PHYS1160 INTRODUCTION TO ASTRONOMY School of Physics Faculty of Science Term 3, 2024 Assessment Information This document is the definitive source for information about the assessments for PHYS1160. It supersedes any information on the Moodle site, in videos, etc. If you need clarification of anything here, please first check the Frequently Asked Questions, Course Forum, and Discord Server on the Moodle site. Note that all specific due dates are in the Course Outline. All assessments are submitted on Moodle. Use of Artificial Intelligence You may use Artificial Intelligence software such as ChatGPT to assist you with the short report and written assessment, without attribution (i.e., you don’t need to indicate in your report that you have used this software). However, please do not use this as a substitute for learning the material, since otherwise you will gain little from doing the course. If your report looks like a bunch of paragraphs from ChatGPT with little coherent narrative, it is unlikely to receive a good mark. What sort of references are appropriate? The short report and written assessments require you to list references for the information you include. Ideally, these references would be to scholarly articles in journals such as The Astrophysical Journal, Nature, Science, Publications of the Astronomical Society of Australia, or Monthly Notices of the Royal Astronomical Society. You can search for such articles using the NASA database athttps://ui.adsabs.harvard.edu/. Simple searches with Google tend to find more popular articles and Wikipedia entries, which can be useful to get you started, but these aren’t primary sources – including some of them is OK, but it is a red flag if all your references come from the first page of a Google search. When should I use a reference? Basically, anytime you are making what appears to be a factual statement you should include a reference to where the information came from, e.g., “The Milky Way Galaxy is 30 kpc in diameter and our Sun is 9 kpc from the centre (Lindhoven and Smith, 2018)”, and in your reference list at the end: Lindhoven, A. B, Smith, X. Y., 2018, ApJ, 123, 23-35, doi:10.1122/5.66334. You can also use the UNSW guide to how to cite using the Harvard referencing method: https://www.student.unsw.edu.au/how-do-i-cite. Not including references to a short sentence added as a direct quotation, or in support of a factual statement paraphrased from a larger text is considered plagiarism and will be investigated further. Late submission policy Students who submit any of their assessments late (except the quizzes, which cannot be attempted after the due time) will receive a penalty of 5%/day late. Submissions 5+ days late (120 hours past the deadline) will not be marked. Extensions Course staff do not approve extensions, these are only available through the formal special consideration processhttps://specialconsideration.unsw.edu.au/. If you are having problems getting the quizzes or assignments completed due to some factor please reach out to course staff at the time as we may be able to help. Do not wait until the end of term. Summary of assessment and alignment to learning outcomes Assessments Learning Objective Quizzes Short report Experiment Written assessment Describe key concepts in astronomy and astrobiology, including the formation of stars, planets, and galaxies; the history of life on Earth; and the beginning and ultimate fate of the Universe X X X X Synthesise multiple scientific perspectives to distinguish between scientific fact and pseudoscience X Search appropriate literature to identify and explain supporting evidence for or against scientific claims X X Justify how, using experimental techniques (such as simple data analysis), astrophysical phenomena can be observed and used to demonstrate our understanding of the Universe X Communicate concepts in astronomy accurately in written and verbal forms and at an appropriate level for general audiences X Quizzes Testing your understanding is a vital component to learning. It helps you gauge what you have learned and where there are gaps in your knowledge. In most weeks, you will have a quiz to complete on Moodle. These quizzes are comprised of multiple-choice questions that will test your conceptual understanding of the material. The quizzes are worth 10% of the final grade of the course. If there is any discrepancy between percentages and deadlines between this document and the Course Outline, then the Course Outline takes precedence. Short report The short report has been designed to help you develop skills, learn the course material, and prepare you for the written assessment later in the term. You will develop your communication and research skills as you respond to given stimuli. There is no specific format for the short report. The length (maximum allowed word count) of the short report is given below. You should write concisely and ensure you satisfy the rubric criteria (outlined below). You may include figures, where necessary, and you must include appropriate referencing. The usual rules on attribution and plagiarism apply to these short reports. If you plagiarise, the procedures that apply are outlined inUNSW’s Plagiarism Policy(https://www.student.unsw.edu.au/plagiarism). You can submit the report as Word DOCX file, PDF (with readable text, not embedded in images), OpenOffice ODT, or PowerPoint PPTX. The short report is due 11:59 PM AEST/AEDT FRIDAY in week 4. The short report is worth 25% of the final grade of the course. If there is any discrepancy between percentages and deadlines between this document and the Course Outline, then the Course Outline takes precedence. The details for the short report are below: Short report: Choose ONE (1) of the following: 1) Debunking misconceptions and pseudoscience Task You are expected to research the science relevant to climate change. You are to answer the question: Why are misconceptions about climate change so prominent, what evidence is there for climate change, and what can be done about it? Specific details Format: Individual (no group work) Written (no video, audio, podcasts, etc.) Length: Up to 3000 words There is no minimum limit because this is based on the assessment style. that you choose. You must cover a minimum amount of content as per the rubrics (below). There is a strict upper word limit (as shown by Word/Adobe PDF, includes references, title, figure captions, etc). Submissions outside of this limit will lose marks as outlined in the rubric. Style. Any style. that you wish, within reason. All referencing must be done using Harvard reference style. You can submit the assessment as a Word DOCX file, PDF (with readable text, not embedded in images), OpenOffice ODT, or PowerPoint PPTX. Content Your assessment must: • (Briefly) Describe common climate change misconceptions. • Describe evidence for climate change, with specific reference to solar variability and the impact (if any) that solar variability has on climate. • Explain how climate change is scientifically linked to a particular event/occurrence that has happened in a region of your choice (e.g., where you currently live, your hometown, etc.). Alternatively, you may pick one from the list below: o Great Barrier Reef coral bleaching (https://theconversation.com/the-great-barrier-reef-faces-a-mixed-future-in-acidifying-oceans-54884) o 2009 Victorian and South Australian bushfires and heatwaves (https://www.sciencedirect.com/science/article/pii/S1462901114000999) o Increased droughts across Australia (http://www.bom.gov.au/climate/current/annual/aus/2019/) o 2011 loss of Western Australia’s kelp forests (https://theconversation.com/a-marine-heatwave-has-wiped-out-a-swathe-of-was-undersea-kelp-forest-62042) o 2019 bitumen melting in NSW (https://www.smh.com.au/national/nsw/roads-melt-as-temperatures-break-records-across-nsw-20190117-p50s0e.html) • Explain one or more possible scientific and/or engineering solutions to climate change. • Include at least one properly referenced recent relevant fact/publication/result dating from January 2022. • Use appropriate referencing in Harvard style. • Not include plagiarised content (see below). 2) Researching new telescopes and missions Task You are expected to choose a new telescope or mission that began collecting data in the last 5 years (that means that the mission/telescope could have launched more than 5 years ago but started collecting data in the last 5 years). Specific details Format: Individual (no group work) Written (no video, audio, podcasts, etc.) Length: Up to 3000 words There is no minimum limit because this is based on the assessment style. that you choose. You must cover a minimum amount of content as per the rubrics (below). There is a strict upper word limit (as shown by Word/Adobe PDF, includes references, title, figure captions, etc). Submissions outside of this limit will lose marks as outlined in the rubric. Style. Any style. that you wish, within reason. All referencing must be done using Harvard reference style. You can submit the assessment as a Word DOCX file, PDF (with readable text, not embedded in images), OpenOffice ODT, or PowerPoint PPTX. Content Your assessment must: • Describe the background scientific information that places the reason for the mission or telescope into context. o What is the gap in knowledge that the mission/telescope was designed to cover? • Explain the scientific aims of the mission/telescope, and how they will be answered (this is related to the first point; the mission/telescope may not completely fill the gap in current knowledge!) • Summarise the data that will be gathered by mission/telescope, or the data that has already been collected. • Briefly explain how this contributes to current scientific knowledge. • Include at least one properly referenced recent relevant fact/publication/result dating from January 2022. • Use appropriate referencing in Harvard style. • Not include plagiarised content (see below).
