was last ordered. The entered date must be in the form mm/dd/yyyy. If the user enters an invalid date format, print an error and re-prompt the user to enter the date in correct format. Provide the appropriate accessor methods to set and get the data for these class variables. For example getDateLastOrder() and setDateLastOrder(string dateLastOrdered). The main program must provide the following functionality: 1. When the program is first started, it must read a data file called inventory.dat. If the file exists, the program will load the data for each item record into the global inventory linked list data structure. 2. When the program exits, it must save all of the entries within the global linked list into the inventory.dat data file. At this point, if the file does not exist, the program will create it. 3. Provide a simple text-based user interface to allow the user to operate on the inventory linked list. Note that each item record must be placed in a global linked list that holds all of the information for each item in inventory. The program interface will allow the user to do the following: (a) Enter an item – allows the user to enter all fields except the SKU number field, which will be automatically generated random six-digit number. After the data fields are entered, the program will place the record in the global linked list. (b) Search for an item – allows the user to search for an item based on a user provided SKU number. Display a message if the item is not found in the inventory linked list. (c) Modify an item – allows the user to modify any of the fields for an item (except for the SKU number) in the linked list for given record as indicated by the SKU number. Display a message if the item is not found in the inventory linked list. (d) Delete an item – allows the user to delete an item from the inventory linked list using the SKU number as the key. Display a message if the item is not found in the inventory linked list. (e) Display inventory – displays all of the items in the linked list. After displaying all of the items, the program will provide a total cost of the inventory based on the quantity and price for each item. (f) Exit program – Saves all of the items in the inventory and then exists the program
A Sweet Breakfast Memory That Connects With the Wrong Market https://www.nytimes.com/2014/11/13/business/smallbusiness/cow-wow-cereal-milk-connects-with-wrong-market.html
Write a summary of the case study that is about two pages. Research and describe at least 3 technologies that could be used to support or enhance the business in the case study. Your paper should include at least 3 references from peer-reviewed journals associated with how other companies are using the 3 technologies you are recommending. Your paper should be in APA format and at least 3 pages, not counting the title page and reference pages. Make sure you have in-text citations and a reference page. You will use this paper as part of your IS strategy for week 7. The technologies you choose will be part of the return on investment analysis for this week’s discussion board.
Make sure on your references page you include a reference with the URL to the case study you chose, in addition to at least 3 references from peer-reviewed journals.
Please watchCreating Winning IT Strategies video, ( https://www.youtube.com/watch?v=QbyJY9KlrtM&feature=youtu.be )which describes how to create an IT strategy. Because the PowerPoint slides in the video are a little hard to read, a copy of the slides is attached here: Gartner-IT Strategy.pptx
In developing your recommendations for the case study this week, please refer to the resources from previous weeks. You can reference these resources in your paper, but you must also reference at least 3 peer-reviewed articles
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PSY1SFP Lab Report Instructions PSY1SFP Laboratory Report Advancing the Research Proposal into a Full Lab Report Due 12 pm yesterday General Overview After a researcher has received approval for their research from the ethics committee (and hopefully some money from a funding body), they can go ahead and conduct their study. Sometimes a study cannot be conducted as originally proposed due to modifications requested by the ethics committee or due to restrictions in funding. Thus, a researcher might need to adapt their design slightly and approach the same question in a slightly different way to that originally intended. This is likely to be the case with the study your group proposed, so while the question will remain the same and the literature you reviewed remains relevant, the methodology employed will be based on the Methods Details provided on LMS for each scenario that utilises a two group design with an experimental group and a control to form the independent variable and a single outcome measure that forms the dependent variable that we will use to judge whether the two groups differ. For the full write up of the Laboratory Report, we are expecting students to take the literature (and expand on it slightly) they investigated to create the DDP, adapt their aim and hypothesis to fit the methodology provided for each scenario and then write their results and discussion based on the outcome of this analysis. The work previously presented in terms of design may be incorporated into the discussion as part of the future directions paragraph that provides suggestions on where the research can go from here. The following sections of this document provide detailed advice on each section