Assessment Task Information Key details: Assessment title: Written assignment (individual): Research Questions & Literature Review Module Name: Research Project Module Code: PM600 Assessment will be set on: Cycle 2, Week 1 Feedback opportunities: Before deadline: Peer feedback in class, tutor feedback in class 1:1 After deadline: Written feedback available on Turnitin two weeks after submission. Assessment is due on: 14/12/25 Assessment weighting: 30% Assessment Instructions What do you need to do for this assessment? In your previous assessment you produced a research project proposal on which you have received feedback from your tutor. Use this feedback to improve your project design by improving or expanding two sections of the proposal: 1. The Research Questions should be refined to ensure feasibility and clarify the focus of your research. 2. The sources in the Annotated Bibliography should be compared and contrasted with other sources in your Literature Review. These should be grouped into themes containing an evaluation of the sources used and lead to the identification of a research gap, which you will try to fill with the study you will carry out in the next stage of the project. The Literature Review should give an overview of the research done previously, including details on findings and the methodology used in the sources reviewed. This could be resubmitted to a potential research supervisor. The aim of these two sections is to provide appropriate focus of your research project and literature-based evidence which can help persuade your research supervisor about the importance and need for this research project. Guidance: For this assessment you should make use of the following formative activities that you have already completed. These activities have been designed to support this assessment: · Week 7: Research Proposal assessment feedback · Week 9: Peer Review Literature Review Worksheet · Week 10: Literature Review 1:1s with class tutor Please note: Both parts of this assessments are individual tasks which means that you are expected to complete them by yourself. Structure: Project Title: Give your project a working title (15-20 words). Introduction: State the layout of your literature review and key points to come (maximum 150 words; optional) Section 1: Literature Review (~1200 – 1500 words) · In this section, you are to review the available academic literature on your chosen topic. You should compare and contrast existing research findings in order to identify gaps which your research aims to fill, and critically evaluate the quality of existing literature on your chosen topic. · You can organise this section into further sub-sections, such as an introduction and sub-sections dedicated to specific research themes. Themes could be different areas of your topic that you researched or different areas of literature you find in your research. Sub-section headings should reflect the relevant content of that section. Section 2: Reflection on Research Questions (~200-300 words) · This section should include your Research Questions (maximum three). · You should provide a justification of these questions and relate these to gaps in the existing literature on your chosen topic. · The research questions should be a result of the research done in the Literature Review. · This assignment should not answer your research questions. · You can also discuss your hypotheses for your project, highlighting the kinds of results you expect to find based on your reading. Reference List (excluded from the word count) In this section you should include a list of all sources you have used to complete this assignment. Theory and/or task resources required for the assessment: This is a secondary research task, requiring you to draw on sources to evaluate your research design and the topic you wish to research. Note – this does not mean your final research project must follow a secondary research approach. This is solely for the Literature Review & Research Questions assessment. You should draw on knowledge and information provided in your lessons. A range of sources relevant to your topic area is required for this assignment: you may wish to use less-formal sources for background research on your topic, e.g., newspapers, reputable websites in addition to a diverse range of academic sources available to you through your college, including journals, textbooks and chapters in edited volumes. Databases are a rich source for datasets. Any non-academic sources you use should be treated with caution. A minimum of 10 sources is required for this assignment. Referencing style.: All sources cited within the literature review should appear in the final reference list. The preferred referencing style. is APA, although your teacher may offer an alternative style. of Harvard referencing that can be used. Expected word count: You are expected to write approximately 1,500 – 1800 words to complete this assignment, following the structure outlined above. References and project title are excluded from the word count. Learning Outcomes Assessed: · Conduct and produce a critically evaluative academic literature review appropriate to the proposed research question(s) following accepted conventions. · Critically reflect on academic skills & performance, responding appropriately to feedback to improve aspects of academic work. Submission Requirements: You must include the following paragraph on your title page: “I confirm that this assignment is my own work. Where I have referred to academic sources, I have provided in-text citations and included the sources in the final reference list.” You must type your assessment in an academically suitable font (e.g. Arial), font size 11, with 1.5 spacing. Sections and sub-section headings can be font size 14/16. You must submit the assessment electronically via the VLE module page. Please ensure you submit it via the Turnitin VLE plug-in. When you submit a copy of your Proposal to Turnitin, you must include a title page with the following information: ✓ Module Tutor Name✓ Student Name When you submit your proposal on Turnitin, the submission title should include: Your student ID number_module code and group_tutor initials e.g. 2999999_PM600F_JB NB – If you have technical problems submitting, you should do the following: 1. Contact College Services using this form. before the deadline: https://kicpathways.formstack.com/forms/contact_gic 2. Under ‘What is your enquiry about?’, choose ‘assignment hand in’. 3. In the ‘How can we help you?’ box, write what the assignment is (Assessment 1: Research Proposal), the module (PM600), group (e.g. JAN 25 - ENG Group A), tutor’s name and date it was due in. 4. Attach your assignment and screenshot(s) of the error message. Academic Integrity & Misconduct Information: Please use this link to access more information on academic integrity and misconduct: https://pathways.kaplaninternational.com/course/view.php?id=1940 Additional submission information – check you have done the following: Formatting Consistent font, spacing, page numbers, formatting and subheadings Citations Correct format and location throughout the report Referencing Harvard referencing system used correctly in the reference list Summarising Summarising the results of research Paraphrasing Paraphrasing the contents of research findings Spell check Spell check the report Proof-reading Proof-reading completed Grammar The report has been checked for grammatical accuracy How will this assessment be marked? The following criteria will be used to evaluate your performance in this assessment: Coverage and content (25%) - How well you cover available sources and identify key content that is relevant to your research area. - How suitable and persuasive your research objectives and research questions are. Critical Appraisal (25%) - How well you evaluate and comment on the literature in your research area. This includes identifying logical connections between sources and your own research project. Organisation of ideas (25%) - How well you organise your ideas to address your key research themes and assessment objectives. - How well you structure your ideas using linking expressions, cohesive devices and narrative synthesis, as well as section headings and order. Academic Expression (10%) - How well your present your ideas in academic English and use relevant terminology for your research area. Academic Integrity (15%) - How well you follow academic conventions relating to appropriate register, paraphrasing and referencing. - How genuine, accurate and precise is/are the data/facts presented. You will receive a (%) grade for each criterion. The overall assessment grade will be averaged from the four criteria, and the overall mark will be a percentage. You must achieve a minimum 40% to pass this assessment. How will you get feedback? Your tutor will grade the assessment and provide feedback for each criteria area. Students will usually receive assessment feedback on Turnitin two weeks after the assessment submission deadline, unless affected by holidays, term breaks and other circumstances.
Assignment Remit Programme Title Business Management Suite of Programmes Module Title Management Education and Learning A Module Code 08 33981 Assignment Title Coursework 2: Literature Review Level LC Weighting 80% Deadline Date & Time December 2025 12pm Feedback Post Date 21st working day after the deadline date Assignment Format Essay Assignment Length 1500 words including references Submission Format Online Individual Module Learning Outcomes: This assignment is designed to assess the following module learning outcomes. Your submission will be marked using the Grading Criteria given in the section below. LO 1. Understand what management learning and reflective practice is and apply it to students’ own personal, academic and professional development; LO 2. Identify relevant academic literature and practice critical academic thinking; LO 3. Produce high quality academic work, which conform. to formal academic requirements. Assignment: Coursework 2 – An essay/literature review on Management Learning and Education The objective of this coursework is for you to engage with the current debate on the purpose of Management Education and Learning and reflect on how it can/should support your development as a Management student and future practitioner. To do so, we ask you to undertake a very short literature review on the topic to critically assess the argument of a key text: Starkey, K., & Tempest, S. (2025). The business school and the end of history: Reimagining management education. Academy of Management Learning & Education, 24(1): 111-125. For this assignment, you need to undertake the following tasks: 1. Read the indicated article, and briefly summarise it; 2. Choose one of the following academic journal papers that discusses the notion of Management Education and Learning, what it is or should be, its purpose and/or its criticisms. Critically compare and contrast its ideas with those of Starkey & Tempest (2025): · Thomas, H., Lee, M., & Wilson, A. (2014). Future scenarios for management education. Journal of Management Development, 33(5), 503–519. https://doi.org/10.1108/jmd-02-2014-0018 · Kitchener, M., Levitt, T., & Thomas, L. (2022). Towards purposeful business schools: Deepening and broadening external engagement. Futures, 144, 103042. https://doi.org/10.1016/j.futures.2022.103042 · Kitchener, M. (2024). Re‐Purposing business Schools: potential, progress, and precarity. Journal of Management Studies. https://doi.org/10.1111/joms.13171 · Colombo, L. A., Moser, C., Muehlfeld, K., & Joy, S. (2024). Sowing the Seeds of Change: Calling for a Social–Ecological approach to management learning and education. Academy of Management Learning and Education, 23(2), 207–213. https://doi.org/10.5465/amle.2024.0086 3. Finish your review with a short critical reflection of what you have learnt from doing this review exercise & what your recommendation would be with regards to the purpose of Management Education and Learning and how it can/should support your development as a Management student and future practitioner, and/or the wider business school context. To help you critically analyse the Starkey & Tempest (2025) paper and the other paper(s) that you choose to analyse in depth within the word count for this assignment, the minimum of references that you need for this assignment is 2 including the indicated text/article. However, we would recommend that you use a couple of other references to substantiate some of your analysis and your critical thinking. You can take these references from the suggested papers, or from other sources you may find autonomously. You must use the Harvard referencing style. when referring to sources in your work. The word count for this assignment is 1,500 words maximum including your reference list. Grading Criteria / Marking Rubric Your submission will be graded according to the following criteria: 1. Understanding 2. Structure 3. Supporting Evidence 4. Reflection 5. Style. See the marking rubric at the end of the remit for more information on how your work will be marked and graded.
