Topics tagged with gdb 1

ACC501 GDB 1 Solution and Discussion

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Total Marks 5
Starting Date Thursday, June 02, 2022
Closing Date Wednesday, June 08, 2022
Status Open
Question Title GDB
Question Description

Discussion Question:

Mr. Anwar is recently appointed as CEO of ABC Corporation Limited. As a new head of the organization, he wants a briefing regarding the current situation of different departments in the organization. During the briefing from Chief Financial Officer (CFO) of the organization, he comes to know that the liquidity position of the company is not sound as the current and quick ratios are 0.90 times and 0.30 times respectively. Mr. Anwar is a mechanical engineer and lacks the financial knowledge to comprehend the financial information.

Required:

Being a student of Business Finance, how would you interpret the results of current ratio and quick ratio to Mr. Anwar with reference to the liquidity position? If both ratios measure the liquidity, why is there a difference in their figures?

Important Instructions:

Your discussion must be based on logical facts.
Do not copy or exchange your answer with other students. Two identical / copied comments will be marked Zero (0) and may damage your grade in the course.
Obnoxious or ignoble answer should be strictly avoided.
Questions / queries related to the content of the GDB, which may be posted by the students on MDB or via e-mail, will not be replied till the due date of GDB is over.
ØFor Detailed Instructions please see the GDB Announcement

PHY101 GDB 1 Solution and Discussion

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@zareen said in PHY101 GDB 1 Solution and Discussion: It is true or wrong that Raise For Success an automobile at rest can be accelerating very fast?

CS311 GDB 1 Solution and Discussion

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Re: CS311 GDB 1 Solution and Discussion

CS311 GDB – 2020-2021

Total Marks
5
Starting Date
Monday, February 15, 2021
Closing Date
Monday, February 22, 2021
Status
Open
Question Title
GDB
Question Description
Due to the current COVID-19 Pandemic NCOC (National Command and Operation Center) decides to develop a single national level digital platform where all the information regarding COVID Pandemic will be available nationwide. The aim of this digital platform is to provide authentic and verified information at national level.
Suppose you are working in a firm and NCOC takes the services of that firm for the creation of this digital platform. You are assigned the task to develop a web service for this web application. NCOC wants that the web service should be platform independent and should be able to entertain all the HTTP requests. You are given the choice to develop this web service using any one of the following technologies.
· Java Servlets
· CGI (Common Gateway Interface)
Which technology you will consider for the creatin of this web service for NCOC digital platform and why? Support your answers with some solid reason.

