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Q1: Gabriella De La Cruz John Jay College of Criminal Justice CHS415-Senior Seminar DR. Crumly November 16th, 2022 1 2 Introduction: Bridge to Success Bridge to Success" The connecting bridge between kids and their success. P17x "Bridge to Success" is a district 75 program that opened up in 1999 working towards developing the skills of children that have special needs. This includes children with autism disorders, cognitive delays, emotional disturbances, sensory impairments, and etc. The program is helping kids express themselves and be able to learn the skills sets they will need to cope and to eventually live independently. The children in these programs are born with different conditions that make learning a little more difficult for them. This program is significant because it is helping children that require a little more assistance in the school setting. These different characteristics make it a little harder for the children to learn and get in the way of their learning. The school is located in the south Bronx. The classes have special equipment and services that are fit to assist the kids with their needs. The goal is to help each kid develop the skills needed to be self-supporting through academic and social learning. The environment plays a part in the kids' learning and the effort that is being made has to be twice as hard. The locations of these school programs are located in poor neighborhoods, so there can be disadvantages in these communities that hinder them from developing appropriately. These school programs are designed to help out families that are suffering from these disadvantages and also be able to provide services they will not be able to find on their own. Communities in poor neighborhoods sometimes do not have the services needed to accommodate the needs of the family members living in them. These District 75 programs located in the public schools in all the 5 boroughs give support that families need in order to do well and benefit from the resources offered in society to help children born with special needs. I chose this program because I love the mission behind the district 75 program. Society should celebrate people's differences and acknowledge the conditions that make each student unique. P17X ensures that the students who attend the schools are receiving services to help them both academically and socially. 3 Statement of Need, Problem Statement Bridge to Success provides services that are not as easily accessible without the help of service providers. The school is located in a poor neighborhood and the surrounding environment is not the greatest. The students that attend these schools are less prepared and often have problems occurring outside of the school. The fundings these schools receive is usually not enough to cover the needs and services needed for the kids. The kids from these schools often are underserved and the teachers that come to work in these schools either end up transferring to an easier school setting or lose the passion they had because of the stress faced working in these poor areas. The staff at P17x also conducts evaluations and different reports to better evaluate and better assist each student's needs. The reports that have the students information and behavioral reports is the I.E.P, Individualized Educational Plan. In P17x the teachers and service providers use positive behavior intervention support (PBIS) to teach and encourage the kid's good behavior. The students that attend P17x vary in different degrees in skills and ability, so this system helps promote positive behavior to strengthen those skills. The intervention plan is broken up into a three tiered system. The first tier is administrative and PBIS support as well as 4 classroom support and incentives. This is when the staff rewards the students using the point system that is in place. The second tier is small group support, and conflict resolution. This is when the students do not respond well to the points system and have to meet with service providers to come up with a resolution or another plan to improve their behavior. The last tier is individual support and counseling. This is when the student will have multiple sessions with service providers until the behaviors improve. This is very helpful because the conditions that the kids have at P17X already makes it difficult for them to learn. Their behavior gets in the way of their learning and these intervention plans are dedicated to helping the students succeed. Using positive reinforcement is praising a child's strength and it encourages them to continue using their strengths. These services are significant to the families because they play a crucial role in the development of the child. Without these services some of the children would not be able to be seen outside of the school because of the parent's work schedule and day to day lives. Having these services provided in the school such as dental care, physical therapy, occupational therapy, speech therapy, etc is very helpful and convenient to the families. The program's mission statement is "At P17X we use an equitable lens to provide students with access to academics, social emotional learning and work readiness. We collaborate with the community to grant students opportunities to foster and empower their decision-making to gain access and advancement towards academic and personal success and independent living. academic curriculum, social-emotional development, and life skills are taught with the whole child in mind and prioritized to reflect the divergent needs of our students.” (P017X ) Literature Review 5 Motivating Students through Positive Reinforcement Positive reinforcement motivates the students to want to learn and display good behaviors. This helps the classroom environment and the classroom management. According to Conroy, Sutherland, Snyder, Al-Hendawi, and Vo (2009), "Creating a positive and engaging classroom atmosphere is one of the most powerful tools teachers can use to encourage children's learning and prevent problem behaviors from occurring" (p. 18). This powerful tool is used and encouraged throughout school systems because of the effects that are shown when this type of intervention is used. Turning the classroom into a positive environment allows the children to want to learn more and prevents problematic behaviors. (Conroy at el., 2009) The PBIS system that is used at Bridge to Success is called the P. R. I. D. E. system and it stands for "Practice safety", "Respect myself and others”, “In location”, “Do the responsible thing”, “Engage in learning”. (P17X) The reason why they practice this behavior system is because it promotes positive behavior and the kids can earn points to redeem different prizes. The positive reinforcement has to be done immediately so the students can understand and make a connection with the praise and the good behavior. The article also stated that once positive behavior is in effect, the reward system should be used less so the kids do not take advantage of it. Since there are no consequences for the students in P17x because of their mental conditions, when the P.R.I.D.E. system does not work, the staff will move on with part two of the intervention which is to see a service provider like the school psychologist. The school psychologist will provide another behavioral plan to help the student that they can utilize in the classroom. If the plan is not working then the last step is to provide multiple sessions with a specialist to try to come up with better solutions to help the student succeed and have a better learning experience. It is important/n Need to make a Poster Based on the Report given Evaluation poster board project following this guideline - https://guides.nyu.edu/posters (sample poster also given in this link) and it is based off of the evaluation paper Kindly check the "Sample Report" attachedSee Answer