Course : Diploma in Management Studies (DMSD1 2433A / 2434A / 2535A) Module Title : Principles of Marketing Assessment : Individual Assignment Date / Due Date : 28 February 2025 Weighting : 30% (100 marks) Note : Submission of Soft and Hard copy of your assignment is compulsory The objective of this individual assignment is to enable students to demonstrate their understanding of the Product Life Cycle (PLC) framework and its practical application in marketing strategies. Instructions to Individual Written Assignment: 1. Late submission/resubmission is NOT allowed. Loss of data due to a computer crash is NOT a valid reason for late submission. 2. Students are required to write a report of 2,000 words, +/- 10%. The word count does NOT include diagram(s), table(s), appendices and reference list. Prior to your group assignment submission, do ensure that you produce a report with correct format. (see no. 3 and no. 4) 3. Please type in 1 ½ line spacing using Times New Roman 12 point for your group assignment. All pages of your assignment must be numbered appropriately and justified. Title the headings and/or sub-headings (if applicable). Do provide relevant diagram(s) and table(s) to support your assignments and do number and title the diagram(s) and table(s) accordingly. 4. Please use the ‘Spelling and Grammar’ function in Microsoft Word to ensure there is no spelling or grammar error. Your sentences should be easy to read and understand. 5. Students SHOULD apply Marketing theories or concepts learnt from lectures and class tutorials and do further reading from basic textbooks, references and or even Internet reading. 6. Students must use in-text citations and an end-text reference list based on Harvard style. of referencing format. Please note that some marks may be deducted for incorrect referencing. Sources from the Google and Wikipedia are excluded. (Your lecturer would brief you on the referencing). Please also visit the following link for Harvard referencing: https://www.bangor.ac.uk/studyskills/plagiarism-tutorials/tutorials/v4/GENERIC_EN/story_content/external_files/Harvard_Referencing_Guide.pdf Academic Misconduct Rule: 1. Please DO NOT cut and paste from Internet. 2. All forms of cheating, plagiarism or collusion are regarded seriously and could result in penalties including loss of marks. Procedures and Penalties on Late Assignment: 1. A student who wishes to defer the submission of an assignment must apply to the lecturer in charge for an extension of the time within which to submit the assignment. 2. Where an extension is sought for the submission of an assignment the applicant must: 2.1 be in writing and preferably before the due date; and 2.2 set out the grounds on which deferral is sought. 3. Assignments submitted after the normal or extended date without approval shall incur a penalty of loss of marks. Question: Topic: Product Life Cycle (PLC) and its Application in Marketing You are required to select a product or brand in any industry and write a structured report addressing the following: 1. Introduction 2. Analysis of the Product Life Cycle 3. Marketing Strategies Across PLC Stages 4. Challenges and Recommendations 5. Conclusion Assignment Criteria: You will be assessed on the following: 1. Your ability to find and use relevant references and data; 2. The extent to which you use and apply logical, informed and convincing analysis to your chosen topic; 3. The structure and effectiveness or arguments used in the written assignment 4. Formatting and Harvard Referencing System. 5. If applicable, provide relevant diagram(s), feature(s) and / or table(s). Criteria Marks Introduction: · Briefly describe the selected product/brand, its target market, and why it was chosen. · Provide an overview of the concept of the Product Life Cycle (PLC) 10 · Identify the current stage of the PLC for your selected product/brand (Introduction, Growth, Maturity, or Decline). · Provide evidence or justification for your assessment using sales data, marketing campaigns, or market trends.Marketing Strategies 30 Challenges & recommendations · Discuss potential challenges the product/brand may face in transitioning between PLC stages. · Provide recommendations to address these challenges and ensure sustainable success. 10 Conclusion Summarize your findings and provide final insights on the importance of understanding the PLC in marketing. 10 Overall presentation: Report layout, sourcing, tables, graphs, use of English language Appendices: Quality of supporting evidence, quality of secondary 10
CCS310 Chinese Rhetoric in Comparative Perspective Department of China Studies Stage 4 | Level 3 SECTION A: Basic Information Brief Introduction to the Module This module is designed as an introduction to the Chinese traditions ofthe art and craft ofpersuasive writing and speech from a comparative pers pective. It willprovide students with an overview ofthe historical development and socio-linguistic significance of rhetoric in China through compa risons with Western traditions. Key Module Information uleissharedBAChina Studies
Data Analysis for Excel The Data Analysis tool pack for Excel is not always available by default. If you don't have data analysis in your Excel, you should be able to access it in the Fordham computer labs or the library. Alternatively, you can always add it to your Excel using the following instructions: (i) Load the Analysis ToolPak in Excel for Mac 1. Click the Tools menu, and then click Excel Add-ins. 2. In the Add-Ins available box, select the Analysis ToolPak check box, and then click OK. 3. If Analysis ToolPak is not listed in the Add-Ins available box, click Browse to locate it. 4. If you get a prompt that the Analysis ToolPak is not currently installed on your computer, click Yes to install it. 5. Quit and restart Excel. 6. Now the Data Analysis command is available on the Data tab. (ii) Load the Analysis ToolPak in Excel for Windows 1. Click the File tab, click Options, and then click the Add-Ins category. 2. If you're using Excel 2007, click the Microsoft Office Button , and then click Excel Options 3. In the Manage box, select Excel Add-ins and then click Go. 4. If you're using Excel for Mac, in the file menu go to Tools > Excel Add-ins. 5. In the Add-Ins box, check the Analysis ToolPak check box, and then click OK. 6. If Analysis ToolPak is not listed in the Add-Ins available box, click Browse to locate it. 7. If you are prompted that the Analysis ToolPak is not currently installed on your computer, click Yes to install it.
Design of Slot Antenna Using Standard Rectangular Waveguide 1. Introduction Slot antenna is a type of antenna that belongs to the Aperture antenna family. Ideally, slot antenna is a single thin slot in infinite ground plane. In fact, slot antenna is the complement or dual to a dipole antenna in free space. That means that the slot antenna will have identical radiation pattern as a dipole that have the same dimensions as the slot. In a similar manner to the dipole antenna, the slot resonates at half wavelength long, λ/2, where λ is the operation wavelength in free space [1]. One of the widely used implementations of slots antenna is slotted metallic waveguide antennas as shown in Fig. 1. The antennas are based on metallic standard rectangular waveguide technology. Generally, there are two main types of slotted waveguide antennas depending how they are positioned with respect to the main propagation direction of the waveguide mode, namely: • transversal slots, positioned perpendicularly along the direction of the wave propagation, as seen in Fig.1a), and • longitudinal slots, positioned along the direction of the wave propagation, as seen in Fig.1b). In both types, the resonance frequency and radiation pattern of the slot is controlled by the dimensions and the positions of the slots within the waveguide. Fig. 1. Example of slot antennas in rectangular waveguides. (a) waveguide with one transversal slot and one longitudinal slot and (b) an array consists of four longitudinal slot antennas in a rectangular waveguide [2]. Fig. 2. Front-End of F16 fighter jet radar positioned in the nose of the plane. The front- end consists of a phased array antenna designed based on a slotted waveguide antenna [3]. Slot antennas and arrays have several advantages including: linear polarization, high efficiency, high reliability, high RF power handling capabilities and relative design simplicity. Also, slots have compact dimensions and low cost of fabrication. These characteristics enable slot antennas to have wide range of applications including: television transmitting antennas, wireless and 5G mobile communication base stations, civil and military radars, antennas for missiles and aircrafts. 2. Standard Rectangular Waveguide (material taken from lecture notes) Fig. 3. Standard rectangular waveguide. A schematic of a standard rectangular waveguide is shown in Fig. 3. The waveguide has a width of b and length of a and the electromagnetic wave is guided inside of the waveguide. Rectangular waveguide is considered an excellent and very efficient transmission line where the travelling wave inside waveguide experience very low attenuation. However, one of the disadvantages of standard metallic waveguide are heavy and bulky. The bandwidth of the waveguide is determined by the waveguide dimensions a and b, as described in your lecture material. The single mode propagation bandwidth is the frequency range between the cutoff frequency of the fundamental mode (TE10) and the second order mode(TE20) . Bandwidth = fc,TE20 − fc,TE10 In this course work we will be using a standard X-Band rectangular waveguides also referred to as WR90. X-band is one of the satellite bands and antennas designed in this band has several applications including: satellites communication, civil and military radars as well as in civil avionics. The cutoff frequency is of TEmn is determined by, see your lecture notes: So the cutoff frequency of TE10 and TE20 for X-band waveguide with dimensions of a=22.86mm and b= 10.16mm: fc, 10 = 6.56 GHz for TE10 mode fc,20 = 13.1 GHz for TE20 mode. Bandwidth = 13.1 − 6.56 = 6.54 GHz. Therefore, theoretically it is possible to use the X-band waveguide between 6.56GHz and 13.1 GHz. However, in practice WR90/X-band standards recommends operation between 8GHz and 12GHz for optimum performance. 3. Vertically Polarized Transversal Slot Antenna Single slots are usually used for linear polarization, while inclined cross-slots are used for circular polarization. Polarization of the antenna plays an important role to receive signals without distortions. The polarization of the receiving signal and the receiving antenna must be matched in order to not degrade the efficiency of the communication system [4]. Fig. 4. Schematics of A transversal Slot in a rectangular waveguide. (a) Perspective view and (b) top view. [Key: X = the distance between the edge of the waveguide and the centre of the slot, SL = length of the slot, SW = Width of the Slot]. Fig. 4 shows a transversal slot replaced on the centre of the waveguide normal to the propagation direction of the electromagnetic wave. The slot has a distance X from the edge of the waveguide which is short-circuited (short circuit practically implemented by enclosing one end of the waveguide by a metallic plate) . The slot will disturb the z- component of the current density, which is responsible for radiation. The electromagnetic wave propagates in the z-direction and the slot resonates at wavelength λg when SL ≈ 2/λg . λg is the guiding mode wavelength of the rectangular waveguide which is calculated by (lecture notes) : Or simply for the dominant mode with λc,TE10 = 2a by: where λ is the wavelength in the free space and is calculated by λ = f/c and c is the speed of light = 3 × 108 m/s and f is the operation frequency. The Slot width, SW, controls the bandwidth of the antenna and it is recommended that Sw ≪ 10/λg and the distance between the last slot and the end X is often chosen to be close to a quarter-wavelength. 