CS302 GDB1 Solution and discussion

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@Huzaifa-Asif said in CS302 GDB1 Solution and discussion: Re: CS302 GDB1 Solution and discussion Total Marks 5 Starting Date Thursday, February 18, 2021 Closing Date Friday, February 19, 2021 Status Open Question Title PAL vs PLA - Gaded Discussion Board (GDB) Question Description CS302 – Digital Logic Design Graded Discussion Board Suppose you had reduced a 32-variable Boolean expression using Quine–McCluskey algorithm to a 12-variable expression. For the generated simplified expression, you are required to implement it into a digital logic circuit. You can only use Programmable Array Logic (PAL) or Programmable Logic Array (PLA) devices. Assume that we had selected a Programmable Array Logic (PAL) and a Programmable Logic Array (PLA) for you to choose between. Using TICPAL22V10Z-25C (Programmable Array Logic) Using PLUS173–10 (Programmable Logic Array). Your selections among stated PLA and PAL must consider the following constraints: Complexity Flexibility Speed Functionality Cost Important instructions for GDB submission: You must provide a precise and to the point answer. Your answer should be no more than 5 to 6 lines and do avoid irrelevant details. Post your answer on the Graded Discussion Board (GDB), GDB through email or MDB will not be accepted in any case. GDB will only be open for 48 hours, no more time or grace day will be provided. Any answers copied from the internet or other student will get zero marks. Implementing a 12-variable Boolean expression derived from a complex 32-variable reduction requires a careful balance between architectural flexibility and hardware efficiency. Given the high number of inputs (12) and the likely high density of product terms (given it originated from 32 variables), the choice between the TICPAL22V10Z-25C and the PLUS173–10 is critical. Comparison Analysis Feature TICPAL22V10Z-25C (PAL) PLUS173–10 (PLA) Architecture Programmable AND, Fixed OR Programmable AND, Programmable OR Complexity Simple; easier to program. High; both arrays are programmable. Flexibility Limited; fixed number of OR gates per output. High; product terms can be shared across outputs. Speed Faster (single programmable array delay). Slower (double programmable array delay). Efficiency Can waste logic if many terms are needed. Highly efficient for dense logic. Selection Criteria Based on Constraints 1. Complexity & Flexibility The PLUS173–10 (PLA) is the superior choice here. Because your expression originated from a massive 32-variable space, the resulting 12-variable simplified version likely still contains many common product terms. The PAL has a fixed OR-plane, meaning if one output requires more product terms than the PAL’s hardware allows (usually 8–16 per output), the design fails. The PLA allows product term sharing. If multiple parts of your expression use the same logic, the PLA can reuse a single AND gate for multiple OR gates. 2. Speed The TICPAL22V10Z-25C (PAL) wins on raw speed. Because the OR-plane is fixed (hardwired), the signal propagation delay () is significantly lower. If your digital circuit is part of a high-speed processor or timing-critical interface, the PAL’s 25ns rating (indicated by the “-25C”) is a predictable advantage. 3. Functionality The TICPAL22V10Z-25C is a “22V10” architecture, meaning it has 12 inputs and 10 outputs with “Variable” product term distribution. This matches your 12-variable requirement perfectly. However, if the Quine–McCluskey reduction resulted in an expression with a high “sum-of-products” count that exceeds 10–16 terms for a single output, the PAL will physically not be able to compute the function. 4. Cost Generally, PAL devices are more cost-effective for mass production and simpler logic because the manufacturing process for a single programmable plane is cheaper than a dual programmable plane. Final Recommendation Choose the PLUS173–10 (PLA). Reasoning: While the PAL is faster, the complexity of a 12-variable expression reduced from 32 variables suggests a high likelihood of “product term heavy” logic. A PLA provides the necessary flexibility to map complex Boolean reductions without hitting the “fixed-OR” ceiling of a PAL. In a 32-to-12 variable reduction, logic density is usually a bigger bottleneck than nanosecond-level propagation speed.

CS606 GDB 1 Solution and Discussion

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@laiba-javed said in CS606 GDB 1 Solution and Discussion: Do you think intermediate code generation is extra and time consuming step while translating or it is necessary or beneficial in some way? Stack Allocation We now need to access the ARs from the stack. The key distinction is that the location of the current AR is not known at compile time. Instead a pointer to the stack must be maintained dynamically. We dedicate a register, call it SP, for this purpose. In this chapter we let SP point to the bottom of the current AR, that is the entire AR is above the SP. Since we are not supporting varargs, there is no advantage to having SP point to the middle of the AR as in the previous chapter. The main procedure (or the run-time library code called before any user-written procedure) must initialize SP with LD SP, #stackStart where stackStart is a known-at-compile-time constant. The caller increments SP (which now points to the beginning of its AR) to point to the beginning of the callee’s AR. This requires an increment by the size of the caller’s AR, which of course the caller knows. Is this size a compile-time constant? The book treats it as a constant. The only part that is not known at compile time is the size of the dynamic arrays. Strictly speaking this is not part of the AR, but it must be skipped over since the callee’s AR starts after the caller’s dynamic arrays. Perhaps for simplicity we are assuming that there are no dynamic arrays being stored on the stack. If there are arrays, their size must be included in some way.

