Operations Research Smu-de Mba Sem 2 Essay Example

Operations Research Smu-de Mba Sem 2 Paper Spring 2013 Master of Business Administration- MBA Semester 1 MB0048 –Operations Research- 4 Credits (Book ID: B1631) Assignment Set 1 (60 Marks) Note: Assignment Set -1 must be written within 6-8 pages. Answer all questions. Q1. Explain the scope of Operations Research. What are the features of Operations Research? 10 marks (300 350 words each) Q2. Six Operators are to be assigned to five jobs with the cost of assignment in Rs. given in the matrix below. Determine the optimal assignment. Which operator will have no assignment? Operators Jobs 1 2 3 4 5 1 6 2 5 2 6 2 2 5 8 7 7 3 7 8 6 9 8 4 6 2 3 4 5 5 9 3 8 9 7 6 4 7 4 6 8 10 marks Q3. a. Explain the Monte Carlo Simulation. b. A Company produces 150 cars. But the production rate varies with the distribution. Production Rate 147 148 149 150 151 152 153 Probability 0. 05 0. 10 0. 15 0. 20 0. 30 0. 15 0. 05 At present the track will hold 150 cars. Using the following random numbers etermine the average number of cars waiting for shipment in the company and average number of empty space in the truck. Random Numbers 82, 54, 50, 96, 85, 34, 30, 02, 64, 47. 5 +5 = 10 marks (200 250 words each) Q4. Explain the Characteristics and Constituents of a Queuing System. 10 marks (300 350 words each) Spring 2013 Q5. a. What do you mean by dominance? State the dominance rules for rows and columns. b. Find the saddle point of the following game and state the optimum strategies for layers A and B A B 1 2 3 4 5 1 9 3 1 8 0 2 6 5 4 6 7 3 2 4 4 3 8 4 5 6 2 2 1 5 +5 = 10 marks (200 250 words each) Q6. a What are the differences between PERT and CPM? b. A project has eleven activities whose duration is given in the following table: Activity 0-1 1-2 1-3 2-4 2-5 3-4 3-6 4-7 5-7 6-7 7-8 Duration (days) 2 8 10 6 3 3 7 5 2 8 3 i. Draw the network ii. Identify the critical activities and critical path. 5 +5 = 10 marks (200 250 words each) We will write a custom essay sample on Operations Research Smu-de Mba Sem 2 specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Operations Research Smu-de Mba Sem 2 specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Operations Research Smu-de Mba Sem 2 specifically for you FOR ONLY $16.38 $13.9/page Hire Writer

Learn the Endings of Fifth Declension Latin Nouns

Learn the Endings of Fifth Declension Latin Nouns Latin is an inflected language, meaning that words are modified to express different grammatical categories such as tense, number, gender, or case. Many inflected languages make a distinction between the modification of verbs versus other parts of speech. The inflection of verbs, for instance, is also called conjugation, whereas the inflection of nouns, adjectives, and pronouns is known as declension. Latin nouns possess gender, case, and number (i.e., singular and plural). While the declensions generally delineate number and case, gender does have its place in the language, particularly with the neuter nouns. The Latin language has five declensions, each of which is based on the stem. The first declension is considered the –a stem, the second the –o stem, the third is consonantal, the fourth the –u stem, and the fifth the –e stem. Every noun in Latin follows on of these five declensions. Here we will look at the declension of Latin nouns, specifically the fifth declension. Fifth Declension of Latin Nouns The fifth declension nouns in Latin are sometimes called -e stem nouns. The nouns of this declension are few but common. Like the first declension, fifth declension nouns are typically feminine, which a few exceptions. For instance, the word for day (dies) can be either masculine or feminine in the singular, but in the plural, it is masculine.  Meridies, the Latin word for mid-day, is also masculine. Otherwise, the fifth declension nouns are all feminine (all 50 or so of them). The forms of fifth declension are easily taken for third declension forms. But mistaking an accusative plural fifth declension noun for an accusative plural third declension noun, for instance, as long as you have the gender right, should cause no trouble in translation. Most Fifth Declension Nouns in Nominative Singular End in -IES The Rudiments of Latin and English Grammar,  by Alexander Adam (1820) characterizes fifth declension Latin nouns as follows: All nouns of the fifth declension end in ies, except three; fides, faith; spes, hope; res, a thing; and all nouns in ies are of the fifth, except these four; abies, a firtree; aries, a ram; paries, a wall; and quies, rest; which are of the third declension. The Fifth Declension Endings The endings of the masculine or feminine fifth declension are as follows:   Case Singular Plural NOM. -es -es GEN. -ei -erum DAT. -ei -ebus ACC. -em -es ABL. -e -ebus Let’s take a look at these fifth declension endings in action using the Latin word dies, -ei,  f. or m., day. Case Singular Plural NOM. dies dies GEN. diei dierum DAT. diei or die diebus ACC. diem dies ABL. die diebus Here are some other fifth declension nouns for practice: effigies, effigiei, f., effigyfides, fidei, f., faithres, rei, f., thingspes, spei, f., hope. For more information and resources, explore a paradigm of an additional fifth declension noun,  Ã‚  f.  (thinness), complete with macrons and umlauts.

