REAL ESTATE MARKETS (URBAN 5039) Summative Assessment 2024/25 Session You work in the research department of Reintel, a leading international real estate consultancy and analytics firm. Recently, Skyline Developers Limited (SDL) has approached your company for a comprehensive analysis of the Scottish office market. SDL seeks to acquire a property that offers the best potential for redevelopment, aiming for long-term sustainable returns. Due to the terms and conditions associated with their development finance, SDL's focus is solely on the office sector and they are not open to any recommendations to invest in any other sector. SDL has built a strong reputation by delivering high-quality developments across various property sectors in England and now aims to expand its portfolio by investing in high-performing markets within Scotland. The two properties in the market are detailed in the table below. Aberdeen Site 4 - 6 Crown Terrace, Aberdeen AB11 6HE Edinburgh Site 5 - 9 Haymarket Square, Edinburgh, EH3 8EB Your client is a member of the Better Buildings Partnership, a collaboration of leading property owners dedicated to enhancing the sustainability of commercial buildings. SDL is open to any recommendations on how to effectively promote their sustainability and net zero corporate goals, while also achieving their financial objectives. An assessment of their current portfolio in England shows a strong proportion of BREEAM-certified buildings. As a key member of the department, you have been asked by your line manager to produce a research-informed professional report and make reasoned recommendations to your client. You have not been given any structure or outline to follow, but have been advised to address the following in your report: 1) Analysis of key macro-environmental factors across different geographical levels and influence of local economy on the property sector under consideration. 2) Evaluation of past performance of the office markets using relevant indicators, visualisations and metrics that allow for effective comparative analysis. 3) Use of relevant empirical data and literature to analyse the effect of accessibility (i.e., intra- and inter-city transport networks) on the sector under focus. 4) Critical discussion of potential implications for the real estate sector of any recent or planned government policies, investment and economic development activities that are affecting (or might affect) the sector’s performance in the city and more specifically, the two local areas. 5) Future prospects for the relevant (sub)markets, accompanied by clear advice and recommendations on which markets to invest in, as well as effective investment strategies for the client to achieve their investment objectives. You will realise the analysis will require you to compare market areas; this is best achieved by adopting relative indices and historical trends analysis. Your aim, in addition to the city-wide analysis, should be to present data that helps to show the merits and demerits of each area and their future trajectories. But in doing so, you must substantiate your assertions, advice and recommendations with relevant data and reflect on the implications of different perspectives provided by scholarly publications (peer-reviewed articles and books) and industry publications. Marking criteria and weightings Your report will be graded using the following criteria: 1 Appreciation of the effects of location, accessibility, and government policies/activities on real estate markets 20% 2 Quality, coverage and relevance of real estate market and macro-environment data used 30% 3 Depth of data analysis using relevant statistical tools (e.g., self-created visuals/indices) and ability to evaluate and integrate data and evidence-base 30% 4 Reasoned recommendations and overall presentation quality of the report 20% The assignment requires you to strike a balance between theoretical/conceptual argument, market evidence and discussion. It should be written professionally and should contain supporting evidence including academic references and other publications (e.g., real estate market reports, government agencies, economic reports, etc.). Sources of all data used for charts or tables must be duly acknowledged. You will come across ready-made charts from real estate market reports and may be tempted to simply copy and paste them into your report. Avoid this practice as it contravenes an important intended learning outcome of this module (i.e., students should be able to search for, collate and analyse property market and macro-economic data) and will detract significantly from the originality/quality of your report and reduce your overall mark. Submission requirements The assignment should be submitted by noon on Wednesday 15th January 2025 through the Turnitin link available on Moodle. Assignments not submitted by the deadline will be subjected to a 2-mark deduction for each working day overdue, subject to a maximum of five working days. If an assignment has not been submitted within five working days of the deadline, it will be awarded zero (grade H). You are advised to run your coursework through Turnitin as a draft before making the final submission to avoid the consequence of unintended plagiarism, you can do that using the ‘Turnitin Draft’ link. For more information about University’s assessment and policy on plagiarism, please read the PGT handbook available on REPR Moodle. You should reference appropriately and follow normal conventions for the Harvard style. of referencing. The word limit is 2,500 words (+/-10 per cent) including titles, tables, footnotes, and appendices but excluding references/bibliography. There are penalties on assignments that are longer than +10%. Submissions that go 10-14% over the word limit on an assessment will be subject to a 1-point deduction; 15-19% over a 2-point deduction; 20-24% over a 3-point deduction and 25% or more over will be awarded a failure grade (zero) and required to resubmit as a second attempt. More details can be found in the PGT handbook. Note that you must get a grade of D3(9) or above to pass this module. Resit/reassessment is allowed but it requires further approval from the course convener and administration team. The resit/reassessment results will be capped at C3 (12) when calculating GPA. Getting help It is normal for students to seek further clarification while writing the summative assessment, issues requiring further clarification might be generic or specific to individuals. The best way to ask such questions is to post them on the Moodle assignment forum where everyone can have a chance to see them and my responses. It will also prevent the same set of questions from being asked repeatedly unnecessarily. However, you are equally free to email me directly to ask questions that are peculiar to you. Please bear in mind that I am unable to respond to academic questions over weekends and holidays and might also not be able on the assignment due date. Further information You must not consult any company or real estate professional for this assignment, if you need to make any request at all, such requests must be channelled through the module coordinator. This is an independent submission and not a group work, therefore, penalties will apply if there is evidence that any groups of people have submitted reports with elements that are joint efforts. Plagiarism and contracting someone to write are considered serious academic offences by the University and might have adverse consequences on your academic progression.