Individual Assignment for EFIMM0072: Strategic Operations Management (65%) EFIMM0075: Supply Chain Technology and Digitalisation (65%) • Name of Programme: MSc Global Operations and Supply Chain Management • Assignment (individual) • Topic: Individual project for analysing operations and technology management • 3,500 words +/-10% • Deadline: 9th December 2025, 13:00 PM • 65% of the total mark Intended learning outcomes will be assessed for EFIMM0072 1. Evaluate what operations strategy and management entails in manufacturing, service and not-for- profit contexts, taking into consideration a range offactors including economic, environmental, ethical, legal, political, sociological and technological, together with their effects at local, national and international levels of operations strategy and management. 2. Critically evaluate the core theories, concepts and frameworks of operations management and apply them to operations decision making processes within a range of organisational settings. 3. Understand and critically evaluate the role of market requirements and operations resources in shaping a firms operations strategy and the design of a their respective delivery system. 4. Be able to apply operations management knowledge into a range of complex situations, whilst taking into account the overall implications for other areas of the business as well as changing external environment. Intended learning outcomes will be assessed for EFIMM0075 1. Critically explore of the various digital technologies in global operations and supply chains; 2. Distinguish between the technical and managerial issues related to the application of digital technologies to supply networks; 3. Analyse the emerging digital and global economic trends and their impact on current global operations and supply chain practices; The Task Operations and supply chain management has entered the Industry 4.0 era, enabling businesses operation to be smart and data-driven. The purpose of this coursework is to demonstrate your understanding of how an organisation sets itself up to deliver customer requirements and critically analyse how disruptive technologies (such as artificial intelligence, robotics, blockchain, 3D printing, Internet-of-Thing, and augmented reality) can be used to improve their product/service offering. You are required to conduct a management consultancy project on an organisation that offers a range of services or products (or a single service or product) and select an operation of your chosen organisation. This can be any manufacturing or service organisation. The scope of the operation under study should be reasonably wide enough, or you may not be able to provide sufficient discussion for the following questions. You are required to write a report addressing the following: 1. Briefly explain the operation you are studying and use the input-transformation-output diagram to support your explanation. Boundary of the operation under study should be well defined and justified. Also discuss the strategic implications of the operation (i.e. what are the current customer expectations of the organisation and why it is worth studying). (EFIMM0072 ILOs 1, 2) [30% marks] 2. Draw a process map to outline the process steps of the operation you are studying. Discuss each process step of your diagram in detail (e.g., resources required, or time spent at each step), and clearly indicate the flow from one symbol to another symbol. Provide a definition of the symbols you used. (EFIMM0072 ILOs 1, 3) [30% marks] 3. Identify one or a range of operational issues that your chosen operation is currently facing and discuss its implications to the organisation’s strategic objectives. Aspects you might consider include better managed inventories, service quality, queuing theory, capacity planning, design of service and process, and supply chain management. (EFIMM0072 ILOs 3, 4) [40% marks] 4. To address the operational issues that you identified and discussed in question (3), you are expected to critically identify at least three alternative technological solutions and introduce them. (EFIMM0075 ILO 1) [20% marks] 5. Considering the external environment and governance issues of your selected company, please justify why certain disruptive technology (not all you identified in question 4) can be considered. What are the pros and cons of using them in the operations/supply chain management of your selected organisation? (EFIM0075 ILOs 2, 3) [40% marks] 6. Implementing the disruptive technologies can be considered as organisational change that might lead to managerial challenges (e.g., employees’ resistant to change). To ensure the disruptive technology you justified can be implemented smoothly in operations, what are your suggestions for the managers? (EFIM0075 ILOs 2,3) [40% marks] Note: (i.) The marks from Questions 1, 2, & 3 will account for the individual assessment for EFIMM0072 Strategic Operations Management, and the marks from Questions 4, 5 & 6 will account for the individual assessment for EFIMM0075 Supply Chain Technology and Digitalisation. (ii.) You are required to use the literature research (e.g., academic references, news report, and online customer reviews etc.) to complete the report. (iii.) If a student fails this unit (i.e., the combined mark of individual and group assessments for EFIMM0072), the student will only resit for the failed unit. Students will not take the integrative assignment again. Instead, a separate resit assignment is prepared for each unit. (iv.) You are strongly recommended to allocate half of word count to the assignment components to each unit. (v.) You must submit an electronic copy to the Turnitin through Blackboard
MTH303 Computer-Based Coursework Announcement & Submission Rules • You are required to complete the MTH303 coursework using the provided “WORD TEM- PLATE FOR THE MTH303 COURSEWORK”. • Please submit a single PDF file exported from the template; the maximum file size is 5MB. • This coursework must be completed independently. Academic integrity applies. You must name the file with your student number as follows: Studentnumber.pdf. • How to present your work – For every sub-question, include: (i) Question number (e.g., “Task 2.3”). (ii) R code (if asked) used to answer the question. A screenshot of the code works. (iii) Outputs/plots/tables (if required) that the code produces. (iv) Discussion/arguments (if asked). – Keep the four parts together under the corresponding sub-question so the workflow is self-contained and easy to follow. – Label figures/tables (e.g., “Fig. 2.3a”) and refer to them in your discussion. • The deadline for submission of the coursework is Sunday 7th December at 11:59 PM. Background ABC Hospital is investigating factors that drive inpatient Length of Stay (LOS) and all- cause readmission. The analytics team extracted an encounter-level dataset and saved it as readmission .csv. Your role is to conduct a clear, defensible analysis and communicate insights for decision-making. General Guidance • Core tasks focus on multiple linear regression (MLR) for LOS and a logistic GLM for read- mission. • You may want to use methods or variations beyond those shown in lectures if you believe they improve the analysis; ensure they are well-motivated and clearly explained. Notice that there is no requirement to go beyond the course coverage. • Keep your work reproducible; figures and tables must be labelled and referenced in text. Data Dictionary Column Allowed values / type LOS Integer days (1–30) Readmission .Status {0, 1} Age Integer years (18–95) Gender {F, M} Race {White, Black, Hispanic, Others} ER Non-negative integer count HCC.Riskscore Positive continuous DRG.Class {MED, SURG, UNGROUP} DRG.Complication {MedicalNoC, MedicalMCC.CC, SurgNoC, SurgMCC.CC, Other} Variable descriptions • LOS: Length of stay in days for the index admission. • Readmission.Status: Binary outcome for all-cause readmission after discharge (1=yes, 0=no). • Age: Patient age in years. • Gender/Race: Recorded administrative categories. • ER: Number of emergency-room visits prior to the index admission. • HCC.Riskscore: A clinical risk severity score; larger values indicate sicker patients. • DRG.Class : coarse clinical grouping of the case based on diagnosis and procedures. MED = medical (non-surgical) admissions; SURG = surgical cases; UNGROUP = spe- cial/uncategorised cases not falling cleanly into MED or SURG. • DRG.Complication : severity flag within DRG. MedicalNoC/SurgNoC = no notable complications for medical/surgical cases; MedicalMCC.CC/SurgMCC.CC = has (ma- jor) complications/comorbidities; Other = miscellaneous/rare codes. Part A: Multiple Linear Regression for LOS Task 1 (10 pts): Visualisation & transformation 1.1 (5 pts) Plot a histogram of LOS and comment on its skewness. If skewed, choose a simple transformation, justify briefly, and use the transformed version for all modeling in Part A. 1.2 (5 pts) Choose one categorical predictor and draw a suitable plot of transformed LOS by groups; comment briefly. Task 2: Modeling and checks 2.1 (4 pts) Baseline model (no interactions). Fit on the transformed response using Age + ER + HCC.Riskscore + Gender + Race + DRG.Class + DRG.Complication and name the model as m0. 2.2 (6 pts) Using only summary of m0, drop variables that are not significant at the 5% level. Refit and report the summary of the reduced model m red. Discuss briefly whether the goodness-of-fit of m red is improved compared with m0. 2.3 (12 pts) Generate diagnostic plots on the reduced model m red and comment whether basic assumptions appear reasonable. 2.4 (12 pts) Detect the existence of any unusual data. Flag and list any outliers using |ri| > 3 for standardised residuals, any high leverage if hii > 4h, where h = (p + 1)/n, and any influential points using your choice of benchmark. 2.5 (4 pts) Assess multicollinearity for the reduced model m red with VIF and use 5 as the threshold. Comment on the potential impact of multicollinearity issue on inference. 2.6 (8 pts) Apply a selection method (e.g., AIC/BIC stepwise; your choice) on the baseline model m0 and name the selected model as m sel. Compare the selected model m sel with the reduced model m red from 2.2 using some appropriate criteria. Part B: GLM for Readmission 3.1 (6 pts) Fit a baseline Generalized Linear Model, namely g0, with binomial family and logit link using Age + ER + HCC.Riskscore + Gender + Race + DRG.Class + DRG.Complication Report the summary of g0. 3.2 (6 pts) Using summary only, remove variables not significant at the 10% level. Refit and report the updated model drop g. Compare the goodness-of-fit between g0 and drop g. 3.3 (10 pts) Choose appropriate residuals for the updated model and make residual plots to check and justify the appropriateness for the random component. 3.4 (6 pts) Detect outliers using the benchmark of 2.5, and drop these points (assume we could remove them directly). Refit the model on the reduced dataset and name it fin g. 3.5 (6 pts) Create a new observation at your preference (show the full data.frame) and compute the predicted probability. Part C (10 pts): Brief summary In 200 words or fewer, summarise what you did, what you found, and one implication for hospital practice. Mention one limitation. Reminder: Submission Checklist • Use the Word template; export a single PDF ≤ 5MB. • Labelled figures/tables with references in text. • Name the file with your student number, i.e., Studentnumber.pdf ( such as “12345678.pdf”).