4. Horizontally Polarized Longitudinal Slot Antenna Fig. 5 shows a schematic of longitudinal slot antenna within standard waveguide. The antenna has an opposite polarization to transversal slot antenna. The longitudinal slot resonates at SL ≈ 2/λg and the slot width Sw ≪ 10/λg, and the distance between the slot and the end X is often chosen to be closed to a quarter-wavelength. The longitudinal slot will not radiate if it is replaced in the centre of the waveguide. The distance C should be greater than 0 [5]-[7], because the longitudinal slot excites the magnetic field component of the wave propagating in the z-direction. The field magnitude is minimal at the centre of the waveguide as shown in Fig. 6. Fig. 5. Schematics of a Longitudinal Slot in a rectangular waveguide. (a) Perspective view and (b) top view. [Key: X1 = the distance between the edge of the waveguide and the centre of the slot, SL= length of the slot and C = the distance between the centre of the waveguide and the centre of the slot]. Fig. 6. The Z-component of the magnetic field (H-field) inside a standard rectangular waveguide, showing that there is no field exists across the centre of the waveguide. Tutorial The tutorial sessions will aim to familiarize the student with CST through designing an open ended rectangular waveguide antenna radiates in the end-fire direction and operating at 30 GHz. In addition, the tutorial will cover how mesh, boundary conditions are set in CST as well as the effect of boundary conditions on the simulation performance. Design Task This course work aims to design a transversal slot antenna (vertically polarized) and longitudinal slot antenna (horizontally polarized). The antennas will be designed using CST Microwave Studio Software. Both slot antennas should resonate at 10GHz (antennas resonate between 10.05GHz and 9.95GHz would be acceptable for this course work). You will be using the knowledge of the waveguide theory for slot antenna analysis to design and optimise antennas. CST software will be used to analyse antenna performance and as such you will familiarise with the CST software and learn how to critically assess the parameters needed for simulation – in particular the discretisation of the problem space. This will also enable you to familiarise yourself with main parameters of antennas and how they are represented. The CST software uses space discretisation to break the problem into small sections. The smaller the sections the more accurate is the result but the computational costs also increase. A good engineer will also look how to balance accuracy of the results with computational costs. For that reason, you will also be looking at the convergence of your results with mesh discretisation. The rule of thumb is that the mesh size is less than λ/10 but you will be exploring other mesh sizes and look at how they affect the results. 1. Design and simulate an X-band Standard Rectangular waveguide. The Waveguide should have dimensions of length a =22.86mm, width b =10.16mm and height of 50mm. Plot the S11 , S21 , S12 , S22 for the waveguide. Comment on the results in less than 40 words. [hint: set the operation frequency for the simulation between 7GHz and 11GHz]. [Note : combine S11 , and S22 in one figure and S12 and S21 in one figure] . [10 marks] 2. Add a transversal slot with dimensions of SL=15.35mm, X= 3.6mm and SW=1.5mm. Set the mesh cells to 5, then run the simulation for cases where the mesh cells per wavelength is = 5, 10, 15, 20, 25 and 30. Analyse how the results of S11 is affected by the increase of the mesh cells. Show convergence and select appropriate mesh. Justify your choice. [hint: set the operation frequency for the simulation between 8.5GHz and 11.5GHz]. [In your report: provide the S11 figures for the 6 cases in one plot, also you can plot resonant frequency and bandwidth as a function of mesh parameter. Finally, analyse convergence in less than 100 words]. [15 marks] 3. Use the waveguide you created in task 1 to design a transversal slot antenna that resonates at 10±0.05 GHz. The antenna should also have a minimum -10 dB bandwidth of 500MHz. Based on your results from task 2 (convergence analysis) use the adequate mesh and obtain results for: a) S11 figure of the antenna highlighting its resonance frequency and bandwidth, and b) plot the far-field radiation pattern of the antenna in polar form for E-plane and H-plane, and c) provide the antenna total efficiency, directivity and gain at 10GHz. For each result give brief comments. [hint: use dimensions SW=1.5mm or 1.25mm for the slot width]. [25 marks] 4. Use the waveguide you created in task 1 to design a longitudinal slot antenna resonates at 10±0.05 GHz. The antenna should have a minimum bandwidth of 500MHz. Show your results for: a) S11 figure of the antenna highlighting its resonance and bandwidth, b) the far-field radiation pattern of the antenna in polar form for E-plane and H-plane, and c) the antenna total efficiency, directivity and gain at 9GHz. For each result give brief comments. [hint: use SW=1.5mm or 1.25mm for your design]. [30 marks] 5. Study and analyse the effect of slot width (SW) on the performance of one of the antennas that you designed. [requirement: Answer should be in less than 100 words including maximum of 2 figures]. [10 marks] 6. Conduct your own research and summarize in less than 125 words, how a dual polarized slot antenna can be designed utilizing a metallic waveguide. You can provide up to two figures/photos to support your explanation [requirement: Answer should be in less than 100 words excluding figures/photo caption and references]. [10 marks] Your report should not exceed 10 pages. Specification for the document format: • Main title: Verdana 18pt, bold • Section title: Verdana 11pt, bold • Main text: Verdana, 10 or 11pt, normal • Paragraph: Indentation left 0 cm, right 0cm; Special : Hanging, none; Spacing : before 0pt, after 10pt; Line spacing 1.5 lines or multiple at 1.2. • Page margins: normal BUT allowed to reduce margins to fit the report in 10 pages. • Citations: Verdana 10pt, normal. References [1] C. A. Balanis, “Aperture Antennas,” in Antenna Theory, 4th Edition, New Jersey, USA, 2016, pp.639-719. [2] https://www.radartutorial.eu/06.antennas/Slot%20Antenna.en.html [3]https://duotechservices.com/7-improvements-the-apg-68-offered-the-f-16-fighting-falcon [4]https://www.antenna-theory.com/antennas/aperture/slottedWaveguide.php [5] L. Josefsson, “Analysis of longitudinal slots in rectangular waveguides,” IEEE Transactions on Antennas and Propagation, vol. 35, no. 12, pp. 1351-1357, December 1987. [6] K. S. Pradeep, N. N. Nagendra and R. K. Manjunath, "Design and Simulation of Slotted Waveguide Antenna Array for X-Band Radars," 2018 4th International Conference for Convergence in Technology (I2CT), Mangalore, India, 2018, pp. 1-6, doi: 10.1109/I2CT42659.2018.9058176. [7] Pablo Sanchez-Olivares, Jose-Luis Masa-Campos, Eduardo Garcia-Marin, Diego Barrio-Tejedor, Pradeep Kumar,”Dual-linearly polarized travelling-wave array antenna based on triple plus slots fed by square waveguide,” AEU - International Journal of Electronics and Communications,Vol. 119, 2020, 153176, ISSN 1434-8411,
122158 Big Data and Marketing Analytics Assessment 1: Case study presentation Type: Presentation and summary Weighting: 15% Method: Independent Length: Presentation (10 mins +/- 1) and a one-page Executive summary Submission type: PPT Files with voiceover, or video presentation and a word document Assessment description The purpose of this assignment is for you to showcase your critical analysis of marketing analytics in practice. Imagine you are a marketing professional who has been invited to present a case analysis on marketing research at a marketing analytics conference for mid-level marketing professionals. The case analysis is a way to share what's happening in marketing research, business decision making and general trends in research. The audience for your presentation will be marketing managers and analysts from various industries. In addition, your company Chief Executive Officer who does not have a strong marketing background has asked you to prepare a one-page executive summary of your presentation to share your findings with the senior executives of the firm. Completing this assessment will support you in your application of the course content and build your practical, work-ready skills. This assessment is based on the content covered in modules 1 and 2. This assessment will provide evidence of your abilities against the following unit learning outcomes: ULO1: Explain the theory and practice of marketing analytics, and the practice of managing and studying metrics data to identify opportunities for improvement within organisations ULO2: Define the role of big data in contemporary marketing practices. Assessment instructions 1. Choose a case study and decide whether you will use primary or secondary research for your analysis. Primary research: If you have access to a company (particularly if you work with or for them), you would personally interview an organisational representative or observe marketing analytics in practice. Secondary research: Use a marketing research case study shared in a book, journal, newspaper or magazine article. 2. Analyse the case study focussing on: the business context and research objectives data collection methods and rationale analysis techniques employed key findings and their business impact critical evaluation of the approach and outcomes. 3. Prepare a 10-minute presentation (10 slides) that answers the following questions: What was the background to the research (industry and organisational background, that led you to collect the data)? What was the main objective of their data collection? How did they conduct the research? Why was the data collected the way it was? Are there other ways to collect data to fulfil their objective? Findings (if any, and if you can access them Did the recommendations work for the organisation? Your recommendations or any findings (if you can access them), and any recommendations for other ways for collecting data or acting on the findings. Any other recommendations you'd make to the organisation/ industry? Any other thoughts? 4. Summarise the contents of your presentation in a one-page executive summary of the presentation. Here are some useful resources for writing executive summaries Executive summaries Assessment explainer In this video (8:07 min) you will find some tips to assist you in completing Assessment 1: Case study presentation. Download the slides for Assessment 1: Assessment explainer Download Assessment 1: Assessment explainer and take notes as you watch the video. Assessment formatting guidelines Microsoft PowerPoint APA Referencing Style. (Reference list is not included in the word count) Students' names are not to be included on any assessment tasks/submissions. Only student ID numbers should be included (as per the Assessment Policy and Assessment Procedures which can be found in the University Policy Library: Academic). Please note this assessment will be reviewed by the University’s plagiarism checking software (Turnitin) and, with reasonable grounds, be subject to further inquiry through the Office of the Associate Dean of Education.