Hydrothermal Vents and the Marine Life They Support

Hydrothermal Vents and the Marine Life They Support Despite their forbidding appearance, hydrothermal vents support a community of marine creatures. Here you can learn the definition of hydrothermal vents, what theyre like as a habitat and what marine creatures live there.   How Hydrothermal Vents Form Hydrothermal vents are essentially underwater geysers created by tectonic plates. These huge plates in the Earth’s crust move and create cracks in the ocean floor. Ocean water enters the cracks, is heated up by the Earth’s magma, and then released through the hydrothermal vents, along with minerals such as hydrogen sulfide, which end up forming volcano-like projections on the seafloor. The water coming out of the vents can reach incredible temperatures of up to 750 degrees F, even though the water outside of the vents can be near freezing in temperature. Although the water coming out of the vents is extremely hot, it isnt boiling because it is unable to under the high water pressure. Due to their remote location in the deep sea, hydrothermal vents were discovered relatively recently. It wasnt until 1977 that scientists in the submersible  Alvin  were amazed to discover these undersea chimneys spewing hot water and minerals into the cold waters thousands of feet below the ocean surface. It was even more surprising to discover these inhospitable areas teeming with marine creatures. What Lives in Them? Living in a hydrothermal vent habitat presents challenges that prevent many marine creatures from inhabiting this hostile environment. Its inhabitants need to contend with total darkness, toxic chemicals, and extreme water pressure. But despite their intimidating description, hydrothermal vents support a wide variety of marine life, including fish,  tubeworms, clams, mussels, crabs, and shrimp. Hundreds of species of animals have been identified in the hydrothermal vent habitats around the world. At a hydrothermal vent, there is no sunlight to produce energy. Bacteria-like organisms called  archaea  have solved this problem by using a process called chemosynthesis to turn chemicals from the vents into energy. This energy-creating process drives the entire hydrothermal vent food chain. Animals in the hydrothermal vent community subsist on products produced by the archaea, or on the minerals in the water produced from the vents.   Types of Hydrothermal Vents Two types of hydrothermal vents are the black smokers and white smokers. The hottest of the vents, the black smokers, got their name because they spew a dark smoke composed mostly of iron and sulfide. This combination forms iron monosulfide and gives the smoke its black color. The white smokers release a cooler, lighter material composed of compounds including barium, calcium, and silicon. Where Are They Found? Hydrothermal vents are found at an average underwater depth of about 7,000 feet. They are found in both the Pacific and Atlantic Oceans and concentrated near the Mid-Ocean Ridge, which winds its way along the seafloor around the globe. So Whats the Big Deal? Hydrothermal vents play an important part in ocean circulation and regulating the chemistry of ocean waters. They contribute nutrients required by ocean organisms. Microbes found at hydrothermal vents may also be important to the development of medicines and other products. Mining of minerals found at hydrothermal vents is an emerging issue that may allow scientists to learn more about hydrothermal vents, but may also damage the seafloor and surrounding marine communities. References Cowan, A.M.Deep Sea Hydrothermal Vents. National Geographic.Pfeffer, W. 2003. Deep Oceans. Benchmark Books. 38pp.Viders, H. 2011. Hydrothermal Vents. Alert Diver Online.Woods Hole Oceanographic Institution. What Are Hydrothermal Vents?