Module code and Title DTS201TC Pattern Recognition and Computer Vision School Title School of AI and Advanced Computing Assignment Title Coursework (Individual technical report) DTS201TC Coursework Students Please save your assignment in a PDF document, and package your code as a ZIP file. Submit both the technical report and the code file via Learning Mall Core to the appropriate drop box. Electronic submission is the only method accepted; no hard copies will be accepted. You must download your file and check that it is viewable after submission. Documents may become corrupted during the uploading process (e.g., due to slow internet connections). However, students themselves are responsible for submitting a functional and correct file for assessments. Weight for the individual coursework: 50% Overview In this coursework, the student needs to complete a technical report about wine origin prediction using K-means clustering classifier and mean feature ranking method. Learning Outcomes: C. Carry out classification vs. description, parametric and nonparametric classification, supervised and unsupervised learning D. Utilise of contextual evidence, clustering, recognition with strings, and small sample-size problems Avoid Plagiarism • Do NOT submit work from others. • Do NOT share code/work with others. • Do NOT copy and paste directly from sources without proper attribution. • Do NOT use paid services to complete assignments for you. Technical Report Requirements: Machine learning (ML) or Artificial Intelligence can learn from training data and it has demonstrated greater accuracy in nonlinear classifications and regressions. The student needs to load wine dataset to determine the origin of wines using Python packages and to use mean method to rank 13 features of the wine dataset. The wine dataset contains the results ofa chemical analysis of wines grown in three different regions in Italy. Specifically, it includes 13 attributes derived from measurements of various constituents found in the wines. These attributes typically include factors like alcohol content, acidity levels, and concentrations of different chemical compounds such as phenols and flavonoids. These attributes provide valuable insights into the chemical composition of wines and can be utilized for wine classification tasks. The dataset has 178 samples with 13 dimensions. This is defined as multiple classification (e.g., label= 0, label=1 and label=2). The student needs to rank the features using N-fold cross validation (e.g., N=3). One machine learning model (K-means clustering classifier) is tested to rank the 13 features using the mean feature ranking method. Please notice that the K-means Clustering classifier is an unsupervised learning model. The true labels of samples are used to calculate the prediction performance. Finally, the student needs to write a technical report (around 1000 words) to include the following sections: Report Title: Wine Origin Prediction Using K-means Clustering with Mean Feature Ranking Method Section 1: Introduction (10 marks) The student needs to give a clear project background and project objectives in the section. The student needs to give the references (e.g., >=5) for the literature review in the report. Section 2: The student needs to give the classification system design using mean feature ranking method. (20 marks) 2.1 The student needs to give a flowchart of the classification system design and description of the main steps. (10 marks) 2.2 The student needs to give a correct description of the mean feature ranking method. (10 marks) Section 3: Experimental results with analysis (40 marks) 3.1 The student needs to write a Python code to plot the first two dimensions of the features with different colors for three class labels. (10 marks) 3.2 Let’s fix the number of K=3 for K-means clustering classifier. The student needs to give the classification results using K-means clustering and the original 13 features (e.g., 13 features). The student needs to write a Python code to implement mean feature ranking method using the K- means (K=3) clustering classifier and the 3-fold (N=3) cross validation and to list the results in a table (e.g., Table 1). (20 marks) Table 1: Wine data feature ranking results using K-means (K=3) clustering classifier and mean feature ranking method d13original featuresAccuracy using 3-fold c turerankingmethodAccuracydifferenceFeaturerankinge.g., Overall accuracy=80%e.g., accuracy (feature1)=60%e.g., 20%e.g.,2e.g., Overall accuracy=80%e.g., accuracy (feature 2)=70%e.g.,10%.........e.g., Overall accuracy=80%e.g., accuracy (feat 3.3 The student needs to give a correct analysis based on test results. (10 marks) The student needs to analyse the experimental results. If the mean feature ranking algorithm works well, the student needs to give a detailed analysis. Please discuss why K-means clustering is a nonparametric classification model and what are advantages and disadvantages using the K-means clustering classifier for the experiments in the section. Section 4: Conclusion (20 marks) 4.1 The student needs to conclude what are advantages and disadvantages using the mean feature ranking method based on the experimental results. (10 marks) 4.2 The student needs to discuss if there are any better feature ranking methods in the section. The student needs to show that he/she has a deep understanding of the project. (10 marks) Section 5: References and report quality. (10 marks) The student needs to read 5 or more than 5 reference papers for the technical report. Please use the same format for the references. The student needs to avoid typing error/errors in the report and follow the instructions to write the report with clear and good English. Note: The student needs to write around 1000 words for the technical report and provide the Python codes.
HUM 110 READINGS IN WORLD LITERATURE The Epic Section 15 - FALL 2025 Professor Agnes Lugo-Ortiz Essay #3 Spartacus and The Epic DUE: Wednesday, November 9th in Canvas Gradebook by noon Choose one of the following two prompts, and construct a coherent, nuanced argument supported by carefully analyzed evidence from the movie Spartacus and relevant passages from the epic texts studied in class. Be sure to clearly explain the context, implications, and relevance of this evidence. Additionally, address the broader significance of your claim for the movie as a whole and its relationship to the other texts studied in class. Your paper should be 3½ to 4 pages long, double-spaced, in 12-point Times New Roman font, with 1-inch margins, and written in clear sentences and logical paragraphs with correct grammar and spelling. Your essay should include a title and a bibliography of cited texts in Chicago style. and your name on the first page. Please note: the use of AI is strictly prohibited at any stage in the development of your paper. 1) Spartacus, epic hero? Throughout this class, we have examined epic texts from different cultures and historical periods. They all share a common feature: the construction of a protagonist, a “hero,” who serves as the central thread of the narrative while simultaneously being shaped by the events and actions within the story. Through a careful analysis of Stanley Kubrick’s 1959 film Spartacus, discuss to what extent Spartacus can be considered an epic hero. How does his characterization compare to or diverge from figures such as Gilgamesh and Odysseus? This reflection requires you to define the concept of epic heroism in light of the traditions studied in class and to focus on specific traits of Spartacus to support your argument. 2) The Worlds of the Epic Epic heroes do not exist in a vacuum. They move within different worlds and are constituted by their interaction with the inhabitants of those worlds. Among the worlds in which Spartacus moves are those generated by the structures of the Roman empire, on the one hand, and the community of fugitive slaves, on the other. Discuss these two worlds, the relation between them (the specific social interactions and cultural values that organize them) and the place of Spartacus within them. To what extent does each of these worlds give us (or not) a different Spartacus, and in what sense do this relate to and/or diverge from the traditions studied in class? Grading Rubric Criteria Well-Developed Adequately Developed Underdeveloped Claim (20%) The essay includes a contestable argumentative claim in response to one of the essay prompts. The claim is relevant and compelling, is clearly stated, and guides the structure of the essay. The essay addresses the wider significance of the claim for our interpretation of the text as a whole. The essay includes a contestable argumentative claim in response to one of the essay prompts. The claim is somewhat relevant and compelling, is somewhat clearly stated, and mostly guides the structure of the essay. The essay gestures toward the wider significance of the claim for our interpretation of the text as a whole. The essay does not include an argumentative claim or the claim is not contestable. The claim is not relevant to the essay prompt or is not compelling or convincing. The claim is not clearly stated or does not guide the structure of the essay. The essay does not address the wider significance of the claim for our interpretation of the text as a whole. Evidence (30%) The essay includes ample specific evidence and examples from the texts that are all relevant for supporting the main claim and cited correctly. The presentation of evidence goes beyond summary and includes in–depth analysis and an examination of the implications of this evidence. The essay includes some specific evidence and examples from the texts that are mostly relevant for supporting the main arguments and mostly cited correctly. The presentation of evidence mostly goes beyond summary and includes some in–depth analysis and gestures to the implications of this evidence. The essay includes little to no specific evidence and examples from the text and/or evidence and examples are irrelevant to the main arguments. There are significant errors with citations. The presentation of evidence is largely summary without accompanying analysis or examination of the implications of this evidence. Organization (20%) The essay is logically structured with clear, developed paragraphs and effective transition statements. The essay is mostly logically structured with mostly clear, developed paragraphs and some transition statements. The essay is not logically structured, with underdeveloped or unclear paragraphs and few to no transition statements. Language, Clarity, and Accuracy (15%) Ideas and information are conveyed clearly and accurately throughout the essay, with few to no grammatical errors that interfere with comprehension. Ideas and information are conveyed mostly clearly and accurately throughout the essay, with some areas where meaning is unclear or minor inaccuracies, or some grammatical errors interfering with comprehension. Ideas and information are mostly unclear throughout the essay and/or there are major inaccuracies. The essay contains many problems with language or grammatical errors that greatly interfere with comprehension. Originality (10%) The claims and ideas presented in the essay dialogue with and bring a fresh take to the discussions we have had in class and/or add a new perspective to course themes. The claims and ideas presented in the essay mostly dialogue with and bring a fresh take to the discussions we have had in class and/or add a new perspective to course themes. The claims and ideas presented in the essay simply repeat the key ideas and perspectives that we have discussed in class without presenting anything new. Assignment Criteria (5%) The essay meets all the criteria laid out in the assignment. The essay meets most of the criteria laid out in the assignment. The essay meets some or none of the criteria laid out in the assignment.