of the lab report for PSY1SFP. In the table below is a list of resources available on LMS to provide further assistance with this task. Please note that this document as a whole is not presented in APA format, except for the example notation in the Results section and the scale reference provided in the Methods section (as indicated). Students should refer to the lab report template for formatting details. Available Resources Resource Location Marking Rubric Assignment 2 Section – LMS Lab Report Submission Checklist Assignment 2 Section – LMS Methods Details for Scenarios Tutorial 5 Student notes – LMS Lab Report Word Template with inbuilt APA formatting Assignment 2 Section – LMS Scientific Writing Lecture 1st ITRIP lecture (see also Week 8 Lecture) Tutorial Notes Tutorial folder section of LMS Lab Report Data Excel Data Entry Template Assignment 2 Section – LMS APA Guides La Trobe APA 7 LibGuide Owl@Purdue APA Guide Link In the blue text below I have created an alternative scenario in order to provide examples for writing up certain sections of the report, or points of consideration that a researcher might need to address when writing on this topic. This can be used as a guide for writing about any of the other scenarios to successfully cover key conceptual questions relevant to their topic. The jury is out on whether brain training makes a difference to individuals who do not have any memory problems, but could they be of assistance in populations where mild cognitive impairment (MCI) is regularly observed? You have been asked by a local community group to help them explore whether there is any evidence that memory skills improve after older adult participants with MCI receive brain training for 6 weeks compared to those who do not. In doing this, you will also help the community group understand the background research in the area so they can decide whether they should apply for funding in order to provide training programs for all of the older adults in their group. Dataset Details: 30 participants who have received training and 30 who have not. • Group 1: No memory training • Group 2: Memory training • Measure: One Measure (Multifactorial Metamemory Questionnaire—Ability subscale (MMQ – Ability)) Title Page A sample title page has been provided in the Assignments section of LMS, and is included in the Lab Report Template for you to enter the details specific to your report. As described in the Scientific Writing Lecture in Week 1, the title page must include: • A header (that is preceded by the words Running Head: ) • Page number • A descriptive title that characterizes your study in 12-15 words. o This would include mention of the construct under investigation, the groups being measured and potentially a hint at the outcome. o PSY1SFP Lab report is not an acceptable title. • Your name • Your campus • Word Count Abstract (not included in overall word count) A 120 word maximum summary of the whole investigation that is actually the last section that should be written, this includes: • Short introductory sentence to set up context of study. • Aim and hypothesis • Method o Participants, Measure and Procedure • Results • Conclusion Example Abstract based on the example scenario: Mild cognitive impairment (MCI) is commonly reported as memory difficulties in older adults. The current study aimed to investigate the effect of memory training in older adults with MCI and hypothesized that such training would have a positive effect on memory ability. Thirty participants (Mean Age = 63.75) received six weeks of memory training and 30 (Mean Age = 64.25) control participants who received no training but participated in general social activities for six weeks were assessed using the self-report Multifactorial Metamemory Questionnaire-Ability subscale (MMQ-Ability). Results indicate that participants who received training reported significantly better memory performance than those who did not. This suggests that memory training may assist with minimising MCI in older adults in day-to-day life. Introduction (approx. 500 words) The introduction to the lab report can incorporate information presented in the original research proposal, but this must not be provided in dot point form, should be revised in context with feedback from the tutor on the DDP and also with the additional literature that has been sourced to develop understanding of the topic. The introduction should have the following flow of information for all scenarios: • Start off very broad, generalizing about the area Then provide more information about the general research area, linking it to the population we are interested in Make sure to define any unfamiliar or ambiguous terms as you go along, introduce abbreviated terms that you may be using frequently • Literature review contains information relevant to the hypotheses Do not include lengthy descriptions of how researchers did their study – report only important findings • Try not to start sentences with a reference unless the author is very relevant to the statement at hand. • Introduction funnels down to the aim and hypothesis Aim – tells the reader what you are investigating and why • IMPORTANT: • Research Proposal is written in FUTURE tense • Research Report is written in PAST tense Hypothesis • Statement of what you expected to find • How did you expect the groups to differ based on your reading? • Have a theoretical basis • Follow logically from the literature review • Hypotheses – quantifiable measures that can be tested • Write in essay format