Corporate Finance, business and finance homework help Business Finance Assignment Help

Hi!, thanks for helping me this time!!!

I attached two files – one is guideline for this assignment, and the other one is assignment D that you may need later on this assignment!

NOTE: Your program must be compiled otherwise I cannot accept it.

NOTE: Use the style guide(http://voyager.deanza.edu/~oldham/cis22b-cpp/assignments/style_guide.html), including Additonal styles beginning with Assignment D(the attached file).

-IN THE FILE (ass_E.docx)

In Problem E1 we use an array of pointers to Car and make a copy of the users Car objects in the heap.

In Problem E2 we will use inheritance to provide specizations of the Car class in the child classes FreightCar and PassengerCar.

Then in Problem E3 we will put this all together with a StringOfCars class that can contain Car, FreightCar, or PassengerCar objects, or a mix of these three.

Problem E1

Copy the solution from problem D2 and make the name E1. 
Keep the same order for the functions as in problem D2.

1. Car constructors and destructor within the Car class definition
   1. default constructor
   2. copy constructor
   3. other constructors
   4. destructor
2. StringOfCars constructors and destructor within the StringOfCar class definition
   1. default constructor
   2. copy constructor
   3. other constructors
   4. destructor
3. main
4. Car member functions declared within the Car class but defined later
   1. setup
   2. output
   3. operator=
5. StringOfCars member functions declared within the StringOfCars class but defined later
   1. output
   2. push
   3. pop
6. global functions
   1. operator==   with Car parameters
   2. input

In the StringOfCars class, Change the array of Car objects to an array of pointers to Car objects. To do this you need to change the pointer type from Car * to Car ** 
Then we will need to make changes to use these pointers. The constructors, destructor, and member functions will have similar operation, but will need changes to work with pointers. I suggest you make the following changes, one at a time.

• All the StringOfCars constructors will get space for Car * elements, rather than Car elements in the array. To allow this the pointer in the private data for the StringOfCars class will be: Car ** ptr;
• All the StringOfCars constructors will set each unused element in the array to zero. This might best be done by setting them all to zero before using the array.
• The output function needs to dereference the pointers to get at the Car objects.
• Change the push function. It will take a parameter that is a Car by constant reference. It will allocate space in the heap for one Car object that is a copy of the Car parameter and then put the pointer to that Car in the array. Then it will increment the carCount.
• The copy constructor will get space for the array of Car* elements and set them to zero. It will set the carCount to zero. Then it will use the push function to push each each Car object into the array.
• The pop function will take a Car parameter by reference. It will copy the Car to the reference parameter. Then it will delete the Car from the heap. It will set the entry in the array that is no longer used to 0. It will decrement the carCount.
• The distructor will need to delete each Car pointed to by the array, and then delete the array.

Test with the same tests as in Problem D2.

Problem E2

Copy the solution from problem E1 and make the name E2.

Order of functions in the code:
Note that the setKind member functions have been added.
Note that the FreigntCar and PassengerCar classes have been added with their member functions.

1. Car constructors and destructor within the Car class definition
   1. default constructor
   2. copy constructor
   3. other constructors
   4. destructor
2. FreightCar constructors and destructor within the FreightCar class definition
   1. default constructor
   2. copy constructor
   3. other constructors
   4. destructor
3. PassengerCar constructors and destructor within the PassengerCar class definition
   1. default constructor
   2. copy constructor
   3. other constructors
   4. destructor
4. StringOfCars constructors and destructor within the StringOfCar class definition
   1. default constructor
   2. copy constructor
   3. other constructors
   4. destructor
5. main
6. Car member functions declared within the Car class but defined later
   1. setup
   2. output
   3. operator=
   4. setKind
7. FreightCar member functions declared within the FreightCar class but defined later
   1. operator=
   2. setKind
8. PassengerCar member functions declared within the PassengerCar class but defined later
   1. operator=
   2. setKind
9. operator== friend of Car
10. StringOfCars member functions declared within the StringOfCars class but defined later
    1. output
    2. push
    3. pop
11. input

In this problem we will use inheritance to create two new classes, both of which will inherit from the class Car

Do not change the StringOfCar class . 
We are not using a StringOfCars in this problem, but will need it later.