Introduction to Film Analysis FMS 85, Fall 2025 Analysis Assignment #2: Editing and Sound DUE by December 9, 2025, Tuesday 11:59 pm https://canvas.eee.uci.edu/courses/74993/assignments/1637938 This final written assignment focuses on two key aspects of film examined in the second half of the course: editing and sound. It is comprised of two parts: I. Shot-by-shot worksheet that breaks down one specific scene (assigned); and II. Scene analysis based on its shot-by-shot breakdown. I. The shot worksheet has five categories for documenting and breaking down the assigned scene. The first two, shot number and length (i.e., its duration in seconds), should be self-explanatory. The following three are as follows: • Brief description of the shot: Here you should briefly describe the action taking place in the scene––brief detail sufficient to identify the shot. While some shots might require more information than others, they need not, and probably should not, all be equally detailed. • EDITING–Most significant aspect: Editing refers to the coordination of one shot with the next, and the relationship of shots across a scene (or multiple scenes, or an entire film). These may include: graphic relations between shots (matching/contrasting their pictorial/cinematographic qualities); rhythmic relations (pacing created by constant and varying lengths of shots); spatial relations (parallel editing, a.k.a. crosscutting; ‘Kuleshov effect,’ i.e., effect or meaning inferred by juxtaposition of non-continuous shots); temporal relations (order of shots and events; temporal condensation [elliptical editing] or expansion [overlapping editing]); continuity editing (smooth flow of space, time, and action over a series of shots, often relying on camera distance); discontinuity editing (e.g., montage or jump cut), and spatial continuity (axis of action established by 180-degree system). • SOUND–Most significant aspect: Sound refers to all auditory elements accompanying a scene or film, diegetic and non-diegetic, and the ‘sonic texture’ they create. These may include music, voices and dialogue, voice-over narration, noises, silence, and sound effects. Sound also refers to perceptual properties such as loudness (volume and distance), pitch (high/low), and timbre (tone quality, e.g., nasal, mellow, abrasive, harmonious). Repeated music, phrases, and/or sounds can create a motif or pattern. Sound dimensions include suchqualities as rhythm (beat, tempo, or sonic pattern synchronizing visuals with sound), fidelity (i.e., whether a sound is faithful to its source), space (sound sources in the story world, whether onscreen or off [diegetic], and/or from outside the story world [non-diegetic]), and time (synchronous/nonsynchronous, sound bridges). Pay attention to consistency and contrasts in editing and sound. In many cases, the pattern across several shots may be more significant than the discrete relation between any two shots. Also, drawing on your skills and knowledge from the first paper, make note in the appropriate categories of salient aspects of mise-en-scène and cinematography, i.e., how they resonate with editing and sound (e.g., cinematographic depth or quick pans coordinated with fast-paced editing to create particular point-of-view feeling or effect, or ironic music or dissonant sound in relation to mise-en-scène). Suggestions: • Rather than measure each shot in isolation, it may be more productive and efficient to note the time stamp for each shot––for example, 0:00, 0:05, 0:12, 0:15, etc.––then indicate their relative lengths later––5 sec. (shot #1), 7 sec., 3 sec., etc. • Don’t worry about filling in details for every box before proceeding to the next shot. It will be more efficient to fill in those details that stand out to you most over several shots, then return later to address empty boxes and gaps. It may turn out that a key sound element or editing technique is repeated over several scenes; hence you could cut-and-paste or refer to it in abbreviated fashion over several shots. See the shot worksheet categories above for potential and relevant descriptors. II. The scene analysis is a short paper, 800–1,200 words long, doubled spaced, that develops an interpretation supported by an examination of the scene’s use of editing and sound, and that assesses the scene’s significance in relation to the film overall. Please select one of the three scenes posted in our Google Assignments course folder for your shot worksheet and scene analysis. As you compose your worksheet, you should start to see larger patterns and/or stylistic features emerging. How does the editing rhythm/pacing convey the action or a character’s point of view, and does it enlarge or restrict our knowledge of the scene? What is the purpose and effect of diegetic and non-diegetic sound in the scene? More broadly, does the scene inaugurate or resolve a narrative problem? Does it set up or subvert an expectation, give us insight to a protagonist or villain, introduce or repeat a pattern, theme, or motif in the film? Please allow yourself significant time to complete your worksheet well in advance of writing your scene analysis, and significant time to write the analysis itself. Expect to return to and revise your worksheet, as it would be best to fill it in over more than one viewing of the scene. You might also find it useful or necessary to revise the worksheet as you compose the scene analysis. DO NOT assume that either the worksheet or the analysis is simple and straightforward. The more careful and thoughtful you are in filling in your worksheet, the stronger and better your analysis will be.
BUS1104 Managerial Accounting 1st term 2025-26 Case Studies Master Budgeting You have just been hired as a new management trainee by Earrings Unlimited, a distributor of earrings to various retail outlets located in shopping malls across the country. In the past, the company has done very little in the way of budgeting and at certain times of the year has experienced a shortage of cash. Since you are well trained in budgeting, you have decided to prepare a master budget for the upcoming second quarter. To this end, you have worked with accounting and other areas to gather the information assembled below. The company sells many styles of earrings, but all are sold for the same price—$15 per pair. Actual sales of earrings for the last three months and budgeted sales for the next six months follow (in pairs of earrings): The concentration of sales before and during May is due to Mother’s Day. Sufficient inventory should be on hand at the end of each month to supply 40% of the earrings sold in the following month. Suppliers are paid $4.90 for a pair of earrings. One-half of a month’s purchases is paid for in the month of purchase; the other half is paid for in the following month. All sales are on credit. Only 20% of a month’s sales are collected in the month of sale. An additional 70% is collected in the following month, and the remaining 10% is collected in the second month following sale. Bad debts have been negligible. Monthly operating expenses for the company are given below: Variable: Insurance is paid on an annual basis, in November of each year. The company plans to purchase $20,500 in new equipment during May and $49,000 in new equipment during June; both purchases will be for cash. The company declares dividends of $21,750 each quarter, payable in the first month of the following quarter. Case (Con’t) The company’s balance sheet as of March 31 is given below: $83,000Accounts receivable ($41,700 February sales; $501,600 March sal Total assets s’ EquityAccounts payable olders’equity 1,822,728
ECE - GY 6403 Fundamentals of Analog Integrated Circuit Design - Fall 2025 Final Project Design of a folded-cascode OTA The objective of this final project is to design a folded-cascode operational transconductance amplifier (OTA). The OTA should satisfy the following specifications: • Gain > 70 dB • w3dB > 20 kHz • Slew Rate > 30 V/μs • Phase Margin > 60。 • Power consumption < 100 μW The cascode configuration is needed for achieving 70 dB gain in a single-stage differential amplifier. Please use the parameters below in your design. • VDD = 1.2 V • CL = 2 pF Hint: You can use the schematic in Razavi’s book, Fig. 9.18, or from your class notes. Note that the output should be single-ended. To achieve sufficient gain of the OTA, you need to choose the width and length of each transistor carefully. There are various methods that can be used to size the transistors properly. A common design procedure begins with rough hand calculation to estimate the sizing of each transistor as a starting point. The following steps will elaborate on the sizing by iteration, helped by the simulation results. Hint: Design the OTA first, using a DC voltage supply in your simulation for the bias. Once all the requirements for the OTA are met, you can proceed to design the voltage biasing circuit. Project Report Your project report should include the following results: • Circuit design o In this part, you should explain how you used the design specifications to do hand calculations for sizing each transistor. This will serve as the starting point for the subsequent simulations. • Simulation results o Sizing. In this section, you should provide an overall description of how the OTA operates. • After your hand calculations and what modifications (and why) you did to satisfy all the design requirements. You should also include in this part the design of the voltage biasing circuit. The biasing circuit can be as simple as a current mirror for this part. At the end of this section, please include a table with the sizes of all your transistors. o AC simulations: In this part, you will present the results of your AC simulation. Your focus should be on showing the OTA gain, w3dB, and phase margin. o Slew rate: In this part, you will have to present how you tested the slew rate of your OTA. o Power consumption: In this part, you will use DC analysis to evaluate the power consumption of your design. o Noise: In this part, you should calculate the input-referred noise voltage of your design. o Transient simulation: In this part, you should show a transient simulation result that demonstrates the low-frequency gain of 70 dB. o (20% Bonus) Layout: In this part, provide the LVS and DRC results of your circuit. (The tutorial for this part is provided on the course’s page.)
ACF301 – Coursework 2025-26 Advance information Please read this document carefully. The coursework forms 25% of the marks for the assessment of this module and comprises of an individual test based on the case study set out in this document. This test takes place starting at 9am (UK time) Monday 8th December 2025 (Week 10). Coursework instructions · The test will take place online through Moodle. · You can access the test on Monday 8th December 2025 from 9am onwards and the submission folder will remain open until 5pm (UK time). · You are recommended to spend no more than 60-90 minutes completing this test. There is no time limit on the test. · The coursework test is based on the accounting issues which arise from the scenario set out in the advance information in this document. You will be provided further impact information and the requirements on Monday 8th December 2025. · You may prepare for the test in study groups or on your own, however you must complete the test itself on your own. · The test is open book. · You should prepare your answer to this test using Microsoft Word and upload to Moodle. Answers to numerical questions may be handwritten however you may only upload one document to moodle. Please note: you will not be required to produce a full set of consolidated financial statements. Background Glind plc Glind plc (Glind) is a developer and manufacturer of security systems. Glind’s products help clients to protect their warehouses and office buildings. All transactions are in £ sterling. Historically Glind had taken a cautious approach to growth but has recently started to acquire shares in suppliers. Glind has a year end of 30 June. Your role You are a recent graduate of Lancaster University, employed as the Financial Accountant at Glind. You have received the following e-mail from the Finance Director: To: Financial Accountant From: Finance Director On 1 April 2025, Glind bought 9 million ordinary shares of Elphi plc (Elphi), a supplier. Due to the strategic fit with our company, Glind paid a substantial premium to gain control over Elphi. A number of other investors continue to hold shares in Elphi. The acquisition of Elphi means that Glind will prepare consolidated financial statements for the first time. I am not sure how to calculate some of the figures for inclusion in the consolidated statement of financial position. I am also concerned that we paid too much money for the acquisition of shares in Elphi and am unsure about the impact of this on the financial statements. Glind is also considering a future investment opportunity in