Developing Diagnostic and Analytical Skills Case Application 6: THE CONTAINER STORE: KEEPING IT FRESH The "Great Recession" has been hard on recruiters. As many employers have downsized. they have also cut back on their recruiting efforts or brought them to a screeching halt. Some companies, like The Container Store, have weathered the recession better than others. Employees at The Container Store are encouraged to make recruiting a priority. They constantly have their eve on customers who would fit the unique culture, frequently approaching a good candidate right on the sales floor. In fact, 34 percent of the applicants to The Container Store are referred by employees. And it isn't hard to persuade people to apply. The Container Store has been a fixture on the Fortune Magazine list of top employers for ten years. The company pays better wages than most retailers and provides health benefits for part-time employees. During the reces- sion they did not layoff any employees. although matching employee 401k contributions were suspended until profits started to climb in 2011. Founder Kip Tindall reports that the company culture was a positive factor in strong employee acceptance of the cuts. "They were happy to help save their fellow coworker's jobs" reported Tindell in an interview on CBS. It is the responsibility of every employee at The Container Store, from Tindell on down, to recruit employees. These efforts are so effective that advertising for applicants is rarely necessary. That's because as customers enter the store, a trained sales associate talks up the benefits of working for The Container Store and all that the company offers. If the individual applies and is hired, the sales asso- ciate is given a $500 reward for successful recruiting ($250 if the person is hired on a part-time basis). Not a bad reward for simply enjoving and doing one's job! The application process might be easy, but getting hired isn't. Applicants go through as many as nine interviews and only 3 percent of 70 percent, The Container Store has a full-time turnover just under 10 percent a year and less than 35 percent for part-timers

Questions:

1. What are the advantages and disadvantages of relving on employees as a major source of recruiting new emplovees?

2. Take a look at The Container Store's website. How would v describe their employment brand? Describe the factors that led to your conclusions.

3. Explain how other recruiting sources may be effective for The Container Store's efforts to recruit in a way that supports the company's culture.

A vehicle moves along a straight road. The vehicle's position is given by $f(t)$, where $t$ is measured in seconds since the vehicle starts moving. During the first 10 seconds of the motion, the vehicle's acceleration is proportional to the cube root of the time since the start. Which of the following differential equations describes this relationship, where $k$ is a positive constant? A $\frac{d f}{d t}=k \sqrt[3]{t}$ (B) $\frac{d f}{d t}=k \sqrt[3]{f}$ C $\frac{d^{2} f}{d t^{2}}=k \sqrt[3]{t}$ (D) $\frac{d^{2} f}{d t^{2}}=k \sqrt[3]{f}$

Using LC-3 Programming Exercise 1 Use .BLKW to set up a remote array of 10 values, starting at memory location x4000, as in lab 3. Now programmatically populate the array with the numbers 0 through 9 (note - NOT the characters '0' through '9'!) – i.e. hard-code just the first value (0), then calculate the rest one at a time, storing them in the array as you go. Remember the proper way of setting a register to 0! After you've stored them all, grab the seventh value (i.e. 6) and store it in R2. Clearly, you can't access this location via a label, so you'll need its actual address. How will you obtain that? And how will you use that address to get the value stored there? As always, step through your program and examine the values as they are stored in the array, and examine the final value stored in R2, to make sure your program works as expected. Exercise 2 You'll notice that Exercise 1 didn't ask you to output to console the array you built. Why not? Because as you know by now, numbers are not characters! So now copy your exercise 1 code into lab4_ex2.asm, and add an output loop, making it output the characters corresponding to the numbers stored in your array. Exercise 3 Let's try another modification of our well-used array program from Exercise 1: This time, instead of calculating and storing the numbers from 0 to 9 in the array, calculate and store the first ten powers of 2, starting with 20 = 1 in array index 0. Finally, grab the seventh value (26) from the array, and store it in R2. In order to do this, you will have to figure out how to calculate powers of 2. Some hints: Mathematically speaking: How do I obtain 2n+1 if I know 2n? What LC-3 operation could I use to multiply a number by 2? As always, place a breakpoint in your program, and step through it, examining the values as they are being stored in the array, and examine the final value stored in R2,  to make sure your program works as expected. Pay attention to both the decimal and hex representations of the values being stored. You already understand that you can't simply output the values in the array to the console “as is”, so we have to manipulate them somehow to turn them into characters. But this time all but the first four are multi-digit numbers when represented as decimal values, so our trick from the last exercise won't work – it can only convert the numbers from 0 to 9 into the single-digit ascii characters '0' through '9'.  Exercise 4 For now, we will instead observe what happens if we attempt to do what we just said can't be done - output the contents of the array "as is", i.e. as if they were ascii codes (which they are not!). Copy your exercise 3 code into your lab4_ex4.asm file, and add a second loop that loads the content of each element of the array into R0 and outputs it to the console using OUT. Now place a breakpoint at the start of your display loop and step through it: You will need to keep an eye on the Console to understand what is going on!! Please add comments!!!

Write an assembly code that performs the following four tasks: enable the interrupt number 31, and sets its priority bits to 2, and clears its pending bit disable the interrupt 31 (Hints: Each interrupt has one enable bit, one pending bit, and one byte of priority.)

QN ; Compare [ a construction company ] against TEN of the requirements of the audit standard given in supporting document below. [ 30 marks ] 1.0 PlanningRequirements:1.1Establish audit programme.1.2Selection of and checks on competence of audit lead.1.3Establish the scope of the audit.1.4Set procedures for the

Complete MS Project Exercise 2 on Appendix A: Brief Guide to Microsoft Project Professional 2016 2. Continue performing the steps in this appendix, starting with the section called Developing the Schedule. Print out the following screens or send them to your instructor, as directed: a. Figure A-32. All task durations and recurring task entered b. Figure A-39. Network diagram view c. Figure A-46. Changing Work hours for tasks d. Figure A-56. Earned value report e. Continue performing the steps, or at least read them. Write a one-to-two page paper describing the capabilities of Project Professional 2016 and your opinion of this software. What do you like and dislike about it?

Continue performing the steps in this appendix, starting withthe section called Developing theSchedule. Print out the following screens or send them to yourinstructor, as directed:a. Figure A-32. All task durations and recurring task enteredb. Figure A-39. Network diagram viewc. Figure A-46. Changing Work hours for tasksd. Figure A-56. Earned value