The kind of cars for the three classes will be: 
Car:   business, maintenance, other 
FreightCar:   box, tank, flat, otherFreight 
PassengerCar:   chair, sleeper, otherPassenger

Change private to protected in the Car class only. 

Make two classes that inherit from the Car class:   FreightCar and PassengerCar. 
No additional member data will be added. 
Each class will need a default constructor, a copy constructor, and a constructor that has five parameters.

Create a function named setKind that is a member function of the class Car. It takes the string containing the kind as a parameter. It sets the kind field to business if the parameter is business. It sets the kind firld to maintenance if the parameter is maintenance. Otherwise it sets the kind field to other.

Create setKind functions for the FreightCar and PassengerCar classes that are similar to the setKind function for the Car class, but with different values. 
The setKind function for the FreightCar class uses only the values:  box, tank, flat, otherFreight 
The setKind function for the PassengerCar class uses only the values:  chair, sleeper, otherPassenger 

Make the setKind and destructor functions virtual in the Car class only.
This is only done in the declaration, not the definition of the functions. 
This is only done in the parent class, not the children classes.

Change the setup function to call the setKind function using the following line of code.
(*this).setKind(kindParm) 
where kindParm is the kind parameter in the setup function. 
This uses the current car because *this is the current car. The current car could be a Car object, a FrightCar object, or a PassengerCar object because all three classes use the setup function, which is in the parent Car class.

Remove all the code from the main function and replace it with the following.
Create a Car object named car1 with the following data:
SLSF 46871 wrecker true Memphis
Print the car.
Create a Freight Car object named car2 with the following data:
MP 98765 gondola true Saint Louis
Print the freignt car.
Create a Passenger Car object named car3 with the following data:
PAPX 145 combine true Tucson
Print the passenger car.

Problem E3

Copy the solution from problem E2 and make the name E3.

Order of functions in the code:
Note that two additional push functions have been added.

1. Car constructors and destructor within the Car class definition
   1. default constructor
   2. copy constructor
   3. other constructors
   4. destructor
2. FreightCar constructors and destructor within the FreightCar class definition
   1. default constructor
   2. copy constructor
   3. other constructors
   4. destructor
3. PassengerCar constructors and destructor within the PassengerCar class definition
   1. default constructor
   2. copy constructor
   3. other constructors
   4. destructor
4. StringOfCars constructors and destructor within the StringOfCar class definition
   1. default constructor
   2. copy constructor (always copies only Car objects in this implementation – do not use)
   3. other constructors
   4. destructor
5. main
6. Car member functions declared within the Car class but defined later
   1. setup
   2. output
   3. operator=
   4. setKind
7. FreightCar member functions declared within the FreightCar class but defined later
   1. operator=
   2. setKind
8. PassengerCar member functions declared within the PassengerCar class but defined later
   1. operator=
   2. setKind
9. operator== friend of Car
10. StringOfCars member functions declared within the StringOfCars class but defined later
    1. output
    2. push for Car objects
    3. push for FreightCar objects
    4. push for PassengerCar objects
    5. pop (always returns only Car objects in this implemntation – do not use)
11. input

In this problem we will use the StringOfCars class to contain Car, FreightCar, and PassengerCar objects all in the same string of cars. This works because a pointer of type Car * can point to Car objects as well as point to the child FreightCar and PassengerCar objects.

Because we have pointers of type Car * that may point to any one of the three types of objects, a StringOfCars object does not know which type object will be encountered until execution time. The mechanism to select the correct version of the function at execution time, rather than having it fixed at compile time, is to use virtual functions. That is why we made the setKind and destructor functions virtual earlier in this assignment.