Dilla Ltd (Dilla). I am unsure about the accounting treatment for the investment in Dilla. I have provided some information about the investment in Elphi and the future investment opportunity in Dilla in Exhibit 1. A draft of the accounting policy note in relation to strategic investments is also included in Exhibit 1. An extract from the draft financial statements for the Glind group for the year ended 30 June 2025 and forecast information for the year ending 30 June 2026, the next financial year, is included in Exhibit 2. The directors receive a bonus based on the performance of Glind. Details of the bonus arrangements are provided in Exhibit 3. Further information will be available on Monday 8th December 2025 together with the tasks you must perform. Exhibit 1: Existing and future investments Investment in Elphi On 1 April 2025, Glind bought 9 million ordinary shares in Elphi. The acquisition resulted in Glind having control over Elphi. The acquisition of shares was paid for as follows: Ø An immediate cash payment of £2.12 per share acquired. Ø A 1 for 4 share exchange. Ø A future cash payment, payable on 31 March 2028. Ø A future cash payment, payable only Elphi achieves a profit target in the year ending 30 June 2026. The financial statements of Elphi also show the following information relevant to the purchase: Ø Elphi has a number of intangible assets. Ø The notes to the financial statements of Elphi show a contingent liability. Glind chose to account for the non-controlling interests in Elphi using the fair value method. Potential investment opportunity in Dilla during the year ending 30 June 2026 (the next financial year) Glind is currently in negotiations to buy 30% of the ordinary share capital of Dilla from an existing shareholder. Dilla is a major supplier of materials used by Glind in the manufacture of security systems. The other 70% of the share capital of Dilla is currently owned by nine other institutional investors, the largest of which is Morrib plc (Morrib). Morrib would like Glind’s input into key decisions made, to improve the profits of the company. As part of the investment, Glind would therefore be able to appoint a number of directors. Glind is also in negotiations to acquire some convertible debt securities which could be converted into new ordinary shares. Accounting policy note (Extract) Basis of consolidation The consolidated financial statements incorporate the financial statements of Glind plc and subsidiaries controlled by Glind plc (the “Group”). Glind plc has arrangements over which it has control and which qualify as subsidiary companies. Acquisitions of subsidiaries are accounted for using the acquisition method. When the Group completes a business combination, the identifiable assets acquired and liabilities assumed are measured at fair value. The consideration transferred is measured at fair value and includes the fair value of any contingent consideration. Any non-controlling interest in an acquisition is initially measured either at fair value or at the non-controlling interest’s proportion of net assets. The choice of measurement basis is made on an acquisition-by-acquisition basis. Transactions and balances between subsidiaries are eliminated. Joint ventures and associates Where the Group has the ability to exercise joint control over entities, they are accounted for as joint ventures. Where the Group has the ability to exercise significant influence over entities, they are accounted for as associates. For joint ventures and associates, the Group recognises its interest in the joint venture or associate as an investment in joint ventures or associates. The group uses the equity method of accounting. Exhibit 2: Draft and forecast financial statements extract The following shows draft financial information for the year ended 30 June 2025 and forecast financial information for the year ending 30 June 2026. The information includes the results of Elphi and the shares issued to acquire shares in Elphi. Consolidated statement of profit or loss for the year ended 30 June (extract) 2025 (Actual) £’000 2026 (Forecast) £’000 Profit attributable to the equity holders of the parent (*) 46,000 49,000 Consolidated statement of financial position as at 30 June (extract) 2025 (Actual) £’000 2026 (Forecast) £’000 Equity share capital (50p ordinary shares) 12,000 12,000 (*) The forecast profit attributable to the equity holders of the parent includes an expected dividend from the investment in Elphi as follows: Ø For the year ended 30 June 2025: a dividend of £0.10 per share. Ø For the year ended 30 June 2026: a dividend of £0.14 per share. Exhibit 3: Bonus arrangements The directors receive a bonus based on consolidated profit attributable to the equity holders of the parent. The bonus target is determined using basic earnings per share. Earnings per share attributable to equity holders of the parent Bonus >£1.85 per share 1% of profit attributable to the equity holders of the parent £1.80 - £1.85 per share 0.5% of profit attributable to the equity holders of the parent
BCPM0017: Technology 2: Construction Materials and Methods Assignment 2 1. Introduction This document includes important information regarding your summative assessment. Please read this document in full and refer to it while preparing your assignment. The module has two assignments: Assignment 1 (weighted 30%) is a group coursework and Assignment 2 (weighted 70%) is an individual coursework. Together, they contribute to the overall module mark. This brief is for the 2nd summative assessment (Assignment 2) Assignment 2 requires you to produce a 1,500-word report. Assessment 2 has a weighting of 70% of the overall module mark. Please note that this is an INDIVIDUAL assignment. 2. Assessment Brief You are required to produce an assignment of approximately 1,500 words, that is presented in a PDF format based on contents of a website that you have developed, demonstrating your understanding of construction materials through a real-world case study. You are required to select a residential building located in London - ideally one you live in or can easily access (e.g. a UCL hall of residence, apartment block, private house). Please note that large iconic structures such as The Shard, O2 Arena, shopping centres, or railway stations are not permitted. You will need to check with a course tutor if your selected structure is suitable for the assignment. Following the selection, identify two construction materials used in the building (e.g. concrete, timber, glass, masonry, metal) and select three specific locations for each material (e.g. façade, roof, internal wall). These materials will form. the basis of your analysis. Primary Data Collection: You are expected to visit the building in person to collect primary data, including photographs, measurements, and observations. This assignment is designed to encourage direct engagement with the built environment and you should not rely on published sources for images or data. Health and Safety Your safety is a priority. You must remain in publicly accessible areas at all times. Do not attempt to access roofs, restricted zones or any high-risk locations. Assignment Focus: Your submission should demonstrate how material selection varies across different locations in the building and why, with insight into construction techniques and relevant performance requirements (e.g. load-bearing capacity, durability, thermal insulation). You should also consider any visible or potential maintenance issues. Your analysis should be specific to the building you have chosen. Avoid generic statements, these will not contribute meaningfully to your mark. Support your discussion with scientific evidence and references where appropriate. Structure: You are required to develop a website that should be clearly structured using the following headings: Acknowledgement Acknowledge any use of AI, such as the name, version and URL of the AI tool and briefly describe how it was used. Please note that most translator programs are also AI powered. Example: “I acknowledge the use of GenAI tools in the production of this report. Microsoft Copilot (version GPT-4, Microsoft, http://copilot.microsoft.com/) was used to gather initial information on material selection.” 1) Introduction Provide a brief overview of the residential building (e.g. type of building, approximate date of construction, location, structural type, height, primary use). Avoid extensive historical background as it will not contribute meaningfully to your mark. 2) Reasons for the material choices Select two construction materials in the residential building and discuss the likely reasons for their use in the building (e.g. structural, construction methodology, environmental, cost, availability). 3) Material specification and performance requirements For each of the two selected construction materials, identify three distinct locations within the building where the material is visibly used (e.g. façade, roof, internal wall). What are the likely material specifications and performance requirements for the specific locations of each material? How does the building context influences material specification, construction process and performance requirements? Make use annotated photographs, figures, and graphs throughout. For performance requirements use estimated figures and refer to the European standards wherever possible. 4) Maintenance or performance issues Identify any visible or likely maintenance or performance issues or signs of destress (e.g. cracks, corrosion). Discuss possible causes and implications for long-term performance and maintenance. 5) Conclusions Summarise key insights gained from your analysis. Reflect on how material choices and performance requirements interact in real-world construction. References Include full referencing using Harvard referencing style. Assessment expectations: You will be assessed based on the use of primary evidence, depth of analysis, critical justification, clarity and relevance of visual materials, structure and presentation of your website. Use pictures, annotated photographs, graphs and figures wherever possible. Use of published images and secondary sources will not contribute meaningfully to your mark. Marks will reflect whether your understanding and analysis are outstanding, excellent, good, adequate, or superficial. You may use AI tools to assist with background research, but AI (including translation software) must not be used to write or analyse your assignment. The focus is on your own observations and your ability to relate them to material specifications and performance requirements discussed in lectures (e.g. Eurocodes). Submission format: 1. Website creation: a. Create a website using https://sites.google.com or another suitable platform. b. Use a single web page, avoid multiple pages. c. Do not include your name or student ID on the website to ensure anonymous marking. d. Ensure the website is accessible via a shared link or provide access permissions. 2. Save the website as a PDF document and upload it via Moodle. The website address should automatically be included in the PDF document when saved. The document should include all relevant details for the assignment. Ensure that the document contains all relevant details for the assignment and is easily readable. Only the content within the PDF will be assessed. Your assignment will be marked based on the submitted PDF document only.