using properly structured sentences and paragraphing No dot points! • Not a separate section – new paragraph at the end of the introduction • Do not provide hypotheses in the form of a list • Make sure to include clear quantifiable measures Important points for the Introduction based on the example scenario • What is MCI? • What age group mostly experiences MCI? • How can MCI and memory impairments be measured? • What is memory training? • What evidence is there for the use of memory training to improve MCI symptoms? Briefly in general, and specifically as applied to older adults. • What will the current study aim to examine? o Measuring what kind of sample, using what measure? • Based on the literature presented above, what will it hypothesise? Introduction Relevant Marking Capabilities: Inquiry/Research, Critical Thinking, Writing Methods (approx. 250 words) Your method section will likely need to be updated to reflect the design provided for each scenario on LMS. Again, this a two group design that will enable us to conduct an Independent Samples t test to test the hypothesis. Your method needs to incorporate the scale relevant to your scenario into the materials and procedure section. • Again Important: Lab Report Method is written in PAST tense • This is the Who? What with? How? Section. Should allow anyone who reads it to replicate the study. • Details important information in logical order. • Follows straight on from Introduction. Participants • Who? • Where from? • How many? • Important characteristics? • Exclusion criteria? Materials • Includes everything you used and why. Not pencils or paper! • Should be listed in the order used in the study with an explanation as to the purpose • No Dot Points! • You will need to describe your scale: Number of questions Type of questions Format of questions Reliability and Validity information (see Information for Lab Reports Methods Section document). • Referencing for the scale (edit section in red to be specific to the name of your scale). In text: (Your Surname, 2021) or Your Surname (2021) as appropriate In References section: Your Surname, Your Initial., (2021). Name of scale [Measurement instrument]. Unpublished scale, Department of Psychology and Public Health, La Trobe University, Melbourne, Australia. Procedure • Step by step, how you carried out the study o Logical order of operation o Instructions must be sufficient for somebody to be able to reproduce the study o Any instructions given to participants? o In what context were the scales administered? Important points for the Method based on the example scenario: Participants • Who? Older adults with mean age of 64 years • Where from? Recruited from local community organisation • How many? 30 experimental and 30 control. • Important characteristics? None detailed • Exclusion criteria? None detailed Materials: Self-report Multifactorial Metamemory Questionnaire-Ability subscale (MMQ-Ability). Detail how many items, type of response scale and what a high or low score means. Shown to have good reliability and validity (provide details). Procedure Methods Relevant Marking Capabilities: Critical Thinking, Creative Problem Solving, Writing Results (approx. 150 words) The PSY1SFP Lab Report Results Section Template in the Assignments folder on LMS and discussed in Tutorial 8 provides a breakdown of the sequence of information that must be presented in this section. From this template you can see that the Results section is not long (potentially 100 – 150 words), but it does provide an important platform for the Discussion section of your report. The information below provides an example of the results calculations, format of presentation for the t test and interpretation of the results that must be presented after the introductory sentence to the results section, Figure (bar chart with 95% CIs) generated from the excel file and the Figure caption. image/jpeg • How to calculate Lower and Upper 95% CI for the Difference Between Means using the data in the scenario above as an example: o Lower Limit = M1 – M2 – (tCL)(SED) o Upper Limit = M1 – M2 + (tCL)(SED) • M1 and M2 = the Means from the excel output above • Standard Error of Difference Between Means (SED) = 2.1957 o ** This value was supplied in the Tutorial 8 notes for all scenarios. ? Note: Each scenario has a different value so please check ? The final CI values can be calculated within the Lab Report Data template so you don’t have to use this formula (or if you want to check your answer). • t critical level (tCL) for 95% Confidence Intervals = 2.002 (same for all scenarios) o Lower 95% CI ? = (42.80 – 48.93) – (2.002)(2.1957) ? = -6.13 – 4.3958 ? = -10.5258 o Upper 95% CI ? = (42.80 – 48.93) + (2.002)(2.1957) ? = -6.13 + 4.3958 ? = -1.7315 This is a general structure for your Results section…. Opening sentence to detail what kind of analysis was conducted on what kind of sample, groups and measure. Second sentence to introduce the Figure including mention of what type of descriptive statistics are displayed and the groups and measures involved. Figure Number. Caption must detail type of descriptive statistics are displayed and the groups and measures involved (this is quite similar to the sentence above). Insert Graph from Excel Refer to Figure above and describe the patterns in the data. Which group has higher or lower scores? Do not repeat Means here as it is redundant information (i.e. already visible in the graph). State the name of the analysis and what it revealed (i.e. was it significant or not?) DO NOT