In the input function loop read one line from the file each time throught the loop, look at the Type field in the record. If the type is Car create a Car object and call the push function to put it in the StringOfCars object. Similarly if the type is FreightCar, create and push a FreightCar object. If it is a PassengerCar, create and push a PassengerCar object.

We have a push member function that accepts a Car parameter, creates a copy of the Car parameter that is a Car object in the heap, then puts the pointer to that Car object into the array. Build another member function, also named push, that takes a FreightCar parameter, creates a FreightCar in the heap, and then puts the pointer to that FreightCar object into the array. Also build a similar member function for a PassengerCar.

The file for this problem should contain:

Type order ARR number kind loaded destination
 
 Car car1 CN 819481 maintenance false NONE
 Car car2 SLSF 46871 business true Memphis
 Car car3 AOK 156 tender true McAlester
 FreightCar car4 MKT 123456 tank false Fort Worth
 FreightCar car5 MP 98765 box true Saint Louis
 FreightCar car6 SP 567890 flat true Chicago
 FreightCar car7 GMO 7878 hopper true Mobile
 PassengerCar car8 KCS 7893 chair true Kansas City
 PassengerCar car9 PAPX 145 sleeper true Tucson
 PassengerCar car10 GN 744 combine false NONE
 

Remove the code from the main funtion and replace it with the following 
Define a StringOfCars object in the stack. Then pass that object to the input function. Then call the output function for that object.

You may note that the pop member function and copy constructor for a StringOfCars do not determine what type of car is being retrieved. Fixing this problem is more than what I want you to do in the assignment. So, ignore this problem and do not use the pop member function and the copy constructor for the StringOfCars class.

Week Three Journal

Prepare: Prior to beginning your reflection this week, read Chapters 5, 6, and 7 in American Government, review the Week Three Instructor Guidance.

Reflect: The executive and judicial branches of the U.S. national government often seem to operate independently and with little conflict. Many laws are signed by the President and then implemented without a word from the judicial branch. However, there are times when executive decisions are challenged by the judicial branch in a process called judicial review. In addition, there are times when a judicial review has direct impact on your life. For example, when the Supreme Court declared the Affordable Care Act constitutional, many people without health care insurance were finally able to purchase health care insurance. Additionally, when the Supreme Court declared sections of the Defense of Marriage Act unconstitutional, some of the constraints that prevented many gay and lesbian couples from marrying were eliminated. Executive Order 13658 on February 20, 2014 also had a direct impact on many business people that contract with the federal government by increasing the minimum wage to $10.10 per hour. Clearly, the actions of the executive and judicial branches often directly affect our lives. Think about how you have been personally impacted by a Supreme Court decision.

Write: In your journal, explain how the actions of the executive and/or judicial branches have personally affected your life.

Your journal response must be a minimum one page, double-spaced. Justify your conclusions with facts and persuasive reasoning. Fully respond to all parts of the question and write your response in your own words.

RESOURCE MATERIALS NEED TO READ TO COMPLETE WEEK THREE JOURNAL ASSIGNMENT

Learning Outcomes

This week students will

Analyze the Electoral College’s process for electing presidents.

Explain how and why the actions of the executive and judicial branches can affect individual citizens.

Evaluate the strengths and weaknesses of the three branches of the American national government.

Introduction

Week Three investigates the Presidency, the executive branch, and the judicial branch. The elections of U.S. presidents are not a straightforward process where the candidate with the most votes wins. A complex system where the voting in every state has a direct impact on who becomes president is imbued in the Electoral College. Understanding how the Electoral College works, some of the pros/cons of this system, and how some critics would change the system will help you better understand U.S. presidential elections. Additionally, the executive and judicial branches of our government implement and evaluate laws passed by Congress and signed by the president. These laws often have no direct impact on our lives, but sometimes they do. If you understand why they affect your lives, you will learn more about the U.S. government and how it works, or does not. In sum, understanding how the three branches work, and sometimes do not work, will ensure you have a deeper knowledge and insight into a key feature of America’s government. Please review the Discussion Post Tip Sheet for tips on developing a quality discussion.