Marketing Principles Assessment Details Continuous assessment 15% Participation - 5% Short Quizzes - 10% This assessment is split between participation and your results on the short quizzes. Your teacher will record your verbal participation in the classes over the trimester and will allocate up to 5% based on this. There are many ways to contribute to class such as, ask a question, read out your weekly quiz answers, give an opinion, show agreement or disagreement or ask for more information on a topic. Classes from weeks 3 to 10 will feature very short quizzes based on the previous week’s lecture content. You can receive up to 10% of marks based on doing these. The quizzes will be ‘short answer’ or multiple choice questions and will be marked in the class. Your best five of these will count towards full marks. The quizzes will be conducted during the class in weeks 3 – 10. There are no make–up or supplementary quizzes. Assignment 1: Article Analysis 10% Length: 450 words Due Week 5 Task Description Choose one of the articles found in the Article Folder on the course home page. Explain how the situation in the article is connected to a topic in this course. For example, an article might discuss how a company is gathering or using market research. Outline what the company is reportedly doing and then relate this to the course content on market research. Your assignment could explain, based on the course content, why the company is doing this in a particular way and what the company is doing similar to, or different from, the material presented in lectures and the textbook. Be careful that you do not simply describe or repeat the content of the article. Your assignment is not a summary of the article but shows how marketing concepts are at work in the organisation you read about. An example assignment is available on the course website. Submission instructions Submit your assignment through Turn It In on the course site. Assignment 2: Group Assignment 25% Group Report - 15% Length: 1,550 words Due Week 11 Task Description Many businesses require their management team to prepare a professional report and PowerPoint presentation on a current marketing activity facing their company. As a group, prepare and write a professional report on the marketing activity undertaken by a real company in the last 12 months that your group will also discuss in your oral presentation. The group report will assess your ability to communicate your findings and analysis in the form of a professional document that would be appropriate for the consideration of a management panel. A suggested approach for researching the information your group will need is to: ● Identify a company that has been involved in a marketing activity, e.g. the launch of a new product, advertising, other communications such as sponsorship announcements or press releases, strategic changes, distribution and marketing channels, response to competitor activities. ● Look through your textbook and lecture notes to make sure this marketing activity has been discussed. ● Check that there is enough public information available about the activity and what the company has done in response. Local businesses may be easier to find information about. ● Look at the company’s web pages, annual reports, articles in the press, etc. if they were written in the last 12 months to help you decide. However, please do not make personal contact with the company unless you work there or it is owned by a family member or a friend. Example of activity and international company Intel is getting ready to launch its new Skylake. You can read the press releases about the development of Skylake and the marketing strategy on the Intel website. You could relate this to Chapter 13 where marketing strategy is discussed, or to Chapter 9, where pricing is discussed. Example of activity and local company A new store is opening in Adelaide. There have been several articles and media releases about it in the newspaper and online. Your group decide to make a site visit. You could relate this event to segmentation (geographical location or type of person the merchandise is aimed at) or the way news about the new store was communicated to the public. Group assignment structure Introduction (150-200 words) ● Give a general description of the company ● Outline the specific marketing activity to be examined but avoid going into any details. Include the time when it began Body (300-350 words) ● Give a detailed description of the marketing activity ● Summarise the part of the textbook (use page numbers) and lecture that are exemplified by this marketing activity Note: There may be several parts of the textbook and lecture that are relevant, but choose the ONE that is the most relevant and discuss this in detail. Comparison and Recommendations (700-800 words) ● Compare what the company is doing with what the textbook and lecture consider to be effective ● Make recommendations about what the company could have done differently and what the outcome of these differences might have been ● Use these questions to guide you: - What are the key differences? ● Why are there these differences? Why is the text different? - What was the company trying to achieve? Why? - How effective were the company's actions? - Would following the theories outlined in the textbook and lecture have changed the outcome? Conclusion (150-200 words) ● Summarise the overall analysis Submission instructions Submit your assignment through Turn It In on the course site. Group Presentation - 10% Length: 15 minutes in class Week 10 Task Description Many businesses require their management team to prepare and deliver a professional PowerPoint presentation on a current marketing activity facing their company. As a group, prepare and deliver a 15-minute presentation using PowerPoint on the marketing activity and company that you have discussed in your group report. Follow the group assignment structure for your presentation. Submission instructions Assessment is based on the performance of your group in class. Feedback on assignments A copy of the feedback forms are provided on the course site. Examination 50% Held during exam period Task Description The exam assesses course material covered during the study period. The exam will be three (3) hours long and will consist of: ● multiple choice questions ● short answer questions ● case study questions
AF5115 Accounting for Business Analysis Individual Assignment 1. Summarize how NVIDIA accounts for future product purchase commitments. [5 marks] 2. NVIDIA defers the recognition of certain revenue. Assume that instead of using its current accounting policies for this deferred revenue, NVIDIA instead recognized this revenue at the time the amounts are billed to customers. Estimate the Income from Operations that NVIDIA would have reported for the fiscal year ended January 29, 2023. [4 marks] 3. Assume that instead of using its current accounting policy for ‘Research and development’ costs in page 54 of the 10-K form, NVIDIA instead capitalized these costs in the fiscal year that they are currently recorded as expenses and then amortized these costs on a straight-line basis over the subsequent two fiscal years. Estimate the Income from Operations that NVIDIA would have reported for the fiscal year ended January 29, 2023. [5 marks] 4. The NVIDIA earnings announcement in Exhibit 2 reports that for fiscal 2023, GAAP earnings per diluted share were $1.74 while non-GAAP earnings per diluted share were $3.34. Identify two major items driving the difference between these two numbers and calculate their impacts to the EPS respectively. [6 marks] 5. Compute the turnover of property, plant and equipment for NVIDIA and Intel in their fiscal years ended January 29, 2023, and December 31, 2022 respectively. [6 marks] 6. Provide one major difference between the two companies’ operations that helps to explain the difference between the two ratios that you computed above. [2 marks] 7. Calculate the operating margin for NVIDIA for both its 2023 fiscal year (year ended January 29, 2023) and the 2022 fiscal year (year ended January 30, 2022). [4 marks] 8. Identify two major reasons for the difference between the two ratios that you computed above. [6 marks] 9. For the fiscal year ended January 29,2023, what was the main use of NVIDIA’s free cash flow? [2 marks]
ECO 202 (Section: LEC5101) Test 2 1. (15 pts) Consider the consumption model discussed in Ch.16, the consumer has the following utility function: U = ln(c) + βln(c ′ ) where c is the consumption in the current period, c ′ is the consumption in the future period and β is the discount factor. The consumer has income of ✩15,000 today and ✩20,000 in the future. Also, the consumer has an initial assets (f) of ✩10,000. The consumer can save or borrow at r = 0.02. The discount factor (β) is equal to 0.95. In this economy, the government has opted to implement a consump-tion tax. This tax will deduct τ c from current period income and τ ′ c ′ from future period income. Here, τ and τ ′ represent the rates of the consumption tax in current period and in future period. (a) (2 pts) Setup the budget constraint. Shows the current period budget constraint, future period budget constraint and the life-time budget constraint (final answer should be using the number provided). (b) (3 pts) Derive the Euler equation. (c) (3 pts) Compute the optimal c and c ′ (d) (3 pts) The government decide to increase only τ in current period (but not τ ′ in future). How does it affect the optimal consumption level? (e) (4 pts) The government has chosen to smooth out consumption tax over two periods. This involves increasing both τ and τ ′ in such a way that τdcd + τd ′ c ′ d = τece + τe ′ c ′ e . Here, the subscript. d denotes the set of τ and c under the tax policy in part d, while the subscript. e indicates the variables under the policy in part e. How would this policy impact consumption in each period, and what are the reasons behind these changes? 2. (15 pts) In the Bathtub model, the labor force L¯ can exist in two states: employed (Et) or unemployed (Ut) during period t. The evolu-tion of unemployment over time is described by the equation: ∆Ut+1 = ¯sEt − fU¯ t where ∆Ut+1 is the change in employment, ¯s is the job separation rate and f ¯ is the job-finding rate. The economist has presented labor market data in the table below. Separation Rate (%) Finding Rate (%) labour Force (millions) 2010 0.25 4.5 153.9 2013 0.35 3.8 155.4 2015 0.30 4.1 157.1 2018 0.20 3.3 162.1 (a) (3 pts) Derive the steady state unemployment rate. (b) (2 pts) What is the natural rate of unemployment in each of these years? (c) (3 pts) What is the number of employment in each of these years? (d) (3 pts) What would happen to the natural rate of unemployment if government implement a policy such that it would lower the separation rate. Explain using the natural rate of unemployment formula. State all the assumptions required to make a conclusion. (e) (4 pts) The job-finding rate is typically represented as a function of both job search effort and the vacancy rate. While the vacancy data is considered reliable, measuring job search effort is more challenging. Aside from using official surveys and survey designed for this purpose, how do economists estimate the search effort? 3. (10 pts) Kappa Bistro is thinking about acquiring a second stove by borrowing $900 from the bank at a 10% interest rate. Given the current setup, adding one more stove increases the meal production per hour by 15, with each meal being sold for $24. (a) (4 pts) Considering a depreciation rate of 10%, should Kappa Bistro invest in the new stove? Explain your reasoning. (b) (2 pts) The data analyst estimated the production function to be Y = 24K1/2L 1/2 for the bistro. Calculate the marginal product of capital (MPK) in term of K and L. (c) (4 pts) Now, Kappa Bistro is considering the purchase of an additional stove. Given the same prices and depreciation rate as discussed in part a, and assuming Kappa Bistro will only hire four unit of labor (L = 4) regardless of the amount of K, calculate the optimal number of stoves Kappa Bistro should acquire to maximize its profit, utilizing the previously calculated MPK from part b.
Intermediate Microeconomics UA10 Homework 10 Fall 2025 NOT GRADED: Will be solved in the final review session 1. This question is entirely geometric. Work throughout with the tracking problem: u(a, ω1) = 1, u(a, ω2) = 0, u(b, ω1) = 0, u(b, ω2) = 1, and prior µ1 = Pr(ω1) = 0.5. Use graph paper. Unless otherwise indicated, place p1 ∈ [0, 1] on the horizontal axis and utilities/costs on the vertical. Your figures should follow the lecture diagrams. No algebra is required beyond labeling. (a) Draw the expected utilities of a and b and the upper envelope Uˆ(p1) = max{p1, 1 − p1}. Use solid for the envelope and dashed for dominated segments. (b) On a new set of axes, draw a strictly convex, symmetric cost curve C(p1) with C(0.5) = 0, and which becomes very steep as p1 → 0 or p1 → 1. (Use any smooth “Shannon-like” shape.) (c) Consider an experiment with posteriors γL1 = 0.40, γ1 H = 0.90. Solve for the Bayes weight P L , then illustrate the expected cost: Cost = P L C(γ1 L ) + (1 − P L ) C(γ1 H). (d) In a third figure, construct geometrically the net-utility functions Na(p1) = Ua(p1) − C(p1), Nb(p1) = Ub(p1) − C(p1), and their net-utility envelope Nˆ(p1) = max{Na(p1), Nb(p1)}. As in class, use a dashed line for the dominated portions of the net utility func-tions. (e) On the same figure, plot (γ1 L , Nˆ(γ1 L )), (γ1 H, Nˆ(γ1 H)), and draw the chord joining them. Label the height at the prior p1 = 0.5. (f) Explain briefly, using your picture, why the experiment {γ1 L , γ1 H} = {0.40, 0.90} cannot be optimal. (g) Illustrate the optimal experiment on the same axes and explain its geometric features. 2. Now return to the symmetric tracking problem but introduce stakes x = 1/3: u(a, ω1) = u(b, ω2) = 1 3 , u(a, ω2) = u(b, ω1) = 0, with prior µ1 = 0.5. Assume learning incurs quadratic cost: C(p1) = (p1 − 0.5)2 . (a) Compute the optimal distance d ˆ that maximizes expected net utility and the optimal posteriors γL1 = 0.5 − ˆd, γ1 H = 0.5 + ˆd. (b) Compute separately the value of learning (the gain in Uˆ) and the cost of learning at d ˆ. (c) Draw (on one diagram): • net-utility curves Na(p1) and Nb(p1), • their envelope Nˆ(p1), • the two optimal posteriors, • the chord between them, • and the vertical gap at the prior p1 = 0.5 representing maximized net utility.