This assignment is mainly designed for you to practice an empirical work using any one of statistical softwares. You are recommended to use STATA, but you can use SAS, MATLAB, R, GAUSS, or EVIEW if you have your own reasons against STATA. For the STATA users, print and submit your log-file in addition to your main analysis. For the others, report the results produced by your program using copy-and-paste with your commands and results in addition to your main analysis. (Preparation) Download TRADE.txt (data file) and Distance.txt (description file) from World Bank, and use these for this assignment. Our main interest is to study the effect of distance between two regions on trade. 1. Report the average values of the main variables, along with their standard deviations. 2. Make a figure which shows a scatterplot of log of trade and log of distance between two regions and at the same time an OLS regression line. [STATA command: twoway (scatter y x) (lfit y x)í. Try help twoway for more information.]
Course Unit Code BMAN32261 Course Unit Title Entrepreneurship and Venturing Academic Year 2024-2025 Semester Semester 1 Credit Rating 20 credits Programme Restrictions This course unit is available to final year students studying on BSc Management / Management (specialism), BSc International Management, BSc International Management with American Business Studies and MLBM. Pre-requisites None Co-requisites None Dependent courses None 1. About the course 1.1. Course Aims The course aims to give the students an applied understanding of modern entrepreneurial practices and teach them to make informed decisions when running their own businesses. Academic literature will be combined with case studies and practical examples to enhance students’ understanding of entrepreneurship. 1.2. Learning Outcomes By the end of this module students will: · Develop knowledge of the role of individual and corporate entrepreneurship, types of entrepreneurs, entrepreneurial practices, business models, growth strategies, risks, the role of finance. · Collect and critically analyse industry data to identify and pursue viable business opportunities. · Apply a rich toolset of theoretical frameworks to make strategic decisions for their ventures. · Learn how to formulate business ideas and pitch them to potential investors. 1.3. Employability Many students may wish, one day, to found and run their own innovative business or engage in entrepreneurial behavior. in a large corporation. Attendees of this course unit will be better equipped to do so, as participants will be more acutely aware of both the requisite pre-conditions and actions that are most likely to lead to entrepreneuring success. In addition, skills that are part of this unit and that will enhance students’ employability include data analysis, report writing, presenting and working in groups. 1.4. Social Responsibility This course will allow to take a critical perspective on mainstream entrepreneurship. Specifically, we will question many of the mainstream entrepreneurship paradigms like the growth paradigm, profit paradigm, and ‘killing the competition’, and will discuss paradigm-alternative practices like co-creation, coopetition, and social franchising. The cases from the context of sustainability ventures further contribute to an appreciation of ventures aimed at sustainable development implying all three, environmental, social, and economic responsibility. (decent work and economic Environmental Sustainability 1.5. Equality, diversity and inclusion (EDI) Lectures of this course employ cases from diverse backgrounds around the world. Also, students are encouraged to ‘bring their own unique and diverse self’ to the class in many different ways. For instance, when freely choosing their assignment projects, diversity and uniqueness is positively incentivised in the grading criteria. 1.6. Methods of Delivery Lectures will run from university week 1 to 11 with a break for the reading week (9 lectures). Seminars will run from week 2 to 11 (9 seminars). In week 3, the seminar will take place in a computer lab. Group presentations take place in week 12. Lecture sessions will be used to jointly engage with the materials available for each session on Blackboard, in an active manner. Every session starts with a brief entry quiz based on the previously covered materials and assigned readings, then features an introduction and discussion of new entrepreneuring topics, and closes with a real world case discussion. Lecture & Seminar Hours Lectures: 9 x 2-hour per week in Semester 1, 15.00-17.00 on Tuesday Seminars: 9 x 1.5-hour on either Thursday or Friday. Presentations: 4 hours - 2 x 2hr Total contact hours: 35.5 hours Private study: 164.5 hours Total study hours: 200 hours 1.7. Attendance Active access and attendance of lectures and seminars is a compulsory requirement for this course and will be monitored through Blackboard’s activity tracking function. Any student who a) misses, b) is found to be unresponsive, or c) does not participate in group work of more than two seminar session, does not fulfil the attendance requirements. If you are unable to attend a seminar, make sure to inform. your seminar leader of the reasons in advance. They are in charge of taking attendance and have to pass on attendance lists to the program administrators. You have to attend seminars in the slot you originally signed up for, as this is where your student group’s teamwork takes place. 