COMP1002 Cyber Security & Networks 20 CREDIT MODULE ASSESSMENT: 100% Coursework W1: 30% Set Exercises W2: 70% Report MODULE AIMS • To familiarise students with fundamentals of information security and networking. • To develop an understanding of security threats, vulnerabilities and countermeasures. • To understand common network protocols and design common network infrastructures. ASSESSED LEARNING OUTCOMES (ALO): 1. Describe the types of risk that may threaten an IT system and available countermeasures. 2. Explain the conceptual underpinnings of computer networking architecture, protocol, and application. 3. Explain the nature and role of networking and security protocols/controls and how they combine to provide system-level objectives. Overview This document contains all the necessary information pertaining to the assessment of COMP1002 Cyber Security & Networks. The module is assessed via 100% coursework, across two elements: 30% Set Exercises and 70% Report. The sections that follow will detail the assessment tasks that are to be undertaken. The submission and expected feedback dates are presented in Table 1. All assessments are to be submitted electronically via the respective DLE module pages before the stated deadlines. Submission Deadline Feedback Set Exercises (30%) Monday 3 March 2025, 3pm 31 March 2025 Report (70%) Tuesday 6 May 2025, 3pm 4 June 2025 Table 1: Assessment Deadlines All assessments will be introduced in class to provide further clarity over what is expected and how you can access support and formative feedback prior to submission. Whilst the assessment information is provided at the start of the module, it is not necessarily expected you will start this immediately - as you will often not have sufficient understanding of the topic. The module leader will provide guidance in this respect. Assessment 1: Set Exercises Task: The Set Exercises task in this module is focused upon answering two questions. Both questions carry equal marks. Scenario: NHS is seeking to improve their patient data management system and internal networking infrastructure. Recently, The Times Health Commission has published ten recommendations to address the areas the NHS is struggling with. One of them is to create digital health accounts for patients, called patient passports, accessed through the NHS app to book appointments, order prescriptions, view records, test results or referral letters and contact clinicians. It would track a patient’s records for life, allowing any GP, NHS hospital, pharmacy or social care agency to access information. 1. Cyber security - Develop an attack tree (at least 10 leaf nodes) in which the root node represents disclosure of patients’ sensitive information. The tree may contain both AND and OR nodes. 2. Networking – When healthcare providers access patient records from the central database, they often experience delays. These delays may impact the decision-making process when accessing data-intensive files such as medical imaging (assuming the delay problem is network-related and not due to database server performance) . In such scenarios, the transport protocol must match the requirements brought in by the sensitive nature of patient data and the increasing reliance on telemedicine and digital health records. a) Discuss, in a short paragraph (maximum 10 lines), which transport protocol should be used to build the communication between the healthcare provider and database. b) Analyse the impact of the file size and the number of intermediate devices on the end- to-end delay in the examples below. i. A central database A is directly connected to a healthcare provider B, by a single link of rate R bps. The distance between the two hosts is m meters and the propagation speed along the link is s m/s. Host A sends a packet of size L bits to Host B. Ignoring processing and queuing delays, write a mathematical expression for the end-to-end delay. Briefly explain how you derived the mathematical expression. ii. Consider sending a large file of F bits from the central database A to a healthcare provider B. There are two links and one intermediate node C between A and B. The distance between A and C is different from the distance between C and B. Neglect queueing and processing delays. Host A segments the file into segments of S bits each. Assume that F/S is an integer. Host A adds h bits of header to each segment forming packets of size h+S each. As soon as host C receives a segment, it will directly forward it to B. Each link has a transmission rate of R bps. Find the mathematical expression of the end-to-end delay in sending the file. Briefly explain how you derived the mathematical expression. iii. The same large file of F bits is sent from the central database A to the Healthcare provider B. Suppose now that there are q intermediate devices, equally distant, between A and B. Find the mathematical expression of the end-to-end delay in sending the file. Briefly explain how to derive the mathematical expression.
Homework 4 GSND 5345Q, Fundamentals of Data Science Due Wednesday, February 19th, 2025 Now its time to practice what we have learned in class and learn even more! Note that from now on your homework should be written in R Markdown. Turn in your html file and Rmd files, and any other relevant files in a tarball. Then turn it in by uploading to canvas. Data Structures (20 points) 1. (10 points) Learn more about the scan, readLines, read html, readr, and readxl functions for getting data into R. Use these functions to read data from a files into a tibble using R. You can use your own data example or a dataset used in class. How are these different from the functions we learned in class? Report what you find and give some examples! 2. (10 points) Learn about the S3, S4, and R6 classes in R. When do you think you would use these? Describe what you learned and give some examples! R Markdown (30 points; +20 points extra credit) 1. (20 points EXTRA CREDIT) Complete the markdown tutorial at https://www.markdowntutorial.com/. Confirm here that you completed it (on your honor!). 2. (30 points) R markdown is a powerful tool for literate programming. To gain more practice, as part recreate the .Rmd file for the example file in the homework folder: “Rmarkdown_example.html.” Tidyverse (50 points; 2 points each) These exercises will give you some introductory experience with the tidyverse. Please complete the following: 1. Examine the built-in dataset co2. Which of the following is true: a. co2 is tidy data: it has one year for each row. b. co2 is not tidy: we need at least one column with a character vector. c. co2 is not tidy: it is a matrix instead of a data frame. d. co2 is not tidy: to be tidy we would have to wrangle it to have three columns (year, month and value), then each co2 observation would have a row. 2. Examine the built-in dataset ChickWeight. Which of the following is true: a. ChickWeight is not tidy: each chick has more than one row. b. ChickWeight is tidy: each observation (a weight) is represented by one row. The chick from which this measurement came is one of the variables. c. ChickWeight is not tidy: we are missing the year column. d. ChickWeight is tidy: it is stored in a data frame. 3. Examine the built-in dataset BOD. Which of the following is true: a. BOD is not tidy: it only has six rows. b. BOD is not tidy: the first column is just an index. c. BOD is tidy: each row is an observation with two values (time and demand) d. BOD is tidy: all small datasets are tidy by definition. 4. Which of the following built-in datasets is tidy (you can pick more than one): a. BJsales b. EuStockMarkets c. DNase d. Formaldehyde e. Orange f. UCBAdmissions 5. Load the dplyr package and the murders dataset. library (dplyr) library (dslabs) data (murders) You can add columns using the dplyr function mutate. This function is aware of the column names and inside the function you can call them unquoted: murders % to do this in just one line. 13. Reset murders to the original table by using data(murders). Use a pipe to create a new data frame called my_states that considers only states in the Northeast or West which have a murder rate lower than 1, and contains only the state, rate and rank columns. The pipe should also have four components separated by three %>%. The code should look something like this: my_states % mutate SOMETHING %>% filter SOMETHING %>% select SOMETHING For exercises 14-20, we will be using the data from the survey collected by the United States National Center for Health Statistics (NCHS). This center has conducted a series of health and nutrition surveys since the 1960’s. Starting in 1999, about 5,000 individuals of all ages have been interviewed every year and they complete the health examination component of the survey. Part of the data is made available via the NHANES package. Once you install the NHANES package, you can load the data like this: library(NHANES) data(NHANES) The NHANES data has many missing values. The mean and sd functions in R will return NA if any of the entries of the input vector is an NA. Here is an example: library (dslabs) data (na_example) mean (na_example) ## [1] NA sd (na_example) ## [1] NA To ignore the NAs we can use the na .rm argument: mean (na_example, na .rm = TRUE) ## [1] 2 .301754 sd (na_example, na .rm = TRUE) ## [1] 1 .22338 Let’s now explore the NHANES data. 14. We will provide some basic facts about blood pressure. First let’s select a group to set the standard. We will use 20-to-29-year-old females. AgeDecade is a categorical variable with these ages. Note that the category is coded like ” 20-29”, with a space in front! What is the average and standard deviation of systolic blood pressure as saved in the BPSysAve variable? Save it to a variable called ref. Hint: Use filter and summarize and use the na.rm = TRUE argument when computing the average and standard deviation. You can also filter the NA values using filter. 15. Using a pipe, assign the average to a numeric variable ref_avg. Hint: Use the code similar to above and then pull. 16. Now report the min and max values for the same group. 17. Compute the average and standard deviation for females, but for each age group separately rather than a selected decade as in question 1. Note that the age groups are defined by AgeDecade. Hint: rather than filtering by age and gender, filter by Gender and then use group_by. 18. Repeat exercise 4 for males. 19. We can actually combine both summaries for exercises 4 and 5 into one line of code. This is be- cause group_by permits us to group by more than one variable. Obtain one big summary table using group_by(AgeDecade, Gender). 20. For males between the ages of 40-49, compare systolic blood pressure across race as reported in the Race1 variable. Order the resulting table from lowest to highest average systolic blood pressure. 21. Load the murders dataset. Which of the following is true? a. murders is in tidy format and is stored in a tibble. b. murders is in tidy format and is stored in a data frame. c. murders is not in tidy format and is stored in a tibble. d. murders is not in tidy format and is stored in a data frame. 22. Use as_tibble to convert the murders data table into a tibble and save it in an object called murders_tibble. 23. Use the group_by function to convert murders into a tibble that is grouped by region. 24. Write tidyverse code that is equivalent to this code: exp (mean (log(murders$population))) Write it using the pipe so that each function is called without arguments. Use the dot operator to access the population. Hint: The code should start with murders %>%. 25. Use the map_df to create a data frame with three columns named n, s_n, and s n 2. The first column should contain the numbers 1 through 100. The second and third columns should each contain the sum of 1 through n with n the row number. R Packages and Shiny (50 points) 1. (20 points) Walk step by step through the K means shiny app tutorial: “shiny_kmeans_app.html”. Run the code to launch the app at each step. Document what changes are made in each step (which functions are used, what they do in the app). 2. (20 points) Now, make a K means R package with at least two functions (e.g., one that calculates the clusters, one that plots the result). Make sure to document your functions and create unit tests. Change the shiny app to rely on your functions, and add the shiny app to your inst/ directory in your package. 3. (10 points) Post your R package as a repository on GitHub. Please add a hyperlink to your repository to your RMarkdown here.