Entrance for Cardiology Technologist Program Essay

Entrance for Cardiology Technologist Program - Essay Example At that instant, I realized that I wanted to do something in the medical field. Though I explored various possible fields of study in the medical profession, it did not take me long enough to conclude that cardiology is the one course I would not just be happy in, but would also be able to give it my best, both in terms of output and responsibility. Working in this field would not only bring me satisfaction in life but will also enable me in creating a better life for my daughter and me. Achievements: I have been raising a daughter on my own for the past fourteen years. In spite of being out of school for twenty-three years with an education of only up to grade 9, I was able to pass G.E.D tests and the entrance exam for this course too. Over the past seventeen years, I have successfully worked with mentally and physically disabled children and adults through foster care. I have learned how to change feeding buttons and perform a colostomy. I have cared for many different people at home on a daily basis, all of whom were physically and mentally challenged. I believe that the experience in handling and caring for people that I have gained over the years will go a long way in helping me develop the sensibilities and tactical expertise required for becoming an exceptionally good cardiology technologist. Personal and professional goals: Through this program, I will be able to achieve a higher education in the field of my choice, make new accomplishments and develop into a more robust and responsible individual. I will be able to live a healthier lifestyle and earn money substantially. Through this, I will be able to chart out a better life for my daughter and afford her university education. I will be able to meet new and insightful people, share ideas and experiences with them, and endeavor into new avenues that were impossible for me to traverse before. Â  

Berlin Wall Research Paper Example | Topics and Well Written Essays - 2500 words

Berlin Wall - Research Paper Example After the Second World War, Joseph Stalin of the Soviet Union established an informal union of states which would be known later as the Eastern bloc, with Poland, Hungary, and Czechoslovakia as its allies (Wettig, 2008).   It was a grouping of nations which he planned to maintain together with the Soviet-controlled portion of Germany.   His plans were to compromise the power of the UK over its portion and when the US would later withdraw, he then wanted to push forward with his plants to create a united communist Germany (Wettig, 2008).   In order to funnel Soviet communist ideals to Germany, Marxism-Leninism became a standard part of the German school curriculum and this prompted many students, as well as scholars to defect to the West (Wettig, 2008).   East Germany was however under close monitoring by the German police as well as the Soviet secret police, also known as the SMERSH (Wettig, 2008).   This made defection difficult, but not impossible for thousands of East Ge rmans.     With disagreements regarding the introduction of new German currency, Stalin implemented the Berlin blockade which prevented the entry of food and other supplies from the Western occupied blocs (Pearson, 1988).   The Western bloc countries then airlifted some supplied into West Berlin.   The Soviets launched their public relations campaign against the Western bloc protesting the policy changes of the Western countries (Pearson, 1988).   As 300,000 Berliners protested against Stalin’s actions in stopping the airlifts.

Slavery Fight For Freedom Essay -- Slavery Essays

Slavery Fight for Freedom During the course of the slave trade millions of Africans became involuntary immigrants to the New World. Some African captives resisted enslavement by fleeing from slave forts on the coast of West African. Others mutinied on board slave trading vessels, or cast themselves into the ocean, rather facing death than enslavement. In the New World there were those who ran away from their owners, ran away among the Indians, formed maroon societies, revolted, feigned sickness, or participated in work slow downs. Some sought and succeeded in gaining liberty through various legal means such as "good service" to their masters, self-purchase, or military service. Still others seemingly acquiesced and learned to survive in servitude. The European, American, and African slave traders engaged in the large amounts of trade in humans. The politicians and businessmen who supported them, did not intend to put into motion a chain of events that would motivate the captives and their descendants to fight for full citizenship in the United States of America. But they did. When Thomas Jefferson penned the words, "All men are created equal," he could not possibly have envisioned how literally his own slaves and others would take his words. African Americans repeatedly questioned how their owners could consider themselves â€Å"noble† in their own fight for independence from England while at the same time believing that it was wrong for slaves to do the same...