1.8. Syllabus The course provides you with a step-by-step guide to starting and running your own venture by answering the questions many fresh entrepreneurs face, including but not limited to: · What societal and environmental impact can a venture achieve? · How do you develop ideas and start a venture? · How can you define and reach your target market? · Where to find funding for entrepreneurial ventures? · What strategies can help your business grow in the long term? · How to mitigate risks and avoid potential pitfalls threatening young companies? During this course, you will collect data on an industry of your choice using databases such as Factiva, Mintel Oxygen and Statista (available in the UoM library). You will then interpret this empirical material using theory on entrepreneurship individually and in groups. 2. Teaching Schedule 3. Reading List Core Text: Burns, P. 2021. Entrepreneurship and Small Business: Start-up, Growth and Maturity. Red Globe Press, fifth edition. ISBN: 978-1352012491. Available at: Kortext. Supplementary Texts: You will be provided with additional suggested readings each week. You are strongly encouraged to read them when working on your assignments. You are also encouraged to identify and read additional readings of relevant publications, and to cite these as part of the final summative assignment. 4. Assessment There will be two assessed assignments in this course unit. Both assignments require you to demonstrate a deep understanding of the process of establishing and growing a venture by using the concepts covered in the course to analyse empirical material (both qualitative and quantitative). The assignments are: 1. Group presentation (40% of the final mark, max 10 minutes): In a group of five students come up with a B2B venture idea and pitch it in a form. of presentation, answering all 6 assessment questions. 2. Individual coursework (60% of the final mark, max 2000 words): Individually, come up with a B2C venture idea and pitch it in a form. of a report, answering all 6 assessment questions. 4.1. Assessment Questions 400 2. What makes you a good fit to address this opportunity? 1 200 4. What approach will you take and where will the focus of the innovation be? 1 400 6. What are the main risks for this venture? 1 2000
FINN1011 Foundation of Finance Undergraduate Programmes 2024/2025 Summative Assignment (Main) “Carbon risk is immaterial” . Critically evaluate this statement from the perspective of an Investor. It is expected that your critical discussion will draw on relevant theories, academic journal articles as well news report (such as from the Financial Times) and other reliable sources. Overall word limit: 1,500 words maximum. Your completed assignment must be uploaded to Turnitin no later than 12 MIDDAY on Monday, 13th January 2025. A penalty will be applied for work uploaded after 12 midday as detailed in the Programme Handbook. You must leave sufficient time to fully complete the upload process before the deadline and check that you have received a receipt. Written assignments should be typed, using 1.5 spacing and an easy-to-read 12-point font. The word count should: Include all the text, including title, preface, introduction, in-text citations, quotations, footnotes and any other items not specifically excluded below. Exclude diagrams, tables (including tables/lists of contents and figures), equations, executive summary/abstract, acknowledgements, declaration, bibliography/list of references and appendices. However, it is not appropriate to use diagrams or tables merely as a way of circumventing the word limit. If a student uses a table or figure as a means of presenting his/her own words, then this is included in the word count. Examiners will stop reading once the word limit has been reached, and work beyond this point will not be assessed. Checks of word counts will be carried out on submitted work, including any assignments or dissertations/business projects that appear to be clearly over-length. Checks may take place manually and/or with the aid of the word count provided via an electronic submission. Where a student has intentionally misrepresented their word count, the School may treat this as an offence under Section IV of the General Regulations of the University. Extreme cases may be viewed as dishonest practice under Section IV, 5 (a) (x) of the General Regulations. Very occasionally it may be appropriate to present, in an appendix, material which does not properly belong in the main body of the assessment but which some students wish to provide for the sake of completeness. Any appendices will not have a role in the assessment - examiners are under no obligation to read appendices and they do not form. part of the word count. Material that students wish to be assessed should always be included in the main body of the text. Guidance on referencing can be found on: https://libguides.durham.ac.uk/friendly.php?s=research_skills/managing_info/plagiarism MARKING GUIDELINES Performance in the assessment for this module is judged against the following criteria: • Relevance to question(s) • Organisation, structure and presentation • Depth of understanding • Analysis and discussion • Use of sources and referencing • Overall conclusions