MENTION ANYTHING ABOUT THE HYPOTHESIS IN THIS SECTION (this will be in the discussion), report the statistical information from the excel graph by substituting in the numbers into the red text here, t(58) = t value, p = p value, d = Cohen’s effect size, 95% CI [Lower limit, Upper Limit]. This is the end of your results section …. Example description of results based on the example scenario data: Figure 1 above shows that the no training group obtained lower scores than the training group on the MMQ-Ability scale. Independent samples t test revealed that there was a significant difference in scores between the two groups meaning that memory performance, as measured by the MMQ-Ability scale, was significantly better in the training group for this sample, t(58) = -2.79, p = .007, d = 0.72, 95% CI [-10.53, -1.73]. Results Relevant Marking Capabilities: Critical Thinking, Creative Problem Solving, Quantitative Literacy, Writing Discussion (approx. 500 words) The discussion section ties up your interpretation of the study outcomes for the reader. It has five main components that appear in paragraph from (not separate sections) that detail what the study has found, how this fits in with the literature covered in the introduction and also other relevant research that may help explain the results, what kinds of problems the study may have encountered in terms of design and execution, and what could be done next to advance the field. This is all tied up with a concluding paragraph to sum up the investigation. The components flow as follows:
Restate the research aims and summarize the main findings in the first paragraph Do the results support/refute your hypotheses?
Interpret, evaluate, and comment on the important findings in your study How does your data compare to what others have already found?
Methodological issues? Problems with design (e.g. issues with internal and external validity)
Future directions What could you do next?
Conclusion Last paragraph is a concluding paragraph that sums up the findings. So the discussion will ……. 1) Follow on from Results – not a new page unless it falls on one 2) Summarise findings and indicate the implications 3) Discuss limitations of participant selection, data collection method, and the content of your new scale So state; • What was the hypothesis again and was it supported or not? • Does your finding agree with the literature you have reviewed in the introduction? • What problems would need to be fixed/considered before you or someone else runs another study in this field? • Conclusion Discussion Relevant Marking Capabilities: Inquiry/Research, Critical Thinking, Writing References • This report requires the use of a minimum of 8-10 peer reviewed references (i.e. journal articles) in the full write-up of the investigation. You may use the articles sourced together with your group for the DDP proposal, but you should endeavor to collect additional information to 1) characterize your study in the introduction, and 2) examine the outcomes in context with existing literature in the discussion. • It is ok for you to use new references in the discussion that have not been cited in the introduction, particularly if your result was not as you hypothesised and you need to account for the outcome obtained. • All references appearing in the References section must be cited in text. • Information of searching for articles can be found via the Psychology LibGuide, as per Tutorial 1. o https://latrobe.libguides.com/apa7 References Relevant Marking Capabilities: Inquiry/Research, APA format APA Format • A list of APA formatting points for lab reports was provided in the notes for Tutorial 2. • Most aspects of APA formatting are built into the template provided on LMS. • Information on referencing in APA format was provided in ITRIP lecture 1 in Week 1 • Information can also be found via the Owl@Purdue referencing tool or the APA manual. o https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_style_introduction.html APA Relevant Marking Capabilities: Writing, APA format
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For this assignment, you will need to write a well thought out 1,000-word essay that demonstrates clear and thorough comprehension and evaluation of the material covered in this module. Please be sure to address the following in your essay: Human memory is often compared to the workings of a computer. Based on your own experience, what are the advantages and limits of this comparison? How do the features of sensory memory, short-term memory, and long-term memory apply in this comparison? How do the key factors and theories of forgetting apply in this comparison? Instructions All essays must include an introductory paragraph with a thesis statement, (taking a clear position on your subject), followed by a main body with supporting arguments (organized using APA formatted headings and seriation), a summary conclusion, and an APA formatted reference page at the end. All essays must use Times New Roman 12 pt or Verdana 10pt font, be double-spaced, have 1″ margins, and include a total word count (not including the reference page). You must use and reference 2 different high quality, academic, scholarly resources. If you use a website as a resource, please make sure it is high quality, scholarly, well cited, and well-researched prior to referencing it. Wikipedia or similar references will not be accepted. Students must use APA style to cite within the body of the essay as well as on the references page at the end of the essay.