CS403 GDB1 Solution and discussion

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@zaasmi said in CS403 GDB1 Solution and discussion: Orchid bank is a private sector bank which has branches in different countries. Orchid bank uses database for the storage of clients’ data because databases can store very large numbers of records efficiently. By using database, we can add, edit or delete data easily. It is more efficient in data searching and data sorting. Database can be used by more than one user to access same data simultaneously. As a database designer, which type of database (distributed database & centralized database) you will use in this scenario to ensure data consistency, easy management and easy backup? In my opinion distributed database is better in the given scenario. Yes in my option replication of database suitable in the above given scenario. We will use relational database, and make the data normalized form. So that we can access, update, delete and execute the records and fetch the required data. The relational database is easy to function the valuable system records. The Advantages of Using Distributed Databases for the Banking Industry Banks must be able to access a customer’s information from any branch at a moment’s notice. These information requests can include checking account balances, loan amounts and credit status. A distributed database system separates a business’s data by business function or geographical area.Banks often use distributed database systems, because these systems are configured to carry out specific business tasks in different locations while allowing those locations to communicate freely with one another. These systems offer banks several advantages over non distributed systems. Longer Uptime A database management system that requires banks to access financial data stored in a central location can be vulnerable to downtime. The central location may be inaccessible due to communication infrastructure problems, natural disaster or malicious attack. The distributed system lets banks access the information they need at any time, regardless of the uptime status of a central server. A distributed database management system allows banks to reroute their information requests around the inaccessible location to another available site. Database replication is the frequent electronic copying of data from a database in on ecomputer or server to a database in another–so that all users share the same level of information. The result is a distributed database in which users can quickly access data relevant to their tasks without interfering with the work of others. Numerous elements contribute to the overall process of creating and managing database replication.

CS508 GDB 1 Solution and Discussion

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@ozair said in CS508 GDB 1 Solution and Discussion: Re: CS508 GDB.1 Solution and Discussion Total Marks 5 Starting Date Monday, February 15, 2021 Closing Date Tuesday, February 16, 2021 Status Open Question Title GDB Question Description In a programming world, Lambda Expression (i.e. lambda function) is essentially a block of code that can be assigned to a variable, passed as an argument, or returned from a function call. It has been part of several programming languages like Smalltalk, Lisp, Ruby, Scala, Python, Java and C# etc. for quite some time. In context of C# programming, a lambda can be used instead of an anonymous method/function where we do not need to provide access modifier, return type and even name of the method. For example, the following anonymous method checks if a student is teenager or not: Listing 1: (anonymous method in C# to check if a student is teenager or not) delegate(Student std) { return std.Age > 12 && std.Age < 20; } While the same functionality can be achieved by using lambda as; Listing 2: (checking if a student is teenager or not using lambda in C#) std => std.Age > 12 && std.Age < 20; Here, we can see that the code has been shortened (i.e. writability increased). However, it makes the code relatively difficult to understand as “std” in listing 2 is ambiguous (i.e. readability decreased). But what about Reliability? Being a programming language expert, you are required to compare both approaches (i.e. code written with/without lambda) and state which one is better in terms of Reliability in C# programming language. Anonymous Method Limitations It cannot contain jump statement like goto, break or continue. It cannot access ref or out parameter of an outer method. It cannot have or access unsafe code. It cannot be used on the left side of the is operator.

CS101 GDB 1 Solution and Discussion

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@rabia-rabi said in CS101 GDB 1 Solution and Discussion: A development team is developing a special purpose application for some organization. The data is very large but relatively static. Data loss is an acceptable risk. Multiple users are accessing the application at the same time. File system and database system are two approaches which can be used to store data. Being a database expert, you are approached by the Team manager to help them in deciding which of the above mentioned data storage system will be more suitable for current scenario. If multiple user accessing the database then the suitable database server is SQL server, Oracle and MySQL are designed to deal with multiple concurrent users, while access the file, it is always single-user. Database servers we use as per the requirement of the database storage. Cassandra:This is developed by the Facebook, in this NoSQL database is now managed by the Apache Foundation. HBase: This is used for the non-relational data-store for Hadoop. MongoDB: It is designed to support humongous databases. Neo4j: It is world’s leading graph database.

CS411 GDB 1 Solution and Discussion

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@zaasmi Universal Windows Platform (UWP) UWP provides a common type system, APIs, and application model for all devices running on Windows 10. So, UWP enables development of universal apps for PC, tablet, Xbox, Surface Hub, HoloLens, or Internet of Things (IoT) devices. UWP app developers get access to the Microsoft store that charges only 15 percent for non-gaming subscription-based apps, unlike Google Play Store and App Store. Other services include an execution environment (AppContainer) and Extension SDKs to call specialized APIs for different devices.