BUS0119 Principles of Marketing - CA2 ASSIGNMENT GUIDELINES: 1. This is a group project with the allowed size of 5 members. 2. This CA2 constitutes 40% of your overall marks for this module. 3. This project covers all materials studied in Lectures 1 to 10. You should understand the concepts in the module book and lecture notes before starting on the project. Where necessary include any relevant references for information sourced to complete this assignment. 4. This CA2 is a group assignment consisting of two parts namely a written report (30% weightage) and face to face presentation (10% weightage). 5. Please read the following guidelines carefully before starting your assignment. If you have any questions, do clarify with your lecturer. CA2 PART 1 - WRITTEN REPORT GUIDELINES: Part 1 of the CA2 is a group written report. The following are the guideline for theneeded content for the report. Topic Selection: 1. Each group will be given two brands to study for vacuum cleaners. The assigned brands for the groups are as follows: Groups 1 2 3 4 5 6 7 8 Brand 1 Karcher Electrolux Miele Tefal Dyson Ecovacs Philips LG Brand 2 Bosch Midea Hitachi Cornell EuropAce Toshiba Rowenta Sharp Groups 9 10 11 12 13 14 15 16 Brand 1 Karcher Electrolux Miele Tefal Dyson Samsung Philips LG Brand 2 Midea Hitachi Bosch EuropAce Toshiba Sharp Bosch Cornell 2. Next, select ONE consumer segment which the brand targets and identify the model of electric cars that caters to this segment – the model selected should be the latest model launched within the last 2 years from TWO given brands you have been assigned. Required Content: I. Introduction • A brief introduction should be given to the companies/brands and their respective products that you have selected. This section should also serve to introduce the reader to the purpose and flowof the report. II. Environmental Analysis Using online databases like Singstats, Passport, Factiva and other credible sources, search for relevant marketing research data to describe and analyse the current marketing environment: • Determine key political or regulatory issues that are relevant for this industry. • Highlight how economic environment impacts the industry. • Describe the most relevant social, demographic, or lifestyle trends. • Give examples of any prevailing technological trends that affect this industry. • Select 4-5 competitors which operate in this industry and determine the intensity of competition. (Do ensure that ALL PEST and competition are sufficiently discussed.) III. Target Marketing Process • Using demographic, psychographic and behavioural base/variables segmentation, provide a detailed descriptive profile of the target segment the 2 new products are designed to appeal to. Discuss geographic segmentation base/variable if it is relevant for your industry. • Determine which market targeting strategy was adopted by the 2 companies/brands. Evaluate the target market in terms of its size and growth potential to justify your selection of target segment/s. • Use a perceptual map to describe the product’s positioning vs its competitors. Ensure all 4-5 key competitors are drawn into the perceptual map. • Assume the role of the marketer and develop a suitable positioning statement for these twoproducts. IV. Analysing the Marketing Plan The Marketing Strategy • Using The Product Life Cycle, determine the appropriate marketing strategy and its corresponding related marketing mix plan for the products at ALL the product life stages. • Identify the current stage by providing supportive evidence. • Discuss the life cycle extension strategies that maybe adopted for the products in this industry. Product • Critically compare both new products in terms of the various product dimensions relevant for marketing. These may include the product features, benefits and product support services, where relevant. Evaluate the two products and identify meaningful differentiating factors that are relevant for consumers. • Critically compare and evaluate the product brand name for the two products – discuss how the names fulfill some of the criteria of a good brand name. • Critically compare and evaluate the packaging and labeling details that are relevant in the successful marketing of these two products. • In all these aspects, provide a conclusion as to which product is more effective in the design of the product strategy. Price • Describe the pricing strategy adopted by the two companies for your selected competing products. Research on the current prices in the market, and other key competitors’pricing. Your report should provide examples of actual retail prices used for the two products. It is recommended that you use photos or other means to reinforce and/or substantiate your discussion. • Critically compare and evaluate the following pricing components: 1.the recommended retail price (list price), 2. Discounts and/or allowances offered, 3. Any other pricing methods that are being applied. • Determine which product is more effective in the use of pricing in appealing to their