The bridge rectifier/ filter circuit in an alarm panel provides

Big Data, Apple Pie, and the Future In this unit, you were introduced to various kinds of software, particularly databases. Data

Andreas93 [3]

Answer:

I want to answer the 1st question. It asks, “Will we treat people unfairly for crimes they haven’t committed?” Well, of course, that’s a 100% chance. But, some people forget that people treat people unfairly for crimes they haven’t committed. Some people stay in jail for up to 35 years and are then released because they are innocent. Yes, computers will make mistakes, but the probability is much, much smaller than a human.

Explanation:

3 0

3 years ago

Problem Statement − Suppose the problem statement at hand is to contain the attrition that happens in companies worldwide. High

Tju [1.3M]

Answer:Analysis is derived from the Greek word ‘analusis’, which translates into ‘breaking up’ in English. Analysis is older than the times of great philosophers like Aristotle and Plato. As discussed in the previous section, analysis is the process of breaking down a big single entity into multiple fragments. It is a deduction where a bigger concept is broken down to smaller ones. This breaking down into smaller fragments is necessary for improved understanding.

So, how does analysis help in design thinking? During analysis, design thinkers are required to break down the problem statement into smaller parts and study each one of them separately. The different smaller components of the problem statement are to be solved one-by-one, if possible. Then, solutions are thought for each of the small problems. Brainstorming is done over each of the solutions.

Later, a feasibility check is done to include the feasible and viable solutions. The solutions that don’t stand firm on the grounds of feasibility and viability are excluded from the set of solutions to be considered.

Design thinkers are, then, encouraged to connect with the diverse ideas and examine the way each idea was composed. This process of breaking down the bigger problem statement at hand into multiple smaller problem statements and examining each as a separate entity is called analysis.

Reductionism

The underlying assumption in analysis is reductionism. Reductionism states that the reality around us can be reduced down to invisible parts. The embodiment of this principle is found in basic axioms of analytic geometry, which says “the whole is equal to the sum of its parts”. However, understanding of a system cannot be developed by analysis alone. Hence, synthesis is required following analysis.

Synthesis

Synthesis refers to the process of combining the fragmented parts into an aggregated whole. It is an activity that is done at the end of the scientific or creative inquiry. This process leads to creation of a coherent bigger entity, which is something new and fresh. How does synthesis come into picture in design thinking?

Once the design thinkers have excluded the non-feasible and non-viable solutions and have zeroed-in on the set of feasible and viable solutions, it is time for the thinkers to put together their solutions.

Out of 10 available solutions, around 2-3 solutions may need to be excluded since they may not fit into the larger picture, i.e. the actual solution. This is where synthesis helps.

The design thinkers start from a big entity called the problem statement and then end up with another bigger entity, i.e. the solution. The solution is completely different from the problem statement. During synthesis, it is ensured that the different ideas are in sync with each other and do not lead to conflicts.

Analysis + Synthesis = Design Thinking

Analysis and synthesis, thus, form the two fundamental tasks to be done in design thinking. Design thinking process starts with reductionism, where the problem statement is broken down into smaller fragments. Each fragment is brainstormed over by the team of thinkers, and the different smaller solutions are then put together to form a coherent final solution. Let us take a look at an example.

Analysis Synthesis

Case Study

Problem Statement − Suppose the problem statement at hand is to contain the attrition that happens in companies worldwide. High quality employees leave the organization, mainly after the appraisal cycle. As a result, an average company loses its valuable human resources and suffers from overhead of transferring the knowledge to a new employee. This takes time and additional human resource in the form of a trainer, which adds to the company’s costs. Devise a plan to contain attrition in the company.

Analysis − Now, let’s break down the problem statement into various constituent parts. Following are the subparts of the same problem statement, broken down to elementary levels.

The employees are not motivated anymore to work in the company.

Appraisal cycle has something to do with attrition.

Knowledge transfer is necessary for new employees.

Knowledge transfer adds to the cost of the company.

Synthesis − Now, let's start solving each problem individually. In this step, we will do synthesis. Let's look at one problem at a time and try to find a solution only for that problem statement, without thinking of other problem statements.

Explanation:

6 0

3 years ago

Write a function that returns a chessboard pattern ("B" for black squares, "W" for white squares). The function takes a number N

Kryger [21]

Answer:

Here is the C++ program.