CS301 GDB 1 Solution and Discussion

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@zaasmi said in CS301 GDB 1 Solution and Discussion: From Stack and Queue data structures which data structure you will suggest using for entry to exit path finding module? Select a data structure and give comments in favour to justify your selection. Also mention why you are not selecting the other data structure? I Would suggest Stack data structure over Queue. This is because in solving a maze problem, we need to explore all possible paths. Along with that, we also need to track the paths visited. If we were to use Queue, then after finding an unsuccessful path, we’ll have to start again from the entry point as queue only supports deletion from the front (FIFO property). This would not be useful in our case, as we need to trace back the unsuccessful path until we find another way. Using Stack, what we can do is, while moving into the maze, we can push the index of the last visited cell and when reached the end of the maze(not exit-point), just keep popping elements from the stack until the cell at stack Top has another way to move. Using this approach (particularly stack), you can find the correct path in the shortest possible time.

PK301 GDB 1 Solution and Discussion

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The role of governments is key in mitigating the disruptive impact of the COVID-19 pandemic on education delivery and outcomes. Effective response guidelines for governments stress the need to plan for long-term disruptions and strategic adaptation, and to coordinate, communicate with and support the education workforce, including and especially the head teachers and teachers. Much like the health response to the pandemic, an effective education response requires planning for phases. At the onset of the emergency, most countries mounted a rapid response by leveraging technology to start home-schooling mechanisms that can help cope with lost instructional time. The second phase requires policy planning for managing continuity of instruction when schools reopen, including ensuring children return to schools, instruction takes account of potential learning losses during time away from schools, and teachers and school leaders are fully supported as they work to realise these goals. In this blog I consider what these guidelines mean for Pakistan’s large, diverse, federated education system. I argue that given the scale of operations and the nature of entrenched inequities, the key guiding principles should be to address inequalities and to strengthen decentralised governance and service delivery. Existing data, vulnerability assessments and rapid evaluations can help inform policy for more effective COVID-19 response. Multidimensional inequalities define the shape of the challenges faced by education systems today As a result of global school closures, it has become immediately clear that the children at risk of dropping out and those who are likely to experience the most significant learning losses are the ones from marginalised backgrounds. Poverty, gender and location are intersecting to entrench exclusion for already-marginalised children. Existing data sources help establish the scale and scope of the challenge. Federal and provincial governments in Pakistan have moved quickly to start airing curricular content for K-12 via television channels. This is the correct strategy, given televisions are much more widely owned than radios: according to DHS 2017, 62.5% of the sampled households had a TV compared with 11% who own a radio. However, these averages hide stark inequalities. For example, in Punjab children in households in the poorest homes (only 17% of whom have TVs in their homes) are much less likely to be able to benefit from this policy initiative than children in the richest households (95% of whom have access to television). The numbers for Sindh are similar: 96% of households in the top quartile have televisions, 20% in the bottom quartile have televisions. Accessing these opportunities and initiatives becomes more complex and unequal if priced technologies such as cable channels or internet and smart phones are used: Less than 1% of the poorest households sampled for Multiple Indicator Cluster Surveys (MICS) 2017 owned a computer, and while 82% of them owned a cell phone, only 4% had access to internet. District officials in Punjab share that internet and cable infrastructure is common and reliable in urban areas. Children further away from cities are much less likely to have access to instructional content sent through smart phones and aired on cable channels. Officials distinguish between parents who own smart phones and those who do not, a divide that is significant because many government school teachers in Punjab are relying on WhatsApp for communicating with parents. Parental occupations directly impact the opportunities children can take advantage of; during the crop-cutting season, many in rural areas are likely to be helping their parents harvest crops The gendered experience of exclusion from access to technology and the increased burden of care on girls is a key dimension of inequality during this disruption. A recent blog about access to digital learning demonstrates that girls are much less likely to have regular access to any form of technology. Inequalities in access worsen for girls in rural areas and those in the poorest households. The increased burden of care in the households during the pandemic is much more likely to have hit girls the hardest, making it much more likely that they are effectively excluded from accessing COVID-response measures around education. Globally, women and girls carry out three times the amount of unpaid care and domestic work than men and boys, and this load is likely to have increased during periods of school closures and lockdowns. As COVID-associated health and economic shocks threaten to push millions into extreme poverty, girls are more at risk of dropping out of schools. Learning losses are likely to be unequal also Being in school matters for learning. Research on teaching and learning in government schools in rural Pakistan shows 10% learning gains after a year of regular schooling for children in grades 3, 4 and 5. These gains are threatened by school closures for reasons listed above. The World Bank has outlined three scenarios of learning losses that governments should prepare for when schools reopen: there is a loss of learning for all students due to school disruptions; the lowest performing children fall further behind while the well-performing children move ahead – this is predicted based on the ability of the families to support children in keeping up with reading and writing and access to assets such as televisions and a good internet or cable connection; there is a sudden and large increase in numbers of children for whom learning falls because of an increase in numbers of drop outs. Government schools in Pakistan are likely to find themselves facing the second or the third scenario. Furthermore, provinces stand at various levels of capability for testing