Q1: The break-even point can be defined as the production and sales levels of a given product at which the revenue generated from the sales is perfectly equal to the production cost. At this point, the company does not make any profit or loss; that is, it breaks even. The shut-down point refers to the minimum price where companies prefer shutting down their operation instead of continuing to operate. In other words, it is the minimum price and quantity for keeping operations open. Break-even price P2 Shut-down price P1 MC £ AVC 9? 9? ATC As seen previously, the break-even point is the point where the marginal cost (MC) equals the average total cost (ATC). The shut-down point of production, on the other hand, is the price at which the marginal cost does not even cover the average variable cost (ATC). At this point, the company is better off stopping its production than keeping producing at a loss. Suppose the hospital operates in a perfectly competitive market. The market price of this product is $40. Assume that a manufacturing company Total Cost (TC) function is TC = 20Q6Q+Q" What is the minimum market price for which you will choose to produce?See Answer

Q1: Write a short essay on human factor analysis and classification system (HFACS).See Answer

Q1: 20. A tachometer normally refers to a(n) _______ used for speed measurement. a. load cell c. ultrasonic sensor b. capacitive proximity sensor d. small generatorSee Answer

Q1: • You may choose one of the following options: ? Type out the answer in the text field provided in this assignment OR ? Submit a word file ? No hand written work to be submitted. Turnitin is enabled. ? Do not copy examples from online resources (i.e. do not copy and paste material). Provide answers to the following questions (include examples). Keep your answers brief and to the point. 1. Define and give examples of any 7 (your choice) fundamental motions, or therbligs. 2. How may the basic motion "Search" be eliminated from the work cycle? Explain. 3. Why should fixed locations be provided at the workstation for all tools and materials? Explain. 4. Which of the 17 therbligs are classed as effective and usually cannot be removed from the work cycle? 5. How does work capability vary with gender and age? Explain. 6. What did you learn from the Principles of Workplace Design? Provide an example to illustrate your understanding of the concepts discussed in class.See Answer

Q1: Problem 1. Draw a Context diagram and a Data Flow Diagram for a manufacturing company with a material handling and financial system that works as follows: Widget Corporation makes high-tech fly swatters. The units include a mm-Wave RADAR system that makes a final tweak in the arc of the swing to ensure a successful "end-game". The supply chain follows a classical SIPOC approach: Raw materials arrive from the vendor and are inspected. The materials enter production, products are fabricated, tested, moved to a short- term warehouse, then shipped to distributors. Vendors are paid after incoming inspection verifies the raw materials and Distributors are invoiced after finance is notified that the products are shipped. Distributors have 30-days to pay for their products after invoicing.See Answer

Q1: a) Data has been collected for a machine over a number of weeks and this isQ6a below. Calculate the overall equipment contained in Table effectiveness. b) Discuss the results you obtain and suggest the areas where improvement efforts should be focused. c) The Manufacturing Manager has agreed to an 8 hour shutdown each week for planned maintenance on the machine in Q6a. The manager has also agreed that this planned downtime can be taken out of the OEE calculation.What is the new OEE value?See Answer