Group Coursework Question MKT60104 Principles of Marketing September 2025 Group Coursework-Marketing Poster Design (40%) INSTRUCTIONS: Students are required to work in a group of 7-8 students per group. Group members should be from the SAME TUTORIAL section. Apply relevant marketing theories/concepts learnt in the module into this assignment. QUESTION: Your group will act as a marketing team tasked with designing and presenting a marketing poster for a chosen business that promotes SDG(s) such as no plastic waste, no food waste, etc. This poster should target a specific market opportunity, showcase an effective marketing strategy, and be optimized for social media platforms such as Facebook, Instagram or Tiktok. The presentation will allow your group to explain and justify the key decisions behind the design. Your chosen business must relate to ANY of the 17 SDGs (Sustainable Development Goals) that is related. YOUR POSTER 1 (Present to Tutor/ Beneficiaries): Week 12 & 13 - During the tutorial session MUST HAVE THE FOLLOWING STRUCTURE: Task Guidelines: 1. You need to choose either Save Animal OR No Animal Abuse o You may select within the pet industry. You may incorporate vets, pet shop, animal shelters, etc 2. Analyze the Market Opportunity: o Define your target audience: demographics, psychographics, and behavior. o Highlight the unique selling proposition (USP) of the business. o Highlight the kind ofSDGs the company is adopting or promoting. For example SDG 15: Life on Land; SDG 2: Zero Hunger; SDG 17: Partnerships for the Goals 3. Develop the Marketing Mix Strategy: Address the 7Ps of Marketing in your poster: o Product: Create and promote services or campaigns that support animal welfare, such as humane education programs, affordable spay/neuter clinics, or campaigns against specific forms of abuse. o Price: Design pricing strategies that encourage responsible ownership and support your cause, such as reasonable adoption fees, tiered membership or donation levels, or free resources for pet owners o Place: Ensure your organization's services and information are easily accessible to the public. o Promotion: Utilize a variety of communication channels to raise awareness, educate the public, and inspire action. o People: Cultivate a dedicated and well-trained team of staff, volunteers, and community advocates who are passionate about animal welfare. o Physical: Provide tangible proof of your organization's impact and success to build credibility and trust. o Process: Develop clear, efficient, and ethical processes for rescuing, rehabilitating, and rehoming animals, as well as for addressing instances of abuse and neglect. 4. Design the Poster: o Business name and logo. o A clear tagline and/or hashtag to reinforce brand recognition. o A strong call-to-action (CTA) (e.g., "Act Now", "Stop abuse the animals"). o Eye-catching visuals, appropriate colors, and fonts that align with the brand identity. o A concise and persuasive message targeting the identified audience. o Can be A4 or A3- portrait or landscape 5. Prepare a 10- 15 Minute Presentation: Present your poster in class, explaining the following: o The business or brand and the identified market opportunity. o How the 7Ps are reflected in your poster design. o The design choices made, such as color schemes, imagery, and layout, and their relevance to the target audience. Guidelines for the Contents ofthe Social Media Marketing Poster 1. Business Identity • Business Name: Clearly display the name of the business at the top or in a prominent area. • Logo: Include the logo of the business to reinforce brand recognition. • Tagline or Slogan (optional): Add a memorable phrase that captures the essence of the business or campaign. 2. Campaign Theme and Focus • Campaign Title: Provide a short, catchy title that summarises the campaign's main idea (e.g., “Love animals”; “Stop abusing”). 3. Unique Selling Proposition (USP) • Clearly state what makes the service unique and why the target audience should choose it. • Example: "Personalise care", “sustainable pet products”, “Pet Owner Education Workshop” 4. Target Audience • Use visuals, text, or symbols to reflect the target audience (e.g., age group, lifestyle, or preferences). • Example: "Animal lovers" or "Perfect for Families." 5. Call-to-Action (CTA) • Include a strong and clear CTA that tells the audience what to do next. • Examples: o "Stop abuse" o "Help the stray animals" • Make the CTA visually distinct (e.g. in bold or within a button-like shape). 6. Key Product/Service Information • Highlight important details about the service, such as features, benefits, or offers. • Example: o "Discount pet products" o "50% Off 2nd consultations" 7. Visual Elements • Images/Graphics: o Use high-quality visuals relevant to the product or service (e.g., product photos, lifestyle images). o Avoid clutter and maintain focus on the key elements. • Icons: Use small icons to guide attention to features or benefits (e.g., pet-friendly, detail grooming). • Color Scheme: Ensure the colors align with the brand identity and evoke the right emotions (e.g., pet-friendly, red for urgency). 8. Social Media Optimization • Hashtags: Create and include a memorable hashtag related to the campaign. o Example: #Pet lovers #Animal Safe Place • Social Media Handles: Display the business's social media profiles. o Example: "@BrandName" for Instagram, Facebook, or Twitter. • Website or Landing Page: Add a link or QR code that directs users to the campaign landing page. 9. Contact Information • Add a simple and visible way for potential customers to contact or learn more, such as: o Phone number o Email address o Website URL o QR code (optional, for direct links to the product or service). 10. Design Considerations • Layout: Use a clean and organised layout to make the content easy to read. A4 or A3- Landscape or portrait • Font Choice: o Use large, readable fonts for headlines Poster Presentation • Wear formal attire. • Given that presentations are conducted during tutorial classes, you may opt to present via PDF on a laptop instead of using printed materials. Present your suggestions in 10-15mins minutes. • Please be 5-10 min before your presentation session. Everyone in the group shall take turns present within the time given. • Every member shall know the content as there will be a 5-minute Q&A session. • The tutor will randomly ask questions to ANY student(s) to test your understanding towards the content/suggestions. Electronic Submission of Group Poster Presentation Although this is a presentation, the poster will need to be submitted online via myTIMeS for record and audit purposes. Submission deadline and time: latest by 19th December 2025 (Friday), Time: 5pm You must electronically submit your poster in PDF format to the designated folder of your respective tutor via myTIMeS. If you have any samples or prototypes, you can upload them following the A1-sized poster. For clarity, the initial upload should contain the A1-sized poster, succeeded by any samples, if available. Additionally, remember to upload the Group Assignment cover sheet, AI Declaration form and Peer Evaluation as ONE document to the MyTimes (together with the poster). There is no need to submit the marking rubric. Peer Evaluation Form. for Group Assignment Submit together with the poster. Team Dynamics You are made responsible for managing your own group. Any conflict or tension within a group must be dealt with by the group members themselves amicably. In the case whereby group conflict cannot be resolved, the marks allocation will be done in consultation with the respective lecturer/tutor (decided at the tutor’s/lecture’s discretion). Marks will be adjusted accordingly if there is a group consensus that team member(s) did not contribute to the group work equally. Please ensure proper documentation of attendance and group contribution in every group meeting. This is a clear indication of everyone’s contribution. Marks and Feedback on Assignment This assignment is aligned with Module Learning Outcome 2 (MLO 2): To recommend and justify market opportunity analysis and usage of appropriate marketing mix strategies to solve business-related matters, and MLO 3: To cultivate leadership skills, teamwork, communication, and social skills among group members. The marks for the assignment will be assigned based on the “Marking Rubrics” (refer to Appendix B). You are required to read and understand the description for each section of the marking rubrics.
Intermediate Microeconomics UA10 Practice Questions for Final Exam 2025 1. Consider a risk–neutral worker picking between two jobs A, B after a period of search. The jobs both have uncertain wages. (a) For job A, high and low wages wH A = 40, wL A = 20 are equally likely. (b) For job B, high and low wages wH B = 50, wL B = 25 are equally likely. Wages are independent across jobs: learning about either job teaches nothing about the other. The worker maximizes expected earnings less total costs of search. Both jobs are available whether searched or not. The exact wage for either job can be identified for cost k > 0 and both jobs can be searched sequentially before taking a job if the worker pays search costs twice. Identify the optimal strategy of search and job choice as it depends on the level of k > 0. 2. Consider a binary-state world with µ1 = 0.5 the prior probability of state ω1 with two possible signals. In state ω1 the signal is P(s1 | ω1) = 3/4 , P(s2 | ω1) = 1/4 , while in state ω2 the signal is P(s1 | ω2) = 1/2 , P(s2 | ω2) = 1/2 . (a) Compute the unconditional probabilities of each signal, P(s1) and P(s2). (b) Use Bayes’ rule to compute the posterior beliefs following each signal. (c) Verify Bayes’ consistency by checking that the average posterior belief is the same as the prior belief. 3. Consider a two–state decision problem with two actions a, b with the following state–dependent payoffs: u(a, ω1) = 3, u(a, ω2) = 1; u(b, ω1) = 0, u(b, ω2) = 2. (a) Draw the figure illustrating the expected utility of both actions as a function of the belief p1 that the state is ω1. (b) Compute and draw the maximized expected utility Uˆ(p1) for all levels of p1, as defined by the upper envelope in the figure. (c) Use the figure to illustrate the value of updating the probability of state ω1 from prior µ1 = 0.4 to the pair of posteriors γ1 L = 0.2, γ1 H = 0.8. (No computations needed.) 4. Consider a two–state decision problem with two actions a, b with the following state–dependent payoffs: u(a, ω1) = 3, u(a, ω2) = 0; u(b, ω1) = 0, u(b, ω2) = 1. This is a different payoff structure from Question 3; the geometry is similar but the EU lines differ. (a) Draw the figure illustrating the expected utility of both actions as a function of the belief p1 that the state is ω1. (b) Compute and draw the maximized expected utility for all levels of p1, as defined by the upper envelope in the figure. (c) Use the figure to illustrate the value of updating the probability of state ω1 from prior µ1 = 0.5 to the pair of posteriors γ1 L = 0.2, γ1 H = 0.9. (No computations needed.) 5. Consider the two–action, two–equiprobable–state tracking problem u(a, ω1) = u(b, ω2) = 1; u(a, ω2) = u(b, ω1) = 0. (a) Show that the mistake rate is reduced from 50% to 20% by the pair of posteriors γ1 L = 0.2, γ1 H = 0.8, and illustrate this in the figure showing the expected utility of both actions as a function of the belief p1 that the state is ω1. (b) Now consider a different form. of learning that results in posteriors γ˜1 L = 0.4, ˜γ1 H = 1. Compute the resulting mistake rate, and illustrate in the same figure. 6. Consider again the two–action, two–equiprobable–state tracking prob-lem u(a, ω1) = u(b, ω2) = 1; u(a, ω2) = u(b, ω1) = 0. (a) Derive a formula for the mistake rate for any pair of posteriors γL 1 = 0.5 − d, γ1 H = 0.5 + 2d, d ∈ (0, 0.25), assuming each posterior occurs with probability 1/2. Illustrate for both d = 0.1 and d = 0.2 in the figure showing the expected utility of both actions as a function of the belief p1 that the state is ω1. (b) Use the figure to illustrate that there are many different pairs of posteriors γ1 L < 0.5 < γ1 H that produce the same reduction in the error rate as do γ¯1 L = 0.4, γ¯1 H = 0.7. 7. Continue with the tracking problem and prior µ1 = 0.5. Let C(p1) be a symmetric, strictly convex, “Shannon-like” cost curve with C(0.5) = 0 and very steep near p1 = 0 and p1 = 1. (a) On cost axes, sketch C(p1). (b) Consider an experiment with posteriors γ1 L = 0.4 and γ1 H = 0.6, each with probability 1/2. Illustrate the expected cost 1/2C(γ1 L ) + 1/2C(γ1 H) on your cost diagram, using the chord between C(γ1 L ) and C(γ1 H). 8. Continue again with the tracking problem and prior µ1 = 0.5. Take quadratic cost C(p1) = (p1−0.5)2 . Compute and illustrate the expected cost of the experiment that yields γ1 L = 0.3, γ1 H = 0.7, P L = P H = 1/2. 9. Consider the tracking problem with stakes u(a, ω1) = u(b, ω2) = 1/4 , u(a, ω2) = u(b, ω1) = 0, and quadratic cost C(p1) = (p1 − 0.5)2 . (a) Consider posteriors equidistant from the prior, γ1 L = 0.5−d, γ1 H = 0.5 + d and find the optimal distance d ˆ that maximizes expected net utility. (b) Draw a concavification diagram with net-utility curves, envelope, the two optimal posteriors, the chord between them, and the value of learning at p1 = 0.5. [No calculation is needed]
