Chapter 17 introduced some challenges to policy making in developing countries. If you were an analyst working for the St. Petersburg Informational and Analytical Center, explain how you would use data available to you to prepare a report for the Governor for the State Program “Combating Proliferation of Drugs.” Briefly explain what you would include in your report to detail the problem, and what the forecast results would be for each of several responses to the problem. (You do not have to use actual data from a real model for this discussion.) The idea is to focus on how models can use real data to create forecasts. 

Q1:

1. How would you use GROUPING SETS to produce the same results as the following GROUP BY CUBE?

SELECT state, productID, SUM(volume) FROM sales GROUP BY CUBE (state, productID) ORDER BY state, productID

2. How would you show the sub totals for each week, for each state, and for each product? (No other totals or grand totals are required.) Suppose the table structure is

TABLE sales (productID VARCHAR, state CHAR(2), week DATE, volume INT)

3. Discuss the utility of grouping and group_id functions

Q2: Describe below how this code will work:

SELECT dt, region, revenue,
count(*) OVER (twdw) AS moving_count,
avg(revenue) OVER (twdw) AS moving_average
FROM moving_average_data mad
WINDOW twdw AS (PARTITION BY region
ORDER BY dt RANGE BETWEEN
‘7 days’::interval PRECEDING AND
‘0 days’::interval FOLLOWING
ORDER BY region, dt

Assignment Instructions

Please see attachment for Supporting Files 

Assignment 1 Classes

Purpose

The purpose of this assignment is to review the IT Online Training Project Requirements and begin the modeling of the requirements by using the noun analysis technique to identify domain classes, attributes, operations, and requirements.

In this assignment we will begin the analysis for a case study, the IT Online Training Project, which will be used for your assignments throughout the course.  You will need to review the IT Online Training Project Requirements 2018R2 document and become familiar with it. 

For the analysis portion of the project, you will use the Analysis Specification Template 2018R4 and fill in sections as the course progresses each week.  The  Analysis Specification Template is a Word file that has predefined sections and you will need to fill them in each week until the specification is completed.  It has instructions also in the document as to how to use it.  It is common practice in systems development to use templates for various types of documents to standardize the documentation and development practices throughout an organization. 

For this assignment, you will complete Section 1 of the Analysis Specification Template 2018 which will come directly from the IT Online Training Project Requirements.  You will also complete Section 4.3 List of Classes with Definitions, Attributes and Requirement Number by creating a list of classes with definitions,  attributes, operations, and requirement number by analyzing the IT Online Training Project Requirements document.

In the Analysis Specification, complete the following Sections:

Sections: 1, 1.1, 1.2, 1.3, 4.3, and 4.3.1.

Instructions

1.  Review the Quick Resources at the end of this Assignment.

2.  Review the IT Online Training Project Requirements 2018R2  and the Analysis Specification Template 2018R4 .

3.  Open the Analysis Specification Template and save it as Assignment1FirstNameLastname substituting your name.

4.  Sections 1, 1.1., 1.2, 1.3.  Using the Online Training Project Requirements document, complete Section 1 in the Analysis Specification Template.  Use your own words for Sections 1, 1.1, and 1.2.  You can copy and paste the Sponsor requirements from the case study to the Analysis Specification for Section 1.3.  See the template for details.  Make certain that you retain the requirement numbers as you will use these for traceability.

5.   Review the noun analysis technique which is used to identify potential classes for an application. See the links on Finding Classes at the end of this assignment.  The RMB1905 videos use a version of our CASE tool.  The Blaha videos use another CASE tool.  Your focus should be on the technique for analyzing text to discover classes and not the CASE tool at this point.  See the  ITOT Noun Analysis Example 2018 example before you begin your analysis. It provides an example of noun analysis for your case study.

6.  Using the Online Training Project Requirements document identify and create a list of all potential classes,  definition for each each class, attributes, operations (methods),  and requirement number. Place your list in the Classes, Attributes, Operations(Methods), Requirements table below.  Note that it is already included  for you in the specification. The classes, attributes, and operations are in the Requirements document.  If you do the analysis you will find them.  

For example if you look at REQF2.1 you will find the mention of a Class called Customer with attributes customerId, firstName and lastName, address, WorkPhoneNumber f and cellPhoneNumber.  For operations, your system must be able to create and delete Customer as well as get and set each of the attributes values.  Example:  getCustomerID(), setCustomerID(), getCustomerFirstName(), setCustomerFirstName(), etc. This is salos documented in the Customer-SchecudleCourse-User.pdf document below.  Other attributes may be determined later!

The following list provides a starting list of classes which has already been referenced in the course.  You must identify the remaining classes from the Requirements document:

Starting List of Classes

As a result of reading/using the course resources listed below, at least 9 different classes are already identified for you and you should  include them as well as the remaining classes you will discover with  noun analysis of the Requirements document.  

Course Resource

Location in Course

Potential ITOT Classes Identified

ITOT Noun Analysis Example 2018

Assignment 1

Lesson 1

ScheduledCourse, SelfPacedCourse, Course, Product, Video, and Book

Assignment 1

Assignment 1

UserAccount with attributes and operations

Sample UML Class Diagrams for ITOT Classes

Lesson 1

Instructor, Course, and ExpertiseArea classes with detailed attributes and operations.