target consumers. Place • Analyse what the customer wants from the distribution aspect of the product. Critically compare and evaluate the marketing channel of the selected competing products. Discuss the channel structure, the types of intermediaries,their roles and purpose in the channel. • Critically compare and evaluate the retailing strategy for the selected competing brands. Discuss their retailing mix decisions. It is recommended that you use maps, photos etc., to reinforce and/or substantiate your discussion. • Determine which companies were more effective in their use of placing strategies in making their products more accessible to their customers. Promotion • Select any advertising message/photos used by each ofthe two companies used in their Singapore’s webpage to promote their new products. Critically evaluate the four • selective perception concepts of selective exposure, selective attention, selective comprehension and selective retention to the selected promotional message/photos. • Evaluate critically which of the two companies/brands were more effective in the design of their promotional messages. V. Conclusion • The summary should provide a quick summary and closure to the report. VI. Referencing, Reporting and Research Skills • Demonstrate skills in researching and using materials and/or information in the marketing of the product. • Please include all references in the ‘Reference’ section of the report. Additional Instructions: • Please include all diagrams or pictures where necessary. • Submit report using MSWord document format. .doc. (If you experience problem with .docx format in uploading please just save as .doc andreupload.) • Word limit is 4,000 words. • Plagiarism and collusion will be penalized. • Please do not use AI generated content as it will affect your grading, • Please ensure proper referencing. The suggested reporting format: • Title slide - Title, Group No, Name of Group members, Student id, Class number, Name of Lecturer • Content page • Introduction • Marketing Environment Analysis • Target Market Profile • Marketing Plan • Product Strategy • Pricing Strategy • Placing Strategy • Promotional Strategy • Conclusion • References Grading Criteria for Written Report (100 marks): Content Grading Mark Allocation I Introduction Describe the nature of the companies and the TWO new products selected for this project. Introduce the report flow. 5 II Marketing Environment Analysis Describe the key trends in the PEST environment and describe its impact on the industry. Highlight the key competitors in this market and the nature and intensity ofcompetition. 15 III Target Market Profile Target Market – identify your primary target market using the relevant segmentation bases and develop the perceptual map and related positioning statement. 10 IV Design of Marketing Plan Marketing Plan Use the product life cycle to discuss the appropriate strategy, and marketing mix plan. 10 Product Strategy Compare and contrast the product features and its benefits, branding, product life cycle strategy relevant for the current stage, and packaging and/or labelling if relevant. 10 Price Strategy Identify your price position relative to competition and critically evaluate what pricing tactics was adopted and whether these were effective. 10 Place Strategy Describe the distribution channel structure and strategies adopted and determine which companies/brands were more effective in reaching out to their target consumers. 10 Promotional Strategy Using the 4 concepts of selective perception, evaluate the promotional messages adopted by each of the companies/brands and critically evaluate the effectiveness of these promotional messages. 10 V Conclusion The summary should provide a quick summary of the whole report. 5 Research and Reporting Skills Marks Demonstrate skills in use of library resources and useful information in the market situation analysis (provide proper referencing) 10 Good organizational structure and correct use of Language and Grammar. 5 TOTAL 100 CA2 PART 2 - PRESENTATION GUIDELINES: Students will have to present their assignment in a group formal presentation and be required to answer questions on lesson 13 and lesson 14. Students that are in face-to-face class will presentin the lecture theatre. Only students that have special approval will be allowed to have their oral conducted viaZoom. Presentation via recording is not permitted. The scheduling and logistics of presentation will be managed and coordinated by your lecturer. Each group will be required to present their findings using a ppt slide deck that summarizes the key contents in the written report on Lesson 13 or 14. Each group will be given 20 minutes to present. This is followed by a 5-10 minutes Question & Answer (Q&A) session. All members must present and answer during the Q&A, as students will be assessed individually. Thus, each group should allocate sufficient time for every member to present and answer questions. Each group is required to submit both their written report and PowerPoint slide deck in the submission folder in Canvas in accordance to the submission deadlines as stated in ‘CA Overview’ in Canvas. Please do contact your lecturers if you have any questions regarding this presentation.