Human memory is considered one of the most important aspects of human body. You can just imagine if there was no human memory, then learning and other events would be worthless if they could never be remembered. Thanks to human brain and human memory people can now engage in learning process and other events since they can be remembered at later stage. Baffled by human memory and having the desire to study how it works; scientists have been engaged in numerous studies that seek to understand the way human memory works. This has led to the creation of an analogy between the working of human memory and the information processing in a computer. According to (Gregg, 2014) the studies that sought to study the comparison in the working of a computer and human memory is dated back to 1960s that involved the use of adaptation theories. However, there are advantages and limitations of employing such a comparison.
Advantages and Limits of the Comparison of the Working of Human Memory and that of Computer Before the development of computers, the modal model of human memory analogy was most dominant among the psychologists. However, the development of computers in the 1950s and 1960s saw a shift to the more dominant metaphor of human memory-computer analogy (Taylor, 2013). According to the author, the model makes……………………………………………………………………………………………………
Exploratorium is a website complete with different memory games. In this week’s assignment, you will use some of the games on this website’s “Don’t Forget! . . . Playing Games With Memory” page.
This website includes a review of the biological underpinnings of memory via a series of picture of a sheep brain dissection. It’s a fascinating look at the anatomy of memory.
This website includes biographical profiles of people who have influenced the development of intelligence theory and testing, in-depth articles exploring current controversies related to intelligence, and resources for teachers.
This is a web article on the biological underpinnings of memory.
Application: Memory
What did you eat yesterday? Can you remember what you ate the day before? How about the day before that? Is it easier or more difficult to remember details the farther back in time you go?
While it may not be necessary to remember what you eat every day, improving your memory so that you can remember details may affect other areas where memory is more important. Would it be useful to be able to remember the grocery list on your way home from work? Imagine recalling planned events without having to consult a calendar.
Short-term memory (STM) is limited and is prone to decay. In contrast, long-term memory (LTM) has nearly unlimited—and, according to scientists, permanent—storage capacity. You can help ensure the storage of memories in LTM by developing meaningful connections between new information and things that you already know. After practicing in the Exploratorium, be sure to try the strategies in your everyday life.
For this Assignment, you practice memory strategies covered in this week’s readings.
To prepare for this Assignment:
Before beginning the Exploratorium activity, review Module 21, “Forgetting, Memory Construction, and Improving Memory.” Focus on strategies for improving memory.
As you work your way through the exercises at the Exploratorium’s “Don’t Forget… Playing Games With Memory” note the following data:
Record your score on “Memory Solitaire.”
Record your score on “Tell Yourself a Story.” (Think back to the concepts in this week’s reading where you learned about level of processing, recency, and chunking.)
Note observations about your strategy on “Tell Yourself a Story.” What type of story or set of connections did you devise? Did it help improve your memory? What applications do you see for this strategy?
Record your score on “Wander Around Your House.” How well did this trick work? What applications can you see for this method?
a paper of 2–4 pages in which you evaluate the effectiveness of memory strategies demonstrated by the memory tasks. As part of your evaluation, describe the aspects of memory demonstrated by the memory tasks. Include the data you collected and evaluate the effectiveness of the strategies presented.
The human memory provides evidence that learning has taken place in one’s life. The ability to recall information is dependent on where the information was stored. Human mind has short and long-term memory where information is stored. In order to explain the functioning of human memory, scientists have advanced various models that include the levels of processing and information processing models (Myers, 2012). However, there is consensus that neither of the models provide a comprehensive mechanisms regarding how the human memory functions.
Strategies to Improve Memory
In order to improve the ability to recall information and experiences, many strategies have been developed. These methods include taking good memory diet, use of memory mnemonics and games among others (Exploratorium, 1999). In the memory game of “Memory Solitaire,” I was able to recall twelve out of the twenty items. When I played the game of “Wander around Your House,” I was able to recall ten of the items listed. The two games provided an important strategy for evaluating the ability to recall some items, and thus was a perfect evaluation of my brain. The memory tasks demons………………………………………………………….. Assignment status: Solved by our Writing Team at CapitalEssayWriting.comCLICK HERE TO ORDER THIS PAPER AT CapitalEssayWriting.com