Dress code

Have you ever found yourself walking through the halls of a school and stretched out far beyond the sight of your eyes, you notice nothing but masses of students conformed into a single color or uniform? School dress codes have long since been a subject of debate amongst both students and faculty alike. In one school district after another, school uniforms are proposed as the solution. The real question is whether or not they actually serve a functional purpose, and the cost/extent of having those rules in place. School dress codes impose on freedom of expression, is time consuming, can be very costly and serve no functional purpose outside of school. Having a dress code (such as a uniform) is expensive and has no use outside of school. Poor families may not have the money to pay uniforms and having that as a dress code may be more of a hassle for them. They may depend on hand me downs or may buy clothes from second hand stores that do not provide uniforms. Buying clothes that follow a dress code may also be more expensive because children may still want clothes that they can wear outside of school. Uniforms have no use out of school. It is not a casual outfit for going to the mall or park. It is not a business suit that could be used for interviews and other occasions. Having a dress code causes the school to misuse its time. Dress codes are not enforced very well. Some teachers enforce following the dress code and others do not which presents miscommunication with students. Some students can get away with not following the dress code and others do not. When the dress code is enforced it wastes class time. It takes time away from the teacher and instructing the class. It takes away from the child’s learning experience and the rest of the child peer’s learning experience. Dress codes have not been proving to help students academically, behaviorally, or socially which means there is no valid reason to have one. Having a dress code infringes on an individual’s personal right. The first amendment states that â€Å"Congress shall make no law respecting an establishment of religion, or prohibiting the free exercise thereof; or abridging the freedom of speech, or of the press; or the right of the people peaceably to assemble, and to petition the Government for a redress of grievances. Implementing a dress code on someone violates their right of the first amendment. Clothing is a way of expressing yourself. It allows people to experiment with their identities and a way to discover your inner self. Self expression is very important to a child’s development emotionally. In an effort to allow students their rights of expression, avoid costly and wasteful time spending the use of school dress codes should be avoided. Dress codes are simply a way to give schools more power over students and to infringe on their creativity and freedom of expression. Dress code Have you ever found yourself walking through the halls of a school and stretched out far beyond the sight of your eyes, you notice nothing but masses of students conformed into a single color or uniform? School dress codes have long since been a subject of debate amongst both students and faculty alike. In one school district after another, school uniforms are proposed as the solution. The real question is whether or not they actually serve a functional purpose, and the cost/extent of having those rules in place. School dress codes impose on freedom of expression, is time consuming, can be very costly and serve no functional purpose outside of school. Having a dress code (such as a uniform) is expensive and has no use outside of school. Poor families may not have the money to pay uniforms and having that as a dress code may be more of a hassle for them. They may depend on hand me downs or may buy clothes from second hand stores that do not provide uniforms. Buying clothes that follow a dress code may also be more expensive because children may still want clothes that they can wear outside of school. Uniforms have no use out of school. It is not a casual outfit for going to the mall or park. It is not a business suit that could be used for interviews and other occasions. Having a dress code causes the school to misuse its time. Dress codes are not enforced very well. Some teachers enforce following the dress code and others do not which presents miscommunication with students. Some students can get away with not following the dress code and others do not. When the dress code is enforced it wastes class time. It takes time away from the teacher and instructing the class. It takes away from the child’s learning experience and the rest of the child peer’s learning experience. Dress codes have not been proving to help students academically, behaviorally, or socially which means there is no valid reason to have one. Having a dress code infringes on an individual’s personal right. The first amendment states that â€Å"Congress shall make no law respecting an establishment of religion, or prohibiting the free exercise thereof; or abridging the freedom of speech, or of the press; or the right of the people peaceably to assemble, and to petition the Government for a redress of grievances. Implementing a dress code on someone violates their right of the first amendment. Clothing is a way of expressing yourself. It allows people to experiment with their identities and a way to discover your inner self. Self expression is very important to a child’s development emotionally. In an effort to allow students their rights of expression, avoid costly and wasteful time spending the use of school dress codes should be avoided. Dress codes are simply a way to give schools more power over students and to infringe on their creativity and freedom of expression.