Welcome to Week Three. Keep up the good work, everyone. Last week as a friendly reminder we focused on federalism and how the national, state, and local governments interact and work together. I hope you now have a better understanding of the federal features of our government, such as power sharing, division of responsibilities, and deference by the states to the leadership and legislation of the central government. I also trust that you can see how the federal government can have a significant influence over local and state workplaces and employment opportunities.

In your reflection last week, I trust you were able to make several connections between your career goals and how politics can affect these goals. Our hope here at Ashford University is that by making these connections to politics, this course will have more meaning for you personally. And you can apply the political knowledge you learn throughout our course to improving or enhancing your own life and the ones around you.

This week, we will focus on two of the three branches of government, executive and judicial, with a special emphasis on the presidency and presidential elections in the United States. Many US citizens do not realize that presidential elections are not as simple as the candidate with the most votes wins the election. In fact, the founding fathers established a complex balloting system called the Electoral College to elect the president. There are many positives and negatives to the Electoral College system, and there are some who feel it should be abolished.

In addition, there have been elections where the candidate who received the largest number of popular votes did not secure the Electoral College, and therefore did not win the presidential election. We will also further examine how these branches work together and separately, or how they check and balance each other, and why they are very important in our governmental framework.

In the textbook this week, you will read Chapter 5, 6, and 7, which focus on the presidency, the executive branch, and the judiciary. The additional resources and articles provided regarding the Electoral College will help you see alternative sides of the Electoral College debate and develop your own opinion regarding this issue. As the first discussion question, this week focuses specifically on the Electoral College and the controversy surrounding it.

In your response, you will explain in your own words how the Electoral College works, some pros and cons of the Electoral College system, and evaluate one proposal to change how the system works without formally abolishing it. The specific stance you take for this discussion is dictated by the first letter of your last name, so please be sure to read the assignment prompt carefully.

Your journal this week will focus on the concept of judicial review, which is the process by which the Supreme Court determines the constitutionality of legislation or congressional, executive, or state actions. Often, the results of judicial review cases can directly impact our lives. For this assignment, you’ll discuss one way that the actions of the executive and judicial branch have affected your life personally.

This week, you will also continue the process of developing your final paper, concentrating on the three branches of government for your learning activity. For this assignment, you will describe a strength and a weakness of one of the branches of the federal government, and expand your arguments with an option to maintain the strength and one to correct the weakness you identified.

I hope you enjoy investigating the executive and judicial branches of the national government this week, and look forward to an engaging discussion regarding the Electoral College. Again, please do not hesitate to reach out if you have questions regarding feedback, comments, or any aspect of the course. Your instructor is here to help you have a great class and learn as much as you can. Let’s have a great week.

Required Resources

Text

• Fine, T. S., & Levin-Waldman, O. M. (2016). American Government (2nd ed.) [Electronic version]. Retrieved from https://content.ashford.edu/
  • Chapter 5: The Presidency
  • Chapter 6: The Executive Branch
  • Chapter 7: The Judiciary