ARCHITECTURAL & BUILDING TECHNOLOGY BLDG 2002 SITE RESPONSIVE PLANNING & DESIGN SKETCHBOOK ASSIGNMENT ENGAGING CREATIVITY Description Sketchbooks are an amazing opportunity to draw, visualize, write, research, and record ideas. Investigations into drawing and collecting will stimulate curiosity, inspire experimentation and expand creative habits. Consider sketching every day to continue to improve your drawing skills and nurture creativity. Required Sketchbook: • Hard-cover, Spiral-bound, Approx. 9” x 12” (portrait orientation), min. 80 sheets (Blank sheets) Available at BCIT Bookstore/ The Stand Include in Sketchbook: a) Weekly Sketchbook Exercises b) Personal Sketches (min. 10): - drawing from real-life objects - drawing from images - drawing from imagination Program: Try to sketch every day. Remember you are not creating finished works, but creating a collection of records to draw onto later. You are to exercise the creative process: observe, interpret, ponder and respond. Explore image making, and create visual evidence of personal themes, associations and meaning. Study relationships between form and meaning. Submission Requirements Due: the beginning of WEEK 19 Lab: • Scanned and submitted to the Sketchbook Assignment Assignment Folder on Learning Hub • 5% of course mark
Year 2 Integrated Business Functions Assignment 1 (20 marks) Module 4: Organizing for value creation This is an INDIVIDUAL assignment, which is marked out of 100. It is worth 20 marks of the total course scores (i.e., 600 marks). The written report is due on 21 February 2025 (Week 25) by 5:00 pm. Assignment 1 Design Understanding MBTI Results: Students should review their MBTI reports on personality types and its characteristics. They should consider how their type might influence their preferences in management. Research Management Approaches: Students need to familiarize themselves with various management approaches (e.g., classical, behavioral, quantitative, contemporary). You should focus on at least two approaches that that strongly align with your personal values and professional aspirations. By engaging with these approaches, you will gain valuable insights into how they can be effectively applied in real-world scenarios. Identify Most Preferred Management Roles: Students should reflect on which management roles (under interpersonal, informational and decisional) they prefer based on their own MBTI personality type. You should focus on at least three roles that resonate with you. ===================================================================== Details: Length: 1200 - 1500 words Main Structure: • Introduction (120-150 words) - 10% State your MBTI personality type. Provide a brief overview of your MBTI characteristics. • Preferred Management Approaches (320-400 words) - 30% Describe the management approaches (at least two) that resonate with you, highlighting their core principles and how they relate to your specific MBTI personality type. The following questions could help you to develop this part of the assignment: • Which management approaches align with your individual values and preferences? • What are your strengths in relation to the management approaches you are exploring? • How do the management approaches you’re interested in provide opportunities for career advancement? • Preferred Management Roles (320-400 words) - 30% Describe the management roles (at least three) that resonate with you, highlighting how they relate to your specific MBTI personality type. You can consider the following question when developing your answer: • How do you think your personality type influences the choice of management roles? • What qualities of your chosen management roles align with your values, preferences and strengths? • How do you envision applying these management roles to your future career? • Illustrative Examples (320-400 words) - 20% Provide examples from your experiences, such as group assignments, part-time jobs, internships, volunteer work, and learning activities or events (e.g., Induction, Interim Camp, Bizathon), that illustrate your preferred management approaches and roles. • Conclusion (120-150 words) - 10% Summarize your key findings and insights on the interplay between your MBTI personality type and your preferred management approaches and roles. You should also reflect on how this assignment has enhanced the understanding of yourself and identified areas for development in a management context. Main assessment criteria include: • Demonstrate comprehensive understanding one’s MBTI type and its characteristics. • Evaluate the relevance and depth of management approaches discussed in relation to the MBTI type. • Provide insightful analysis of preferred management roles .in relation to the MBTI type. • Exhibit strong analysis, self-reflection, organization of ideas, and appropriate use of references.
BENG0083 – Fluid Flow and Mixing in Bioprocesses Coursework 1 Answer all THREE questions 1. A capillary rheometer is used to measure the viscosity of a fermentation broth. The capillary has an internal diameter of 0.5 mm and is 6 cm long. A pressure transducer is used to monitor the pressure drop across the capillary under different flow rates. The different flow rates tested, their corresponding shear rate and recorded pressure drop are shown in the table below. Q (m³ s-1) γ (s-1) ΔP (Pa) 6.000×10-8 4889 25820 1.200×10-7 9778 36140 3.000×10-7 24450 58670 6.000×10-7 48890 82140 1.200×10-6 97790 98570 a. What type of flow would you expect to observe in the capillary rheometer? [6 marks] b. Calculate the apparent viscosity of the broth for each flow rate and determine the type of fluid. Check any assumptions made. [20 marks] c. Plot the rheogram and determine analytically the rheological parameters of this fluid. [16 marks] d. Explain which changes in the fermentation broth might have caused the rheological properties observed. [8 marks] 2. The space between two 0.15 m long concentric cylinders is filled with glycerin which has a viscosity of 0.95 Pa s. The inner cylinder has a radius of 7.5 cm and the gap width between the cylinders is 2.5 mm. The outer cylinder is fixed. Assume that the velocity distribution in the gap is linear. Determine the torque and the power required to rotate the inner cylinder at 180 rpm. [25 marks] 3. A horizontal pipe was fitted with a flow splitter (Figure 2.1), i.e. splitting the flow into two stream with the same flow rate. At point (1) the flow rate of water (p = 1000 kg m3 and µ = 0.001 Pa s) is 4 cm3 s-1 and the pressure 2 x 105 Pa. Neglecting major and minor losses determine the pressure in point (3). [25 marks] Figure 3.1. Pipe network Appendix to BENG0001 Coursework 1 Table A.1. Loss Coefficients for pipe components Elbows KL 90°, flanged 0.3 90°, threaded 1.5 45°, flanged 0.2 45°, threaded 0.4 180° return bends 180°, flanged 0.2 180°, threaded 1.5 Tees Line flow, flanged 0.2 Line flow, threaded 0.9 Branch flow, flanged 1.0 Branch flow, threaded 2.0 Valves Gate, fully open 0.15 Gate, ½ closed 2.1 Gate, ¾ closed 17 Ball valve, fully open 0.05 Ball valve, ⅓ closed 6 Ball valve, ⅔ closed 210 Table A.2. Equivalent roughness for new pipes Material ε (mm) Drawn tubing 0.0015 Commercial steel 0.046 Riveted steel 0.9 - 9.0 Galvanised iron 0.15 Cast iron 0.3 Appendix to BENG0001 Coursework 1 Equation sheet Rheology Equations • General Law of Viscosity (for Newtonian and non-Newtonian fluids) • Determining shear stress, shear rate and viscosity using viscometers Fluid Flow Equations • Hagen-Poiseuille equation • Modified (or extended) Bernoulli equation with and • Carman-Kozeny equation
Problem Set #3 (Chapter 4) 27) Students at Mideastern University. According to the National Center for Education Statistics (NCES), nearly 20% of the bachelor’s degrees awarded in 2019 were business degrees (NCES website). Suppose that 24% of students at Mideastern University study business. Students at Mideastern University either live on campus or commute to campus. It is known that 38% of students commute to campus at Mideastern University and 59.5% of students are either business students or live on campus. a) What is the probability that a randomly selected student at Mideastern University lives on campus? b) What is the probability that a randomly selected student at Mideastern University studies business and lives on campus? c) Is it true that a student studying business and a student commuting to campus at Mideastern University are mutually exclusive events? Explain. 29) Ivy League Admissions. Highschool seniors with strong academic records apply to the nation’s most selective colleges in greater numbers each year. Because the number of slots remains relatively stable, some colleges reject more early applicants. Suppose that for a recent admissions class, an Ivy League college received 2851 applications for early admission. Of this group, it admitted 1033 students early, rejected 854 outright, and deferred 964 to the regular admission pool for further consideration. In the past, this school has admitted 18% of the deferred early admission applicants during the regular admission process. Counting the students admitted early and the students admitted during the regular admission process, the total class size was 2375. Let E, R, and D represent the events that a student who applies for early admission is admitted early, rejected outright, or deferred to the regular admissions pool. a) Use the data to estimate P(E), P(R), and P(D). b) Are events E and D mutually exclusive? Find P(E ∩ D). c) For the 2375 students who were admitted, what is the probability that a randomly selected student was accepted during early admission? d) Suppose a student applies for early admission. What is the probability that the student will be admitted for early admission or be deferred and later admitted during the regular admission process? 33) Intent to Pursue MBA. Students taking the Graduate Management Admissions Test (GMAT) were asked about their undergraduate major and intent to pursue their MBA as a full-time or part-time student. A summary of their responses follows. a) Develop a joint probability table for these data. b) Use the marginal probabilities of undergraduate major (business, engineering, or other) to comment on which undergraduate major produces the most potential MBA students. c) If a student intends to attend classes full-time in pursuit of an MBA degree, what is the probability that the student was an undergraduate engineering major? d) If a student was an undergraduate business major, what is the probability that the student intends to attend classes full-time in pursuit of an MBA degree? e) Let A denote the event that the student intends to attend classes full-time in pursuit of an MBA degree, and let B denote the event that the student was an undergraduate business major. Are events A and B independent? Justify your answer. 