#include <iostream> //to use input output functions

using namespace std; // to access objects like cin cout

void chessboard(int N){ // function that takes a number N as parameter generates corresponding board

int i, j;

string black = "B"; // B for black squares

string white = "W"; // W for white squares

for(i=1;i<=N;i++){ //iterates through each column of the board

for(j=1;j<=N;j++){ //iterates through each row of the board

if((i+j)%2==0) // if sum of i and j is completely divisible by 2

cout<<black<<" "; //displays B when above if condition is true

else //if (i+j)%2 is not equal to 0

cout<<white<<" "; } // displays W when above if condition is false

cout<<endl; } } //prints the new line

int main(){ //start of the main function

int num; //declares an integer num

cout << "Enter an integer representing the size of the chessboard: "; //prompts user to enter size of chess board

cin >> num; //reads value of num from user

chessboard(num); } //calls chessboard function to display N lines consist of N space-separated characters representing the chessboard pattern

Explanation:

The function works as follows:

Lets say that N = 2

two string variables black and white are declared. The value of black is set to "B" and value of white is set to "W" to return a chessboard pattern in B and W squares.

The outer loop for(i=1;i<=N;i++) iterates through each column of the chess board. The inner loop for(j=1;j<=N;j++) iterates through each row of chess board.

At first iteration of outer loop:

N = 2

outer loop:

i=1

i<=N is true because i=1 and 1<=2

So the program enters the body of the outer for loop. It has an inner for loop:

for(j=1;j<=N;j++)

At first iteration of inner loop:

j = 1

j<=N is true because j=1 and 1<=2

So the program enters the body of the inner for loop. It has an if statement:

if((i+j)%2==0) this statement works as:

if(1+1) % 2 == 0

(1+1 )% 2 takes the mod of 1+1 with 2 which gives the remainder of the division.

2%2 As 2 is completely divisible by 2 so 2%2 == 0

Hence the if condition evaluates to true. So the statement in if part executes:

cout<<black<<" ";

This prints B on the output screen with a space.

B

The value of j is incremented to 1.

j = 2

At second iteration of inner loop:

j = 2

j<=N is true because j=2 and 2=2

So the program enters the body of the inner for loop. It has an if statement:

if((i+j)%2==0) this statement works as:

if(1+2) % 2 == 0

(1+2 )% 2 takes the mod of 1+2 with 2 which gives the remainder of the division.

3%2 As 3 is not completely divisible by 2

Hence the if condition evaluates to false. So the statement in else part executes:

cout<<white<<" ";

This prints W on the output screen with a space.

B W

The value of j is incremented to 1.

j = 3

Now

j<=N is false because j=3 and 3>2

So the loop breaks and program moves to the outer loop to iterate through the next row.

At second iteration of outer loop:

N = 2

outer loop:

i=2

i<=N is true because i=2 and 2 = 2

So the program enters the body of the outer for loop. It has an inner for loop:

for(j=1;j<=N;j++)

At first iteration of inner loop:

j = 1

j<=N is true because j=1 and 1<=2

So the program enters the body of the inner for loop. It has an if statement:

if((i+j)%2==0) this statement works as:

if(2+1) % 2 == 0

(2+1 )% 2 takes the mod of 2+1 with 2 which gives the remainder of the division.

3%2 As 3 is not completely divisible by 2

Hence the if condition evaluates to false. So the statement in else part executes:

cout<<white<<" ";

This prints W on the output screen with a space.

B W

W

The value of j is incremented to 1.

j = 2

At second iteration of inner loop:

j = 2

j<=N is true because j=2 and 2=2

So the program enters the body of the inner for loop. It has an if statement:

if((i+j)%2==0) this statement works as:

if(2+2) % 2 == 0

(2+2 )% 2 takes the mod of 2+2 with 2 which gives the remainder of the division.

4%2 As 4 is completely divisible by 2 so 4%2 == 0

Hence the if condition evaluates to false. So the statement in if part executes:

cout<<black<<" ";

This prints B on the output screen with a space.

B W

W B

The value of j is incremented to 1.

j = 3

Now

j<=N is false because j=3 and 3>2

So the loop breaks and program moves to the outer loop. The value of outer loop variable i is incremented to 1 so i = 3

N = 2

outer loop:

i=3

i<=N is false because i=3 and 3>2

So this outer loop ends.

Now the output of this program is:

B W

W B

Screenshot of this program along with its output is attached.

8 0

3 years ago

Petra has an interview with an IT company. What technique can help prepare her?

SVEN [57.7K]

I would go C because that way it gets her prepared to answer any techie questions they would have for her and would make her a better option.

3 0

3 years ago

Read 2 more answers

An excel worksheet can have a maximum of ____ columns in a worksheet.

Marina CMI [18]

It can have only 16,384 number of columns

6 0

3 years ago