Articles

• Bates, N. (2004, October 26). What are the arguments made in favor – and against – the Electoral College? History News Network. Retrieved from http://hnn.us/articles/8163.html
  • This article provides arguments for and against the Electoral College process and background information on the origins of the process. The article exposes students to a pro/con style of discussion concerning the Electoral College that is supported by factual and relevant information. This information will prepare students for the Discussion, “The Electoral College.”
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• Gizzi, J. (2011, May 18). GOP leaders united in defense of the Electoral College. Human Events, 67, 5. Retrieved from http://humanevents.com/2011/05/18/gop-leaders-united-in-defense-of-electoral-college/
  • This brief article reviews pro and con arguments about the Electoral College. This article also provides students with a pro/con style of discussion concerning the Electoral College. This information will prepare students for the Discussion, “The Electoral College.”
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• Madonna, G. T. (2005). Why the Electoral College is bad for America. Presidential Studies Quarterly, 35(2), 411-412. Retrieved from http://onlinelibrary.wiley.com/journal/10.1111/ISSN1741-5705
  • This article provides information to support arguments that Americans are taxed excessively. The information provided should enable students to better understand both sides of the taxation argument in the U.S., which is core area of conflict concerning the powers of the federal government. 
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Recommended Resources

Articles

• Barnett, A. (2009). Selecting the nation’s CEO: A risk assessment of the Electoral College. Journal of Management Issues, 21(4), 443, 447-460. Retrieved from http://www.jstor.org/stable/40604663?seq=1#page_scan_tab_contents
  • This academic article analyzes the probabilities that the winner of the Electoral College vote will not also win a majority of the national popular vote.
• Electoral College 101. (2008, November 3).New York Times Upfront, 141(5), 6-7. Retrieved from http://teacher.scholastic.com/scholasticnews/indepth/upfront/features/index.asp?article=f110308_Electoral_College
  • This short article gives an overview of the Electoral College process.
• Will, G. (2011, October 15). George Will: Electoral College reform tilts presidential balance. San Gabriel Valley Tribune. Retrieved from http://www.sgvtribune.com/opinion/20111015/george-will-electoral-college-reform-tilts-presidential-balance
  • This brief article critiques two proposals for changing the winner-take-all system for determining how a state’s electoral votes are cast for a presidential candidate.
• Wolverton, J. (2011, September 19). What’s wrong with a National Popular Vote (NPV)? The New American, 27(18), 25-28. Retrieved from http://www.thenewamerican.com/usnews/constitution/item/8094-what-s-wrong-with-a-national-popular-vote-npv
  • This short article critiques the proposed National Popular Vote compact that has been approved by several state legislatures.

Multimedia

• Hinck, T., & Buchanan, C. (Producers). (2013, May 7). Episode I – A more perfect union [Series episode]. In Constitution USA with Peter Sagal. Retrieved from https://secure.films.com/OnDemandEmbed.aspx?Token=58627&aid=18596&Plt=FOD&loid=0&w=640&h=480&ref=
  • This video examines one of the “revolutionary” features of the Constitution, federalism, and how this system contributes to the strength of the United States’ government. The video provides students with several different views of how federalism affects the U.S. and how it can affect their lives. This video will prepare students for this week’s discussions. This video has closed captioning.
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• Hinck, T., & Buchanan, C. (Producers). (2013, May 14). Episode II – It’s a free country [Series episode]. In Constitution USA with Peter Sagal. Retrieved from https://secure.films.com/OnDemandEmbed.aspx?Token=58628&aid=18596&Plt=FOD&loid=0&w=640&h=480&ref=
  • This video explores the U.S. Constitution’s Bill of Rights and how the various branches of government protect and preserve these rights. The interplay between the branches of government highlights the various powers that each branch possesses and utilizes. This video will prepare students for this week’s discussions. This video has closed captioning.
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For this week’s first assignment, you will write a 1-2 page essay explaining the process of gang recruitment. Be sure to address all prompts and cite your sources in APA format. This is worth 50 points, so be thorough and give your best effort.

The processes of gang member recruitment and of youths turning to the gang are quite various, as are initiations which can be brutal and highly violent (Delaney, 2013).

Write a 1-2 page paper (not including title and reference pages) that addresses the following:

• Explain the process of the socialization of a gang member, i.e., recruitment and the brainwashing of new recruits.
• Include what types of people are most at risk of joining gangs.
• Detail how risk factors influence youths’ decisions to join gangs.

Cite properly per APA in-text and reference list protocols.