Assessment (non-exam) Brief Module code/name INST0007/Web Technologies Academic year 2025/26 Term 1 Assessment Btle Coursework: critical report of the developed website (with pre-requisite par3cipa3on elements). Individual/group assessment Individual Submission deadlines: Students should submit all work by the published deadline date and time. Students experiencing sudden or unexpected events beyond your control which impact your ability to complete assessed work by the set deadlines may request mitigation via the extenuating circumstances procedure. Students with disabilities or ongoing, long-term condi5ons should explore a Summary of Reasonable Adjustments. Students may use the delayed assessment scheme for pre-determined mitigation on a limited number of assessments in a year. Check the Delayed Assessment Scheme area on Portico to see if this assessment is eligible. Return and status of marked assessments: Students should expect to receive feedback within 20 working days of the submission deadline, as per UCL guidelines. The module team will update you if there are delays through unforeseen circumstances (e.g. ill health). All results when first published are provisional until confirmed by the Examination Board. Copyright Note to students: Copyright of this assessment brief is with UCL and the module leader(s) named above. If this brief draws upon work by third parties (e.g. Case Study publishers) such third parties also hold copyright. It must not be copied, reproduced, transferred, distributed, leased, licensed or shared with any other individual(s) and/or organisattions, including web-based organisations, without permission of the copyright holder(s) at any point in time. Academic Misconduct: Academic Misconduct is defined as any action or aAempted action that may result in a student obtaining an unfair academic advantage. Academic misconduct includes plagiarism, self-plagiarism, obtaining help from/sharing work with others be they individuals and/or organisaBons or any other form of cheaBng that may result in a student obtaining an unfair academic advantage. Refer to Academic Manual Chapter 6, Section 9: Student Academic Misconduct Procedure - 9.2 Definitions. Referencing: You must reference and provide full citation for ALL sources used, including AI sources, articles, text books, lecture slides and module materials. This includes any direct quotes and paraphrased text. If in doubt, reference it. If you need further guidance on referencing please see UCL’s referencing tutorial for students. Failure to cite references correctly may result in your work being referred to the Academic Misconduct Panel. Use of ArBficial Intelligence (AI) Tools in your Assessment: Your module leader will explain to you if and how AI tools can be used to support your assessment. In some assessments, the use of generative AI is not permiJed at all. In others, AI may be used in an assisBve role which means students are permiRed to use AI tools to support the development of specific skills required for the assessment as specified by the module leader. In others, the use of AI tools may be an integral component of the assessment; in these cases the assessment will provide an opportunity to demonstrate effective and responsible use of AI. See page 3 of this brief to check which category use of AI falls into for this assessment. Students should refer to the UCL guidance on acknowledging use of AI and referencing AI. Failure to correctly acknowledge use of AI in assessments may result in students being reported via the Academic Misconduct procedure. Refer to the section of the UCL Assessment success guide on Engaging with AI in your education and assessment. Content of this assessment brief SecBon Content A Core informaBon B Coursework brief and requirements C Module learning outcomes covered in this assessment D Groupwork instrucBons (if applicable) E How your work is assessed F AddiBonal informaBon - Appendix 1 - Appendix 2 Section A: Core information Submission dates Website Submission and ExhibiBon (Pre-requisites for assessment of the criBcal report): 10/12/2025 – Developed website submiRed on Moodle and website URL shared for the Exhibition (See Task 1 and Task 2 in Part B). The exhibi5on will be held in the final practical session of term. CriBcal Report: 07/01/2025 - 75% of final course grade Critical self-assessment report of the submiRed website with evidence from Task 1 and 2. (See Task 3 in Part B). Submission Bme 15:00 UK Time Assessment is marked out of: 100 % weighBng of this assessment within total module mark 75% Maximum word count/page length/duraBon 2500 words target 3000 words maximum (strict maximum) 15 page target 20 page maximum (strict target) adhering to formatting of report template. Section B: Assessment Brief and Requirements The Coursework consists of 3 tasks, all tasks must have been completed to achieve a grade. Late submission penalty will apply to all tasks. Task Submission 1 Design and Develop a small website Submit code to your final website on Moodle by the given deadline 2 Deploy your website Provide the URL to your deployed website (on Moodle by the given deadline) to be included for an exhibition. 3 Critical report Submit your critical report on Moodle by the given deadline. Task 1. Designing and Developing the Website As part of this assessment, you are required to design, develop, and deploy a small website (or a cohesive portfolio of web pages) to showcase the knowledge and skills you have acquired over the course of this module. Your website will be part of an exhibition available to all students enrolled on the module to view and evaluate. You are strongly advised to develop a web-based CV as your portfolio. However, you may choose to develop a website showcasing personal interests, voluntary work, social/political work, or notes around academic research or scholarship. You must design and develop the website by taking into consideration user experience, accessibility, responsiveness, and relevant performance metrics (e.g. PageSpeed Insights). You may want to apply other user/automated testing methods (e.g. WAVE from WebAIM) to further improve your work prior submission. User-Centred Design and User Experience should remain focal for the developed website. You should demonstrate the stages of the design process, through wireframes and references to best practice. Responsive design and accessibility considerations should also be evident in the final submission. You are allowed to use open-source templates, or your own code developed as part of your Tutorial Sheet work, however, you should change the code and acknowledge the original author (on a separate References HTML page and in the accompanied report). Changing third party code should not be limited to content, but should include HTML and CSS changes. This submission should demonstrate your design and development skills. You have the freedom to choose the scope and structure of your personal website. There are, however, a set of required elements your website should contain. These are: ● have three or more HTML pages, ● have one of the pages dedicated to referencing external code used in the website, ● have a navigation element consistently displayed throughout the website (i.e. all pages), ● have HTML form. elements, ● have consistency in look and feel across pages, ● have the website published on UCL Personal Webpages server. NOTE: Please refer to the assessment criteria prior to star3ng the work on your website. You are advised to keep a record of your learning achievements (related to technical skills or broader understanding) throughout the dura3on of your work, to help you remember the details at time of reflection and self-assessment. This task is considered completed, when you: → Submit code to your final website on Moodle by the given deadline. Task 2. HosBng the website Prior to starting the work you should familiarise yourself with the web hos3ng available to UCL students commonly referred to as UCL Personal Webpages ( https://www.ucl.ac.uk/isd/services/ websites-apps/personal-webpages) and the teaching material provided in Moodle. An example of a website available on the hosting is available here: https://www.ucl.ac.uk/~uczckst/ inst0007/week03/exercise03/wk03-exercise03.html Note: You will only be able to upload your website on the UCL Personal Webpages from UCL-managed machines (on campus), via Desktop@UCL Anywhere or using UCL’s Citrix Workspace. NOTE: You should remember that the UCL Personal pages are available to everyone on the web. You should remember not to add any content that may not be suitable for publishing widely and if necessary remove your website once the assessment mark is confirmed. This task is considered completed, when you: → Provide the URL to your deployed website to be included for the exhibi3on by the given deadline. Task 3: CriBcal report Your critical assessment must be submiAed as a report using the report template form (see Appendix 1). Your report should highlight the strengths and weaknesses of your website, including the design, development process, and evaluation, as described in the assessment marking criteria (see Appendix 2). Your report should also include a reflective assessment of your learning journey, as well as an assessment of a peer’s website submiAed for the exhibition. The critical report will consist of the following sections, with associated weighting of contribution to the final grade: 1. Review and assess one of the better websites from peers according to marking criteria (10%) 2. Provide evidence and justification for website design decisions. (10%) 3. Discuss the quality of the required or other website elements (5%) 4. Provide evidence of valid, clearly documented code (HTML, CSS, etc. ) (10%) 5. Provide evidence of responsive nature of the website (10%) 6. Provide evidence of User Experience evaluation (10%) 7. Provide evidence of Accessibility evaluation (10%) 8. Provide evidence of website performance evaluation (10%) 9. Provide a reflective account on your learning journey (15%) 10. Limitations and future work (5%) 11. Provide a list of references (not included in the wordcount) used in this report and in your website. Any use of generative AI must also be acknowledged here. Discuss how you learnt from other people’s code and external sources (included in the wordcount). (5%) Bonus (optional) task: self assessment. Should you decide to attempt this task, your marks for this will be added as an additional 5% on top of your grade (e.g., if you score 60% for the critical report, but get 80/100 for your self-grading attempt, this will up your score to 64%). This task consists in allocating yourself a mark for each aspect 1-11 above, carefully following the rubric provided in the assessment marking criteria. You should provide a brief rationale for your decision. You can optionally decide to describe additional marking criteria that you propose and adhere to in your self-assessment (see Appendix 2 for an example). You will be scored for how well you apply the rubric, demonstrating your critical ability, as well as for providing sensible rationale and proposing adaptations/additions to the marking criteria. Grades with no rationale will not be considered as an attempt at this task. Grades that do not reflect the assessment and the rubric will not receive any marks. When writing your critical report you should include reflections around: ● the key stages of the project and justtifications for decisions, such as user-centred design, and user experience; ● the use of specific tools and technologies, such as prototyping to wireframing; ● application of user-testing or usability evaluation method; ● justifications for choosing specific user-testing or usability methods; ● validity of the HTML, CSS, and JavaScript code; ● accessibility at design and deployment stages; ● website performance such as Google PageSpeed Insights tests; ● the key learning outcomes from working on the project; ● key challenges that helped you learn; ● key limitations and the future work that remained beyond the scope of the project. This task is considered completed, when you: → Submit your crittical report on Moodle by the given deadline. Section C: Module Learning Outcomes covered in this Assignment This assignment contributes towards the achievement of the following stated module Learning Outcomes as highlighted below: ● understand the basic principles of website design and development; ● familiarised with technologies and related tools for prototyping, mark-up, and scripting; ● understand concepts and develop skills related to user experience and accessibility; ● understand concepts related to good practices of developing and evaluating websites.