Q1: Pls read and summarize Chapter 2-3 from your book. Quality Management for Org. Excellence. • You will read the chapters and make a summary of 2 pages for each chapter.if you include a schema or table it may exceed 2 pages, but do not include all • You will put your comments and Ideas about the topic as my opinions title • It is what you understand • Scores are given for how much you understand and how neat the summary is prepared (the summary needs to be done after reading the whole chapter, not as part by part) Dont forget hat I told you abot the summaries to receive a high score. (Do you agree or not agree which part and why.) Don't copy paste!See Answer

Q1: /n Task Sheet 1 Role/Responsibility Matrix (in the case of 4 students) No. Student Name 1 Student ID Task Sheet No. 2b, 2c, 3 Role/Responsibility (person assigned with role takes the lead) • • Identifying environmental/usage conditions Identifying reliability requirements and goal Benchmarking Swansea University Prifysgol Abertawe Skills needed Researching - Data collection/analysis - Systematic analysis 2 4,5,6 • 3 7a, 7b • 4 8, 9a, 9b LO 5 NA NA 2a, 10 • (Group task) (Group task) • • • QFD Programme risk assessment HAZOPS Block Diagram Analysis (BDA) Fault Tree Analysis (FTA) • FMEA Load (stress) - Strength Analysis - Calculation - Systematic assessments (quantitative/qualitative) - Data analysis - Calculation - Systematic assessment - Systematic assessment - Calculation & analysis Failure Classification, degree and causes of failures of the current design - Critical evaluation - Material selection • Design (propose at least one improved design) - Conceptualisation - Sketch, drafting and design Task Sheet 2a Failure classification, degree and causes of failures *If necessary, add/delete the number of rows and pages for references No.* 1 2 3 4 LO CO 6 Name of Unit(s) 7 80 Failure classification (system/component) Degree of failure (complete/partial) Causes of failure Swansea University Prifysgol Abertawe Remarks (e.g. references) Task Sheet 2b Identifying environmental/usage conditions *If necessary, add/delete the number of rows and pages for references No.* 1 2 3 4 5 CO 6 7 8 Name of Unit(s) Swansea University Prifysgol Abertawe Environmental condition Usage condition Task Sheet 2c Identifying reliability requirements and goal *If necessary, add/delete the number of rows and pages for references No.* Name of Unit(s) Reliability requirements (e.g. in terms of design, installation, maintenance, operation and test) Swansea University Prifysgol Abertawe Other requirements (e.g. performance, size, shape, mass, cost, manufacturing, standards, government regulations, IP requirements, sustainability, etc.) Goal (% reliability improvement) 1 2 3 4 LO 5 CO 6 7 8 Task Sheet 3 Benchmarking *If necessary, add/delete the number of rows and/or columns, and pages for references Company/Competitor*| Performance Characteristics* Swansea University Prifysgol Abertawe 'Our Company' Competitor 1 Competitor 2 Competitor 3 Competitor 4 ( ) ( ) ( ) ( ) ( Competitor 5 )/n EG-M36: Systems Monitoring, Control, Reliability, Survivability, Integrity and Maintenance Assignment 2023-24 (Design for Reliability exercise) [Introduction] By default, the completed assignment must be prepared and submitted by the group (4-5 students per group) [Assessment] The assignment will be assessed in total of 20 marks: • - Completed task sheets (individual effort) Understanding the concept: 4 marks 10 marks Relevance and accuracy: 3 marks Presentation (text, images, drawings, etc.): 3 marks Completed task sheets (group effort) 10 marks - Critical evaluation of the current design: 2 marks Improved design(s): 8 marks TOTAL 20 marks [Assignment Description] It is an opportunity for students to build and enhance their ability to apply practical reliability engineering techniques learnt throughout the lectures with examples. The assignment activity is centred around the Design for Reliability (DFR) especially the first two steps: - Identify (reliability requirements, environmental usage conditions, benchmarking, Quality Function Deployment (QFD), risk assessment); and Design (design activities, reliability predictions, Fault Tree Analysis (FTA), Block Diagram Analysis (BDA), Failure Modes and Effect Analysis (FMEA), load (stress) – strength analysis, Hazard and Operability Study (HAZOPS)) EG-M36 Assignment 2023-24 Page 1 It is also important to pay particular attention on Reliability of Systems (covered in the Lectures 5 and 6), i.e. the 'Key Concepts' wherever relevant and applicable. Some of the items may overlap with the DFR steps: (a) Element/component selection (b) Stress-strength relation (c) Environment (d) Minimum complexity (e) Redundancy (f) Diversity (g) System reliability [DFR Objective and Scope] Examine the chosen product/system in view of quality & reliability engineering. The main objective and scope of this DFR exercise are to improve the unit's reliability to an optimum level, i.e. at least to the area of 'intrinsically reliable region', whilst improving or maintaining its system reliability (as defined in the supplementary document). Wherever relevant and applicable, provide reasonable assumptions for calculating the system reliability and/or unreliability. Bear in mind that the improved design(s) should consider the aspects on: Cost of reliability (e.g. achieving the optimum balance between 'initial cost' and 'post implementation cost'), and recall that Quality = fitness for use. Quality and reliability in production (e.g. reducing the manufacturing cost components in view of the variability in quality of bought-in materials and components, or the variability of the production process). [Product/System] 1. Smartphone shell Smartphone shell tends to fail e.g. permanent crack and fracture, after the sudden impact loading (see supplementary document for details). 2. Car braking system Typical braking system comprises of disc, disc pads, wheel bearing, alloy wheel & tyre, wheel studs and caliper assembly. The rotor disc in particular needs to be redesigned in order to improve its reliability (see supplementary document for details). 3. Marine propulsion system Propeller needs to be redesigned in order to reduce its manufacturing cost while retaining its high reliability (see supplementary document for details). 4. Wind turbine system Wind turbine system comprises of foundation, tower, nacelle (drive-train), rotor blade, hub and transformer. Rotor blade needs to be redesigned in order to improve its reliability (see supplementary document for details). [Requirements] Each of the group is required to provide the following completed Task Sheets: (Electronic copy of the task sheet template in PPT is available via Canvas site) EG-M36 Assignment 2023-24 Page 2 Task Sheet 1) Role/Responsibility Matrix Task Sheet 2) 2a) Failure classification, degree and causes of failure 2b) Identifying environmental/usage conditions 2c) Identifying reliability requirements and goal Task Sheet 3) Benchmarking Task Sheet 4) QFD (if Excel template is used, then submit the Excel file instead) Task Sheet 5) Programme Risk Assessment Task Sheet 6) HAZOPS Task Sheet 7) 7a) BDA and FTA (current design) 7b) BDA and FTA (improved design) Task Sheet 8) FMEA Task Sheet 9) - 9a) Load (stress) – Strength Analysis (SM and LR calculations) - 9b) Load (stress) – Strength Analysis (current design vs improved design) Task Sheet 10) Design (if SolidWorks modelling/drafting is used, then utilise the SolidWorks template and submit the drawing(s) in PDF) Please be reminded of the University's regulations for Plagiarism/Collusion/Academic Misconduct. Penalties will apply. Note: Late submission will receive zero marks EG-M36 Assignment 2023-24 Page 3 [Marking Scheme - DFR] Criteria Completed task sheets (Individual effort) i) Understanding the concept 0-10% (Poor) Individual failed to understand the DFR. Incomplete task sheet(s). 20-30% (Deficient) Clear deficiency in understanding DFR and steps involved to evaluate the design, propose changes and estimate quality/reliability levels. ii) Relevance and accuracy Info inaccurate and irrelevant to DFR. Some info provided but clear deficiency in completing the task iii) Presentation (text, images, drawings) (Group effort) i) Critical evaluation of the current design Poorly presented. No images, drawings or references to support the text. Missing. No evidence of any group effort. ii) Improved design Missing. No evidence of any group effort. 40% (Mediocre) 50% (Adequate) Minimal understanding on Adequate understanding DFR. Mediocre effort in completing the task sheet(s). Misses important details. Minimal effort in carrying out the task sheet(s). Inappropriate execution of sheet(s) with relevant DFR DFR steps to evaluate the steps. Badly presented. Disorganised task sheets. No references. Clear lack of preparation. Group has failed to critically evaluate the current design in view of quality and reliability engineering. Group has failed to show understanding of DFR. Improvements are not derived from or linked to the outcomes of DFR steps. quality/reliability. Inconsistency between the task sheet(s). Minimal effort in carrying out the DFR steps. Written text at times incorrect or unclear. Some structure but improvements possible. Minimal effort in evaluating the current design as a group. Task sheet not fully completed. Misses some important points on failure classification, degree of failure, and causes of failure. Minimal effort in producing the improved design as a group. Limited understanding of DFR. Misses some important points on cost of reliability and/or quality and reliability in production. on DFR. Moderate amount of effort shown to complete the task sheet(s). Adequate relevance and accuracy presented in the task sheet(s). Evidence of some inconsistencies between the task sheet(s). 