Assignment 1 Step 6

Assignment 1 Step 6

Customer with attributes and operations.

The following sections provides additional instructions for completing the Classes, Attributes, Operations(Methods), Requirements table.

6.1  Define each class using the phrase “A classname is a ….”  and then complete the definition.  Note that classes are named as nouns or noun phrases and begin with a capital letter.  Make certain that you create the definitions according to the template! You must use the phrase “is a” in your definition.

6.2  For each class, list  its definition, attributes, operations (methods), and Requirement number.  You will find many of the attributes and operations in the Requirements document.

6.3  Use a table format with the class name and its definition as columns like the table in the Customer-SchecudleCourse-User.pdf document below.  You should use these examples in your own table. Classes will be easier to locate if you put your table in alphabetical order by class name. 

6.3.1 Class names must be singular (not plural) and must be one word.  You can capitalize the first letter of each word in the name like ScheduledCourse.  See Lesson 1 for additional information about naming classes and their properties.

6.3.2 Attributes are properties of a class like for Customer one attribute would be “customerID”.  Attributes begin with a lowercase letter.

6.3.4 Operations are actions that a class can perform and begin with a lower case letter followed by parentheses ().  If an operation needs a parameter like workPhone, we put the name of the parameter (attribute) inside the parentheses. We can create a new instance of a class (Create), delete an instance of a class (remove), get ( read) values of the attribute, or set (change) values of the attribute.  See the examples in the table below.  The examples below include all of the getter/setter methods for the attributes.  You do not need to include them in this assignment, but for Assignment 2 when you create your class diagram, you can use the features of our CASE to so that the getter/setter methods will automatically be added. For now you can use a high level modify() and read() to represent the getter/setter methods.  Later in design changes will be made depending on the technology used.

Classes, Attributes, Operations(Methods), Requirements (Section 4.3 in your Analysis Specification) Example

For an example of completing the table you can view the document Customer-ScheduledCourse-User Analysis Example.pdf . 

It illustrates the result of the analysis of the Customer, ScheduledCourse, and User classes in the requirements document. For each class the attributes, operations (methods), and requirement number were documented.

7.  Section 4.3. Add your completed table of classes, definitions, attributes, and operations.   

8. Section 4.3.1 Discuss your list of classes and why you chose them. You may want to reference the case study document.

 

Submission Instructions

1. Make certain that your name and course number are at the top of your document.

2.  Submit this first version of your Analysis Specification as a Word file and name it as indicated above Assignment1FirstNameLastName. Make certain that all sections are included exactly like the template.

Your assignment will be graded with the following rubric:

 

Rubric for Assignments

Points

Content & Development 50%

50/50

Organization 20%

20/20

Format 10%

10/10

Grammar, Punctuation, & Spelling 15%

15/15

Readability & Style 5%

5/5

Timeliness (late deduction 10 points) Optional

 

Total

100/100

 

Quick Resources

Case Study

1.  IT Online Training Project Requirements 2018R2

2. Analysis Specification Template 2018R4

Finding Classes

1. See this video on how to find classes using the noun technique: RMB1905. (2009, March 9). 4.11_Finding Classes. [Video file]. Retrieved from https://www.youtube.com/watch?v=DYasVJfgyeU&list=PL46FE8B2506D9EE0 C&index=29

2. In your textbook, see the ATM Case Study (see p. 178 Section 11.3.1 in your textbook)  and then read about how to use the noun technique to identify classes for the ATM Case Study on pp. 183-187.

3.  See the  ITOT Noun Analysis Example 2018 example which demonstrates the noun analysis technique for the ITOT case study.

4. See ENTD321 Week 1 Web Resources for videos by one of the authors of your textbook, Michael Blaha on finding classes and class diagrams.  It also contains links to videos on classes and objects using our selected CASE tool.

 

   

Process Synchronization: Producer-Consumer Problem

The purpose of this programming project is to explore process synchronization. This will be accomplished by writing a program on the Producer / Consumer problem described below. Your simulation will be implemented using Pthreads. This assignment is a modification to the programming project “The Producer – Consumer Problem” found at the end of Chapter 7 of our textbook. 1. Your program must be written using C or C++ and you are required to use the Pthread with mutex and semaphore libraries.

In chapter 3, we discussed how a “bounded buffer” could be used to enable producer and consumer processes to share memory. We described a technique using a circular buffer that can hold BUFFER_SIZE-1 items. By using a shared memory location count, the buffer can hold all BUFFER_SIZE items. This count is initialized to 0 and is incremented every time an item is placed into the buffer and decremented every time an item is removed from the buffer. The count data item can also be implemented as a counting semaphore.

The producer can place items into the buffer only if the buffer has a free memory location to store the item. The producer cannot add items to a full buffer. The consumer can remove items from the buffer if the buffer is not empty. The consumer must wait to consume items if the buffer is empty.

The “items” stored in this buffer will be integers. Your producer process will have to insert random numbers into the buffer. The consumer process will consume a number.