34) On-Time Performance of Airlines. The Bureau of Transportation Statistics reports on-time performance for airlines at major U.S. airports. JetBlue, United, and US Airways share terminal C at Boston’s Logan Airport. Suppose that the percentage of on-time flights reported was 76.8% for JetBlue, 71.5% for United, and 82.2% for US Airways. Assume that 30% of the flights arriving at terminal C are JetBlue flights, 32% are United flights, and 38% are US Airways flights. a) Develop a joint probability table with three rows (the airlines) and two columns (on-time and late). b) An announcement is made that Flight 1382 will be arriving at gate 20 of terminal C. What is the probability that Flight 1382 will arrive on time? c) What is the most likely airline for Flight 1382? What is the probability that Flight 1382 is by this airline? d) Suppose that an announcement is made saying that Flight 1382 will now be arriving late. What is the most likely airline for this flight? What is the probability that Flight 1382 is by this airline? 42) Credit Card Defaults. A local bank reviewed its credit card policy with the intention of recalling some of its credit cards. In the past approximately 5% of cardholders defaulted, leaving the bank unable to collect the outstanding balance. Hence, management established a prior probability of 0.05 that any particular cardholder will default. The bank also found that the probability of missing a monthly payment is 0.20 for customers who do not default. Of course, the probability of missing a monthly payment for those who default is 1. a) Given that a customer missed one or more monthly payments, compute the posterior probability that the customer will default. b) The bank would like to recall its card if the probability that a customer will default is greater than 0.20. Should the bank recall its card if the customer misses a monthly payment? Why or why not? 43) Prostate Cancer Screening. According to a 2018 article in Esquire magazine, approximately 70% of males overage 70 will develop cancerous cells in their prostate. Prostate cancer is second only to skin cancer as the most common form. of cancer for males in the United States. One of the most common tests for the detection of prostate cancer is the prostate-specific antigen (PSA) test. However, this testis known to have a high false-positive rate (tests that come back positive for cancer when no cancer is present). Suppose there is a 0.02 probability that a male patient has prostate cancer before testing. The probability of a false-positive testis 0.75, and the probability of a false-negative (no indication of cancer when cancer is actually present) is 0.20. a) What is the probability that the male patient has prostate cancer if the PSA test comes back positive? b) What is the probability that the male patient has prostate cancer if the PSA test comes back negative? c) For older males, the prior probability of having cancer increases. Suppose that the prior probability of the male patient is 0.30 rather than 0.02. What is the probability that the male patient has prostate cancer if the PSA test comes back positive? What is the probability that the male patient has prostate cancer if the PSA test comes back negative? d) What can you infer about the PSA test from the results of parts (a), (b), and (c)?
MARK2051 Consumer Behaviour - 2025 General Course Information Course Code : MARK2051 Year : 2025 Term : Term 1 Teaching Period : T1 Is a multi-term course? : No Academic Unit : School of Marketing Course Details & Outcomes Course Description The need for marketers to understand why consumers act as they do in the marketplace is the crux of this subject. You are equipped with theoretical and conceptual knowledge of consumer behaviour, drawing heavily on both psychological and sociological viewpoints. This includes the psychology of individual decision-making and choice, patterns of behaviour exhibited by aggregate groups of consumers, and also the sociological and cultural infuences on consumer attitudes and behaviour. This prepares you for making informed decisions about how to manage and respond to the needs and wants of consumers. Course Aims The objective of MARK2051 Consumer Behaviour is to develop an appreciation and understanding of the core aspects of consumer psychology. The course is relevant to those of you who want to understand a human behaviour from an economic and marketing perspective. The aim is to prepare you for a future role as marketing managers, consultants or advisors. The goal is to improve your ability to understand, critically analyse, and apply current research in consumer behaviour to concrete management problems. Relationship to Other Courses The aim of this course is to develop an appreciation and understanding of the core aspects of consumer psychology. The course is relevant to those of you who want to understand human behaviour from an economic and marketing perspective. The aim is to prepare you for a future role as marketing managers, consultants, or advisors. The goal is to improve your ability to understand, critically analyse, and apply current research in consumer behaviour to concrete management problems. Course Learning Outcomes Course Learning Outcomes Program learning outcomes CLO1 : Articulate major concepts and research in specifc marketing, economic, and psychology areas which have relevance to consumer behaviour. • PLO1 : Business Knowledge • PLO6 : Global and Cultural Competence CLO2 : Defne and analyse how consumer behaviour is conducted and translated into practical knowledge. • PLO1 : Business Knowledge • PLO2 : Problem Solving • PLO6 : Global and Cultural Competence CLO3 : Think critically, independently, and creatively about consumer behaviour concepts and application. • PLO6 : Global and Cultural Competence • PLO7 : Leadership Development CLO4 : Apply consumer behaviour concepts to construct practical solutions and effective marketing strategies. • PLO2 : Problem Solving • PLO4 : Teamwork • PLO5 : Responsible Business Practice • PLO6 : Global and Cultural Competence CLO5 : Communicate ideas succinctly and professionally for a specifed audience. • PLO1 : Business Knowledge • PLO3 : Business Communication CLO6 : Work efciently and effectively in both individual and collaborative conditions to achieve discipline-specifc outcomes • PLO4 : Teamwork • PLO5 : Responsible Business Practice Course Learning Outcomes Assessment Item CLO1 : Articulate major concepts and research in specifc marketing, economic, and psychology areas which have relevance to consumer behaviour. • Online Activities - Tutorial Preparation • QUIZ • Group Project CLO2 : Defne and analyse how consumer behaviour is conducted and translated into practical knowledge. • Online Activities - Tutorial Preparation • QUIZ • Group Project CLO3 : Think critically, independently, and creatively about consumer behaviour concepts and application. • Online Activities - Tutorial Preparation • QUIZ • Group Project CLO4 : Apply consumer behaviour concepts to construct practical solutions and effective marketing strategies. • Online Activities - Tutorial Preparation • QUIZ • Group Project CLO5 : Communicate ideas succinctly and professionally for a specifed audience. • Online Activities - Tutorial Preparation • QUIZ • Group Project CLO6 : Work efciently and effectively in both individual and collaborative conditions to achieve discipline-specifc outcomes • Group Project Learning and Teaching Technologies Moodle - Learning Management System | Echo 360 | Zoom Learning and Teaching in this course We will vary the pace by having a mix of formal lectures, group activities, and self-study. The course is designed to challenge you, encourage you to think for yourselves, and take responsibility for your own learning. Thus, emphasis is placed on self-directed as well as active learning during discussions and application tasks. The primary aim of the lectures is to introduce you to the theory and concepts of consumer behaviour in an involving and stimulating environment. Use of video, audio, examples and lecture activities is made in that respect. Class/ tutorial activities on the other hand encourage self-directed learning and practical application of key concepts to marketing problems.To obtain full benefts from this course, I suggest you extend yourself beyond your comfort zone. There is a course textbook read it, but keep in mind it is for your background information. The course is developed to provide value by teaching "above and beyond the book." I will share the most recent insights in the feld that are not yet in any textbook. In particular, many of the readings will highlight alternative perspectives and they will help you honeyour skills in making critical evaluations.
GAME 203 For academic year 2025 Game Prototyping - Design:Tauira Whakamatau ā-Kēmu - Hoahoa This course uses game jams and hackathons as a learning environment where students work with commercial developers to learn how to develop new and innovative game prototypes.Design students will be collaborating with students from the Graphics and Games major. Course overview Prerequisites DSDN 102 or COMP 103 Course content This course uses game jams and hackathons as a learning environment where students work within"Game Jams"to learn how to develop new andinovative game prototypes.Design students willbe collaborating with students from the Graphics and Games major. GAME 203 is an on-campus only course and is not available for distance study.This meansall class sessions wil be delivered in person at our Te Aro Campus. Course learning objectives Students who pass this course should be able to: 1 Use digital rapid prototyping tools to design, create, and test prototypes. 2 Work in groups with diverse skills to create innovative designs, manage task allocation, communicate ideas, integrate work, and coordinate the production of a software output. 3 Pitch ideas and present prototypes orally and with supporting material. 4 Evaluate the effectiveness of the design of a game prototype, the process of development, and reflect on the learning value.