and also delivering learning gains. Pre-pandemic learning data show much less variation in children’s ability to read in local languages in the early grades across provinces (between 72 and 80% in grade 1 were able read letters); there is much higher variation in skills in higher grades (68% children in rural Punjab could read a story in local language, while only 40% in Sindh could do so) (ASER, 2018). This is true for Maths and English literacy as well. It will be imperative to assess children when they return to school to establish learning losses, which are likely to vary for children given differential access to home support, technologies and differential exposure to health and economic shocks. Medium to long term continuity will need to account for inequalities Ensuring that policy responses address inequalities requires systems that can: mobilise quickly to collect information about the situation of teachers, schools, students and communities; repurpose their workforce to support new goals for coping in the crisis and managing continuity; plan for changes in instructional calendars and goals; make space for experimenting with new techniques that have proven to be effective for improving teaching and learning. Data for identifying at-risk children Strengthening of data systems has been one of the key areas of progress in education system development in Pakistan over the past couple of decades. All four provinces in Pakistan have well-functioning Management Information Systems (MIS) that collect data on operations of schools on a regular basis. These systems can be quickly repurposed for planning for COVID response. Tangibly, this requires individual and community level information about children who are more at risk of dropping out, those who aren’t able to access home schooling measures/technology, who are in households that have experienced health and/or economic shocks during this emergency. Given the proximity between schools and homes, teachers and head teachers are best placed to provide this information. District officials in Pakistan are confident that teachers and head teachers have (or can quickly gather) information needed for identifying different cohorts of children. Plan for strategies for resumption of attendance and reduction of drop-outs of the most at-risk All four provinces in Pakistan have girls’ stipend programmes in place for maintaining enrolments through high schools. These may need to be expanded and the stipend raised (even if as a one-time measure) to increase the likelihood of girls returning to schools. Education departments routinely rely on teachers to run door-to-door campaigns for school enrollment and for improving attendance at the start of a school year. However, placing the entire burden of the task on teachers and school leaders detracts from their instructional responsibilities. Given the scale and scope of disruption, teachers and school leaders must be supported by running a dedicated, large-scale coordinated, public awareness campaign when schools reopen after the COVID closures. This can be combined with targeted text messaging and personalised visits for children who are living in localities or households identified as high-risk. Small scale rapid evaluations of various measures as they are implemented can help assess impact and correct course. Plan for assessing children to inform remedial and differentiated teaching strategies The past decade has seen investments in building capacities for generating learning data in classrooms in at least three provinces. These foundations can be used to generate sample-based assessments for system-level diagnostics, combined with best practices in formative assessments that can help teachers direct instruction at an individual level. Provincial education departments are working on readjustment of curricular goals for the year to make them more realistic, with advice from subject experts. Remedial instruction strategies, proven to be effective, can be combined with rationalised goals to ensure all children, particularly those excluded from instructional support during school closures, are able to catch up. Finally, this emergency presents an opportunity to test strategies that allow teaching children at the right level, rather than prescribed student learning objectives (SLOs). It is imperative to incorporate the experience and voices of teachers in planning for instructional continuity. Chronic shortages in the system means teachers in government schools across provinces in Pakistan acquire experience and skills on the job for teaching multi-grade classrooms. These skills may offer a foundational concept that can be built on to equip teachers with effective strategies for teaching differential ability students in the same classroom. Decentralised systems are likely to be more effective and resilient in responding to disruptions Achieving the tasks set out above require very large education systems to be able to plan, repurpose and implement fairly quickly. It becomes clear in conversations with various stakeholders involved with government response to COVID-19 that provinces will be benefiting now from reform efforts undertaken in the past couple of decades. Effective response to emergencies is contingent on repurposing of existing structures that reach schools, teachers and communities, and are responsive to local contexts and problems. In so far as this is true, decentralised structures are better primed for the job. At the provincial and district level, this requires: capacity for data collection and utilisation (including data on at-risk children, teaching and learning); staffed structures in place that link higher tiers of governance with small clusters of schools; capacity to deliver on-site, continuous teacher training and support programs; flexible financing for schools. Punjab and Khyber Pakhtunkhwa (KP) have made the most progress so far on reducing teacher shortages, building system infrastructure for on-site teacher training, putting in place the human resource and technical capacity of education departments at the district level to support teachers and head teachers, collecting teaching and learning data and utilising data for policy planning, and making financing available to schools. Punjab and KP have added this depth to their district level delivery and governance structures over the past decade: the tier of Assistant Education Officers (AEOs) in both provinces are managing between 10 and 40 schools. In Sindh in contrast, Talukka officers are managing up to 100 schools. Sindh and Balochistan may need to invest simultaneously in building these systems while planning for coping and continuance strategies. All provinces will need to empower teachers and head teachers as key actors in their response plans. Real-time systems level analysis of structures and functions, as well as qualitative documentation of management and response practices at various hierarchical levels and across provincial contexts can potentially generate important insights about delivery and governance mechanisms that make education systems more resilient to crises. Reff