60% (Competent) Good understanding on DFR. Most of the main points, assumptions or details have been covered in the task sheet(s) but improvements possible. Good effort. Appropriate execution of DFR steps to evaluate the quality/reliability. Only occasional lapses in providing relevant and accurate information. Adequate effort in carrying Good effort. Clear out the DFR steps. images/drawings and Reasonable structure. Text accurate text with or images/drawings unclear at times. Most of the main parts have been evaulated and covered but improvements possible. Adequate effort shown to identify the critical area(s) for improvement. references. Only occasional mistake, ambiguity or inconsistencies. Clear evidence of critically evaluating the current design, covering all the parts with respect to failure classification, degree of failure and causes of failure. Clear logical steps taken to identify the critical area(s) for improvement. Most of the main points or Clear evidence of concepts have been covered but improvements possible. Adequate effort shown to come up with the improved design(s). understanding of DFR reflected in the improved design, incl. justification on cost of reliability, quality and reliability in production. Clear logical steps taken to achieve the objective. 70-80% (Very Good) Very good understanding on DFR. Clear evidence that the task sheet(s) contain systematic quality/reliability analysis and evaluation. Very good effort and consistency shown throughout. Some minor mistakes or errors in stating the assumptions and/or providing calculations. 90-100% (Excellent) Excellent understanding on DFR and steps involved to evaluate the design, propose changes and estimate quality/reliability levels. Excellent effort and consistency shown throughout. Faultless execution of DFR steps to complete all the task sheet(s) with relevance and accuracy. Very good effort. Clear and Excellent effort. logical descriptions in light Professional use of text of DFR concepts. Very well written and structured. Some minor mistakes or typos. Very good group effort. Professional standard in writing and presenting the info. Clear evidence that the possible/potential failure(s) are all covered and correctly evaluated with extra effort to provide additional info. Very good group effort. Professional standard. Clear evidence that the improved design illustrates the relevant DFR steps (identify and design), and covers the aspects on cost of reliability, quality and reliability in production. writing, high quality images/drawings and well structured presentation. No improvement possible. Excellent group effort. Clear understanding and demonstration of quality and reliability engineering fundamentals. Group has gone extra mile to research and critically evaluate the current design. Faultless. Excellent group effort. Clear understanding and demonstration of DFR steps (identify and design). Integrated approach that fully covers the aspects on cost of reliablity, quality and reliability in production. Faultless. TOTAL Mark /4 /2 8 /20 EG-M36 Assignment 2023-24 Page 4 Rev. Location(s) NA ?? First release (23-Feb-2024) End of document EG-M36 Assignment 2023-24 Change Record Change Description(s) of Change Code ?? NA Page 5See Answer

Q1: The procurement process at JLSB is divided into two areas, which are supported by different system and application as follow I. The direct material purchase is using a customized manufacturing system to manage the purchase of raw materials and parts. II. The indirect material purchase is using a manual system to manage the buying of office supplies, equipment, and other materials that support the company's internal operations.In managing the increase in operation cost, JLSB has decided to consolidate the procurement system and application under ONE (1) comprehensive ERP system. The information of the cost between the existing system and the consolidated system is attached as follows Based on figure 1 and figure 2, i) measure the saving of the consolidation in thepurchasing system, ii) Using stack column chart as a reference, explain thedifference in cost before and after the implementation of the system consolidation. Discuss FIVE (5) main success factors of cost reduction in implementation ofsystem consolidation in JLSB.See Answer