DEPARTMENT OF ACCOUNTING AND FINANCE Ac.F263L: Introduction to Finance Lent Term 2025 1 Module Objectives This course provides an introduction to finance for non-specialists. The course aims to develop a basic understanding of the financial environment, the importance of capital markets and how corporations’ financial managers make financial decisions. The course will introduce key financial concepts, such as the time value of money, and teach the students to use them to value financial assets. We will also examine the relationship between risk and return by introducing the ideas of diversification. Finally, the course aims to introduce the capital budgeting process by focusing on the application of the Net Present Value (NPV) rule and other investment criteria. ACF263L is a 15-credit course which has no pre-requisite modules. ACF263L is an optional course available only to non-accounting and non-finance major students. It is not available to students who have already taken ACF100. 2 Learning Outcomes By the end of the module, students should be able to: • be able to explain the goals of financial management and understand conflicts which may arise between owners and managers, • be able to compute the present value, future value and rate of return of investments and compare criteria used to make investment decisions, • understand differences between the various types of bonds, the determinants of bond yields, and be able to explain what impact inflation and interest rates may have on bond prices, • have an overview of the operation of capital markets, how firms raise capital, the role of risk in determining investment returns, and be able to calculate a firm’s cost of capital, • be able to calculate stock prices using the dividend growth model and understand the importance of diversification and the role of systematic risk. 3 Reading and e-learning resources The core textbook for this module is: “Essentials of Corporate Finance” by Stephen Ross, Randolph Westerfield and Bradford Jordan (2022, 11th edition, ISBN: 9781265103514, McGraw- Hill. Education). Students are strongly advised to purchase a copy of the main text for the course. Most of the workshop questions and self-study problems will betaken from this text. This book’s current and older editions, including an ebook, are available in the library. Older editions are also suitable for this course. The course content will be delivered on the assumption that students have read the recommended chapters listed in the lecture outline (see Section 6 of this outline). Please also check the textbook’s blog. There is a collection of recent news articles related to the topics covered in this module with references to the chapters from the main textbook. Other (substitute/alternative) textbooks (none of which are recommended for purchase but which are available in the library) are as follows: • Berk, J. & P. DeMarzo (2024). Corporate Finance, 6th (Global) edition (or older), Pearson Education, ISBN 9781292446318. • Brealey, R., Myers, S., & F. Allen (2020). Principles of Corporate Finance, 13th edition (or older), McGraw-Hill Education, ISBN 9781260013900. Teaching notes and workshop solutions will be made available on the Moodle website. Follow the link and locate the page for the ACF263L module during the first week of the course to confirm you are registered for it to receive the course notices and gain access to the web-based discussion group. Each week, there is a separate section which details the learning activities for that week. You must access this site for all content, so check it regularly. 4 Module Administration Your course leader is Dr Alexey Akimov. His contact details and office hours are given below. Office hours will take place once a week. Please drop into the office hours on Thursday at Charles Carter C34 from 12:00-13:00. Office hours may be used to get help from the lecturer with a particular topic or question covered by this course. • Office: Charles Carter C34 • Message me on Teams • E-mail: [email protected] • Office hours: every Thursday 12:00-14:00 The course will be taught by a combination of lectures (19 hours) and workshops (18 hours) supplemented by students’ reading and practice of questions. You must attend the lecture session for which you are enrolled. Please check your timetable if you are unsure. Students are required to attend a weekly workshop, the first of which takes place in week 12. Workshops will allow us to practice techniques and discuss problems not covered during lectures. You are required to prepare answers to set questions before the workshop. Details of your workshop questions will be provided on Moodle each week. Workshop attendance will be monitored. It is your responsibility to ensure you register your attendance in compulsory sessions on this module by checking into the i-Lancaster system during the sessions. Attendance at lectures and workshops will be assumed when setting examinations. In weeks 13 and 16, there will be a 1-hour drop-in session for the students to ask questions about the course materials. The drop-in session attendance is not compulsory. This is in addition to the office hours above (which are also optional to attend). The lecture and other activities are: Activity Day of Week Time Location Week number Lecture 1 Monday 15:00-15:50 LEC 1 Biology LT Weeks 11-16, 18-20 Lecture 2 Tuesday 16:00-16:50 Faraday LT Weeks 11-20 Workshop Check your timetable Check your Weeks 12-20 Test Monday 15:00-17:00 timetable Week 17 Drop-in sessions Thursday 15:00-15:50 Faraday LT Weeks 13, 16 Feedback session Monday 11:00-11:50 LEC 1 Biology LT Week 21 Revision session Friday 17:00-17:50 LEC 1 Biology LT Week 21 Your total study time for this module is expected to be at least 150 hours. 5 Module Assessment The module is assessed as follows: • Mid-term test (Week 17): 25% • Exam (May/June): 75% A 60-minute test on Week 17 will consist of open-ended and multiple-choice questions covering the topics of the first five weeks of the course. The test will be based on the materials covered in the main textbook, lectures, Moodle quizzes, and workshops. It will be a good way to test your understanding of the key concepts/issues taught and to assess your strengths and weaknesses regarding the materials covered up to that point. The coursework task in this module falls into the AI Red category. The University position on Artificial Intelligence is available athttps://portal.lancaster.ac.uk/ask/university-position-ai/ Note: The department reserves the right to adjust coursework marks after coursework has been returned to students to ensure that the coursework marks have an appropriate distribution.
Year 2 Integrated Business Functions (2025 Spring Term) Module 6: Financing for Growth Assignment 1 (Individual) This is an INDIVIDUAL assignment. This assignment is marked out of 100. It is worth 20 marks of the total course scores (i.e., 600 marks). INSTRUCTIONS: Please read the instructions carefully before attempting the Assignment. 1. Submission Due Date ● 28 February 2025 (Friday) before 5:00 pm. Please submit your final answers by uploading them on OLE (electronic submission). ● No extension of the submission due date will be allowed. 2. Assignment Submission As a mechanism to maintain academic integrity, you are required to submit soft copies of your assignments, as explained below: • You should upload a soft copy of the assignment to the OLE of the course by 5 pm on the submission due date. Files uploaded to the OLE should be prepared in Microsoft Word. Please refer to the Quick Start Guide for the submission of assignments to Turnitin. During submission, you will also need to declare whether and how you have used generative AI when completing the assignments. • You do not have to submit a hard copy of your assignments. If circumstances arise making it necessary to adjust the arrangement, further announcement will be made as soon as possible. • 10% of the marks awarded to the assignment will be deducted for each calendar day it is overdue until the soft copy ofthe assignment is submitted. 3. ANSWER ALL THE QUESTIONS 4. Plagiarism All assignments will undergo plagiarism check. Plagiarism involves copying from another source without acknowledgement. You should make sure all sources you used in the assignment are properly referenced, you also need to acknowledge on the OLE the ways you use Generative AI in the process of undertaking your assignments. Even there is proper referencing, you should not make excessive use of the words composed by others. Penalty will be applied if plagiarism is confirmed. Sources of information and references must be stated in the format of APA Style. (7th edition) created by the American Psychological Association. Training on the format of stating source of information (reference) will be given to you prior to the submission due date. You must follow strictly the format as stated below. No marks will be given for the part(s) that is/are copied from the works of others without stating the source of reference. You should follow the guideline, “Academic writing: Acknowledging your sources” on the OLE to avoid plagiarism. Question 1 (30 marks) (a) Describe the main components of personal financial statements which include the personal balance sheet and cash flow statement. Illustrate the main purposes of these personal financial statements in the context of personal financial planning. (6 marks) (b) Follow the template and examples provided in Unit 1, Part 2 - "Money Management Skill" of the custom textbook, construct the personal balance sheet and monthly cash flow statement for Mr. Lee utilizing the information recorded as of March 31, 2025: (12 marks) Monthly take-home salary in March 2025 = $60,000 Assume the average salary tax rate for Mr. Lee is 12% Cash on hand $3,000 $100,000 deposit in bank saving account, with annual interest rate of 1.8% Self-occupancy property with market value of HK$5 million and outstanding mortgage of HK$3 million Monthly mortgage payment $18,000 Management fee of property $1000 Mobile phone bill $200 Electricity and water bills $2000 A year 2022 BMW car with original purchase price of $300,000. The current market is depreciated by 20%. The automobile loan for this car is $160,000 Car-park monthly rent $3,000 Monthly auto-loan payment $5,000 Unpaid rates & government rent for property $2,500 Bank credit cards outstanding balance $50,000 Whole-Life Insurance monthly payment $3,000 Food and beverage $8,000 Buy new clothing $3,000 Jewelry purchased in Jan 2025 worth $50,000 Rolex Watch purchased in 2024 worth $60,000 Public transportation $500 Entertainment $2,500 Medical expense $1,000 Other expenses $2000 Balance of pension