ISL 201 GDB 1 Solution and Discussion

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MGT301 GDB 1 Solution and Discussion

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@zaasmi said in MGT301 GDB 1 Solution and Discussion: Re: MGT301 GDB 1 Solution and Discussion MGT301 GDB NO.1 2020 Digital payment services such as internet banking and mobile phone banking, hard cash continues to be avoided as it is considered to be one of the carriers of this virus. To further control the spread, as well as with the systematic shutdown of public dealing, it became inevitable for banks and other financial institutions to go digital entirely. Providing them with a digital tool that not only lets them track their financial transactions, but also sorts them in terms of priority and notifies them when to put their spending on hold could help customers better understand their financial standing. It’s just idea solution kindly make your GDB own your wording don’t submit same GDB.

MGT201 GDB 1 Solution and Discussion

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ACC311 GDB 1 Solution and Discussion

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Total Marks 5 Starting Date Wednesday, December 01, 2021 Closing Date Tuesday, December 07, 2021 Status Open Question Title Auditor``s Report Question Description With reference to the Auditor’s Report, answer the following questions: (1.25 * 4 Marks) The recent final audit report of an FMCG carries a line which is read as … in the manner so required and respectively give a true and fair view of the state of the company’s affairs …… Briefly describe the meaning of “true and fair view”. An external auditor is not responsible for preparing his client’s financial statement. Why? Why do the notes annexed to the financial statements become an integral part thereof? List down any two matters upon which an auditor is bound to give his opinion. Important Instructions: Carefully review your GDB before submission on VU-LMS as it cannot be replaced once it is submitted. Your discussion must be based on logical aspects of the topic requirements with proper justification. There is a limit of 200 Words for discussion and your answer should be concise, relevant and comprehensive. Use the font style “Times New Roman” and font size “12”. Your answer should be relevant to the topic i.e. clear and concise. Do not copy or exchange your answer with other students. Two identical / copied comments will be marked Zero (0) and may damage your grade in the course. Books, websites, handouts and other reading material may be consulted before posting your comments; but copying or reproducing the text from books, websites, handouts and other reading materials is strictly prohibited. Such comments will be marked as Zero (0) even if you provide references. You should post your answer on the Graded Discussion Board (GDB), not on the Moderated Discussion Board (MDB). Both will run parallel to each other during the time specified above. Therefore, due care will be needed. Obnoxious or ignoble answer should be strictly avoided. You cannot participate in the discussion after the due date via email. Questions / queries related to the content of the GDB, which may be posted by the students on MDB or via e-mail, will not be replied till the due date of GDB is over. For planning your semester activities in an organized manner, you are advised to view schedule of upcoming Assignments, Quizzes and GDBs in the Course Calendar/Lesson Index of the course on VU-LMS. As you know that load shedding problem is also prevailing in our country. Keeping in view the fact, you are advised to submit your GDB well before time without waiting for the due date. For your convenience, you have been communicated well before time so that you can manage your activities, therefore no excuse will be entertained after due date of GDB.

MGT713 GDB 1 Solution and Discussion

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