Assignment Specifications

The buffer used between producer and consumer processes will consist of a fixed-size array of type buffer_item. The queue of buffer_item objects will be manipulated using a circular array. The buffer will be manipulated with two functions, buffer_insert_item() and buffer_remove_item(), which are called by the producer and consumer threads, respectively. A skeleton outlining these functions can be found in buffer.h (provided below).

Skeleton outlining (Buffer.h)

#ifndef _BUFFER_H_DEFINED_

#define _BUFFER_H_DEFINED_

typedef int buffer_item;

#define BUFFER_SIZE 5

bool buffer_insert_item( buffer_item item );

bool buffer_remove_item( buffer_item *item );

#endif // _BUFFER_H_DEFINED_

The buffer_insert_item() and buffer_remove_item() functions will synchronize the producer and consumer using the algorithms. The buffer will also require an initialization function (not

   

supplied in buffer.h) that initializes the mutual exclusion object “mutex” along with the “empty” and “full” semaphores.

The producer thread will alternate between sleeping for a random period of time and generating and inserting (trying to) an integer into the buffer. Random numbers will be generated using the rand_r() function. See the text on page 290 for an overview of the producer algorithm.

The consumer thread will alternate between sleeping for a random period of time (thread safe of course) and (trying to) removing a number out of the buffer. See the text on page 290 for an overview of the consumer algorithm.

The main function will initialize the buffer and create the separate producer and consumer threads. Once it has created the producer and consumer threads, the main() function will sleep

for duration of the simulation. Upon awakening, the main thread will signal other threads to quit by setting a simulation flag which is a global variable. The main thread will join with the other threads and then display the simulation statistics. The main() function will be passed two parameters on the command line:

• The length of time the main thread is to sleep before terminating (simulation length in seconds)

• The maximum length of time the producer and consumer threads will sleep prior to producing or consuming a buffer_item

A skeleton for the main function appears as:

#include <buffer.h>

int main( int argc, char *argv[] ){ Get command line arguments Initialize buffer

Create producer thread(s) Create consumer thread(s) Sleep

Join Threads

Display Statistics

Exit

}

Creating Pthreads using the Pthreads API is discussed in Chapter 4 and in Assignment-1. Please refer to those references for specific instructions regarding creation of the producer and

consumer Pthreads.

   

The following code sample illustrates how mutex locks available in the Pthread API can be used to protect a critical section:

#include <pthread.h>

pthread_mutex_t mutex;

/* create the mutex lock */

pthread_mutex_init( &mutex, NULL );

/* aquire the mutex lock */

pthread_mutex_lock( &mutex );

/*** CRITICAL SECTION ***/

/* release the mutex lock */

pthread_mutex_unlock( &mutex );

Pthreads uses the pthread_mutex_t data type for mutex locks. A mutex is created with the pthread_mutex_init() function, with the first parameter being a pointer to the mutex. By passing NULL as a second parameter, we initialize the mutex to its default attributes. The mutex is acquired and released with the pthread_mutex_lock() and pthread_mutex_unlock() functions. If the mutex lock is unavailable when pthread_mutex_lock() is invoked, the calling thread is blocked until the owner invokes pthread_mutex_unlock(). All mutex functions return a value of

0 with correct operation; if an error occurs, these functions return a nonzero error code.

Pthreads provides two types of semaphores: named and unnamed. For this project, we will use unnamed semaphores. The code below illustrates how a semaphore is created:

#include <semaphore.h>

sem_t sem;

/* create the semaphore and initialize it to 5 */

sem_init( &sem, 0, 5 );

The sem_init() function creates and initializes a semaphore. This function is passed three parameters: A pointer to the semaphore, a flag indicating the level of sharing, and the semaphore’s initial value. In this example, by passing the flag 0, we are indicating that this semaphore can only be shared by threads belonging to the same process that created the semaphore. A nonzero value would allow other processes to access the semaphore as well. In this example, we initialize the semaphore to the value 5.

  

In Chapter-6 (Section 6.6), we described the classical wait() and signal() semaphore operations. Pthread names the wait() and signal() operations sem_wait() and sem_post(), respectively. The code example below creates a binary semaphore mutex with an initial value 1 and illustrates it use in protecting a critical section:

#include <semaphore.h>

sem_t mutex;

/* create the semaphore */

sem_init( &mutex, 0, 1 );

/* acquire the semaphore */

sem_wait( &mutex );

/*** CRITICAL SECTION ***/

/* release the semaphore */

sem_post( &mutex );

Program Output

Your simulation should output when various conditions occur: buffer empty/full, location of producer/consumer, etc.

Submission Guidelines and Requirements

1. Your program must be written using C or C++ and you are required to use the Pthread with mutex and semaphore libraries

2. You may use the C/C++ STL (Standard Template Library) in your solution.

3. You should use Netbeans to implement the assignment. You can download Netbeans with C/C++ features from the following link: https://netbeans.org/downloads/8.2/

4. Create project in Netbeans for completing this assignment.

5. Add comments (about the function/variable/class) to your code as much as possible

6. Zip your project including source files and input/output text data files (if any)

7. Upload the zipped project file onto Blackboard