fund = HK$250,000 All the surplus is used for saving in this month (c) According to the formulae provided by P.47 of the custom textbook, calculate the following financial ratios for Mr. Lee and provide some analysis. Debt Ratio Current Ratio Liquidity Ratio Debt-Payment Ratio (include mortgage) Debt-Payment Ratio (exclude mortgage) Saving Ratio (12 marks) Question 2 (30 marks) (a) Visit the website of the Hong Kong Association of Banks (HKAB) to determine the HIBOR rates for 1 month and 12 months as of 8 January 2025. Please round the figures to one decimal place (i.e., A.B%) and use these numbers for the calculations in Questions 2(b) through 2(d). (2 marks) (b) Susanna has taken out a personal loan of $300,000 from a bank. The interest rate is calculated as the 1-month HIBOR rate from 8 January 2025 plus 3%. The loan is to be repaid with monthly payments over three years, with the payments scheduled for the end of each month. Calculate the monthly payment amount for this loan. (6 marks) (c) ABC Company has issued a 20-year bond with a coupon rate equal to the 12-month HIBOR (as of 8 January 2025) plus 1.2%. This bond has a face value of $1,000 and pays interest semiannually. If the yield to maturity (YTM) ofthis bond is 5%, what is its current price of the bond in dollars? (6 marks) (d) With respect to the 20-year bond issued by ABC Company referenced in Question 2(c), is it being sold at a premium or a discount? What can you deduce about the relationship between the coupon rate and the yield to maturity (YTM) for bonds sold at a premium? Explain why some bonds are sold above their par value at a premium, while others are sold below it at a discount. (8 marks) (e) If you are the CFO of a company and responsible to issue a bond, how would you determine the suitable coupon rate for the bonds? Please also explain the difference between the coupon rate and the required return on a bond. (8 marks) Question 3 (40 marks) (a) Determine the amount of Tencent's (700.HK) dividend payment for the year 2023 by checking AAStocks or the announcement from HKEXnews released on 20 March 2024. (5 marks) (b) Based on the dividend payment from Tencent in 2023 mentioned in Question 3(a), if you intend to invest in Tencent in 2024 with an expected return rate of 4% and anticipate a steady annual dividend growth of 3%, determine the current stock price by applying the dividend growth model formula. (5 marks) (c) Another company has recently issued a dividend that is $0.1 higher than Tencent's dividend payment mentioned in Question 3(a). This company plans to achieve a rapid dividend growth rate of 10% over the next three years, after which the growth rate will stabilize at a steady 5%. Given a required rate of return of 8%, determine the current share price using the dividend non-constant growth model. (10 marks) (d) Some companies listed on the HKEx do not pay dividends. What factors might lead a company to decide not to pay dividends? Why are some investors still willing to purchase shares of companies that do not offer dividends? (10 marks) (e) Is it possible for a company distribute dividends even if it reports a negative net income for the year? What reasons might the company's directors have for choosing to pay dividends despite this negative net income? (10 marks)
ACF263: Mock Test Section A: Multiple-choice questions Instructions: ● Write your NAME, SURNAME and LIBRARY CARD NUMBER on the coloured MCQ form. ● Use PENCIL+ ERASER. ● There are 10 Multiple Choice Questions worth 4 marks each. ● Choose only one answer for each question on the MCQ form. Two or more boxes ticked, or illegible answers, are considered as incorrect answers. ● There are no marks deducted for an incorrect answer. 1. Which of the following statements is most correct? a. An advantage to incorporation is that it allows for less regulation of the business. b. Unlike a partnership, a disadvantage of a corporation is that has limited liability. c. An advantage of a corporation is that it is subject to double taxation. d. Corporations face more regulations when compared to partnerships. [4 marks] 2. The Principal-Agent Problem arises: a. because managers have little incentive to work in the interest of shareholders when this means working against their own self-interest. b. because of the separation of ownership and control in a corporation. c. Both A and B d. None of the above. [4 marks] 3. Which of the following is NOT an advantage of a sole proprietorship? a. Limited liability b. Ease of setup c. Single taxation d. No separation of ownership and control [4 marks] 4. Which of the following statements is FALSE? a. The process of moving a value or cash flow forward in time is known as compounding. b. It is only possible to compare or combine values at the same point in time. c. A dollar in the future is worth more than a dollar today. d. The effect of earning interest on interest is known as compound interest. [4 marks] 5. The effective annual rate (EAR) for a loan with a stated APR of 8% compounded monthly is closest to: a. 8.30% b. 8.00% c. 8.66% d. 7.72% [4 marks] 6. Dagny Taggart has just purchased a home and taken out a £400,000 mortgage. The mortgage has a 30-year term with monthly payments and has an APR of 5.4%. Dagny's monthly payments are closest to: a. £2246 b. £1110 c. £1800 d. £2268 [4 marks] 7. Which of the following statements is TRUE? a. If a bond's yield to maturity is less than its coupon rate, the bond trades at a premium. b. If a bond's yield to maturity exceeds its coupon rate, the bond trades at a premium. c. Prices of bonds with lower durations are more sensitive to interest rate changes. d. Bonds with higher coupon rates are more sensitive to interest rate changes. [4 marks] 8. Which one of the following statements is correct? a. From a legal perspective, preferred stock is a form of corporate equity. b. All classes of stock must have equal voting rights per share. c. Common shareholderselect the corporate directors while the preferred shareholders vote on mergers and acquisitions. d. Shareholders prefer noncumulative dividends over cumulative dividends. [4 marks] 9. If the financial markets are semi-strong form. efficient, then: a. only the most talented analysts can determine the true value of a security. b. only individuals with private information have a marketplace advantage. c. technical analysis provides the best tool to use to gain a marketplace advantage. d. noone individual has an advantage in the marketplace. [4 marks] 10. Which one of the following statements is correct? a. All secondary markets are dealer markets. b. All secondary markets are broker markets. c. All stock trades between existing shareholders are secondary market transactions. d. All stock transactions are secondary market transactions. [4 marks] TOTAL: 40 marks Section B ANSWER ALL QUESTIONS 1. Joe just inherited the family business, and having no desire to run the family business, he has decided to sell it to an entrepreneur. In exchange for the family business, Joe has been offered an immediate payment of £100,000. Joe will also receive payments of £50,000 in one year, £50,000 in two years, and £75,000 in three years. The current market rate of interest for Joe is 6%. In terms of present value, how much will Joe receive for selling the family business? [10 marks] 2. The Basic Point Company has a bond outstanding with a face value of £1000 that reaches maturity in 15 years. The bond certificate indicates that the stated coupon rate for this bond is 8% and that the coupon payments are to be made semiannually. Assuming the appropriate YTM on the Basic Point bond is 8.8%, then at what price should this bond trade for? [20 marks] 3. Discuss the strategies available to shareholders to help ensure that managers are motivated to act in the interest of the shareholders rather than their own interest? [20 marks] 4. Briefly explain the term limited liability. [10 marks] TOTAL: 60 marks
[pdf-embedder url="https://assignmentchef.com/wp-content/uploads/2025/02/DesignExerciseSimulink2024.pdf"] Electrical Engineering Data Converter Design in Simulink Simulink Design Assignment Design an audio band ADC with the following specifications over 20 Hz - 20 kHz: [1] Maximum stable input amplitude (MSA) at least +/-0.85 for a full-scale input range of +/-1.0. [2] Signal to quantisation noise ratio at MSA at least 105 dB. [3] Total (audio band only) harmonic distortion at input level 1 dB below MSA less than -95 dB. [4] NO audio band limit cycles or tones exceeding the quantisation noise power (i.e., no visible spurious peaks rising above the noise floor) You may choose ANY appropriate modulator architecture (order, quantisation levels, OSR). Remember to clearly state and justify any design decisions or calculations you make. A standard 24.576 MHz master clock is available (512×the common 48 kHz hi-fi audio Nyquist rate). You may use any modulator sample rate derived by dividing the master clock by a power of 2, e.g. 24.576 MHz, 12.288 MHz, 6.144 MHz, 3.072 MHz, 1.536 MHz etc. You should design your modulator using Simulink system level (choose from any of the modulator schematics in labs 1-5 or define your own). Your report should contain the following (in the order suggested): 1. Justify the choice of modulator structure, which may be drawn from those within the libraries made available during the lab sessions OR your own custom structure. You may use the sigma-delta design toolbox to synthesize the coefficients for higher order structures. Print and include the Simulink schematic of your modulator. (20%) 2. Justify the modulator order, oversampling ratio, use (or not) of multi-bit feedback and dynamic element matching scheme (including any element matching assumptions), use (or not) of dither. Include a conclusions and summary table of all specs, modulator options considered and performances. (20%) 3. Include all appropriate design calculations and simulations to confirm that the chosen modulator meets the specification under the assumption of ideal components. (10%) 4. Perform. a full set of Simulink simulations demonstrating your modulator’s tolerance of finite dc integrator gain, coefficient mismatch, practical DAC element mismatch and integrator saturation ISAT=1. (25%) 5. Demonstrate your modulator’s stability and absence of limit cycle tones under different input conditions (frequency, amplitude, dc, step etc.) for ideal and non-ideal components. (15%) 6. Demonstrate the dynamic range scaling of the integrator outputs. (10%) Your report should be maximum 20 pages in length (not including any Appendices). Assignment issued Wednesday 15 th January 2025. Assignment hand-in date Monday 24 th March 2025 before 2pm via Turnitin.