Module Code: ME2623 Module Title: Engineering Mathematics and Programming Assessment Title: Solving the 2D Wave Equation Using the Finite Difference Method Weighting: 40% Main objectives of the assessment: To develop and document a MATLAB program that solves the 2D wave equation using the finite difference method, demonstrating an understanding of numerical methods, code implementation, and validation techniques. Brief Description of the assessment: The student is required to develop a MATLAB program to solve the 2D wave equation using the finite difference method. Additionally, the student must provide a user guide explaining the functionality of the code, validate its results, and propose potential enhancements for future applications. assessment: 1. Understanding of analytical methods that are useful for Mechanical and Aerospace Engineering 2. Understanding how to employ programming to solve basic engineering computational problems. 3. Applying best-practice programming techniques to solve Mathematical models of Engineering problems. 4. Understanding the usefulness of programming techniques in the process of solving Engineering problems. 5. Presenting computational results in a clear and concise manner including validation and verification. This assignment will be assessed based on several criteria, each contributing to the final grade as indicated by the percentage in brackets: ● Explaining the interface (20%) ● Providing a quickstart example (20%) ● Code annotation (20%) ● Verification and validation (20%) ● Suggesting future extensions (10%) ● Including an appendix with the code (10%) Your submission will be assessed based on: • Accuracy and stability of the numerical implementation. • Clarity and comprehensiveness of your documentation. • Creativity and feasibility of proposed extensions. Assessment method by which a student can demonstrate learning outcomes: Completion of the assignment defined above, which must be submitted via WISEflow for marking. Format for the assessment/coursework (Guidelines on the expected format and length of submission): The university takes academic misconduct very seriously. Further information about this subject can be found here: • Senate regulation 6: https://www.brunel.ac.uk/about/documents/pdf/Senate-Regulation-6-2020-07-01.pdf • Library: https://www.brunel.ac.uk/life/library/SubjectSupport/Plagiarism The university’s policy on using artificial intelligence in your studies can be found here: https://students.brunel.ac.uk/study/using-artificial-intelligence-in-your-studies th th ist:Further information:Assignments must be submitted to PDFformat(unlessstated otherwise),usingArialsize11 font ges assignmentswellaheadofthedeadlineLate submissions aresubject to penalties.MATLABCode (uxx+uyy)%with initial condition u(x,y,0) = s % and boundary conditions u(0,y,t) = u(1,y,t)= u(x,0,t)= u(x,1 Conditiondt =sigma*(dx/c);t = 0:dt:1; x =0:dx:1;y =0:dy:1;u = zeros(length(x),length(y),length(t)); n(q*pi*y)%u(x,y,dt)for i=2:length(x)-1forj=2:length(y)-1u(i,j,2)= (sigma^2)*(u(i+1,j,1)-2*u(i,j,1)+u(i-1,j,1))...+(gamma^2)*(u(i,j+1,1)-2*u(i,j,1)+u(i,j-1,1))+2*u(i,j,1) - u(i,j, y),length(t));n(q.*pi.*y);fori=1:length(t)SOL(:,:,i) = S*cos(c.*pi.*(sqrt(p^2 xlabel('x','Fontsize',11); ylabel('y','Fontsize ',11);axis ([0101-11]);subplot(2,1,2)p2 =surf(X,Y,E(:,:,j));title(sprintf('Absolute error at t = %1.2f',t(j)),'Font xlabel('x','Fontsize',11); ylabel('y','Fonts ize',11);axis ([01 010 max_e]);pause(0.001);holdon
ECON32111 Climate Change Economics SAMPLE EXAMINATION 2024-25 Answer THREE Questions - ALL questions carry equal marks 1. Assume the CO2 concentration in the atmosphere increases from 280 ppm in pre- industrial times to 560 ppm by the year 2100. a) Discuss the temperature increase, T, relative to pre-industrial times you associate with this doubling of the CO2 concentration. Base your discussion on the course material. b) According to Tol (2014, corrected version) the global welfare impact from a temperature increase, T, by 2100 can be expressed as D = 1.26T − 0.66T2 where D denotes the percentage change in global GDP. Explain how you would use this expression to compute today’s value of the future impacts of a temperature increase. c) As we discussed in class, Tol has redone his impact assessment several times because more economic estimates have become available. What would be the percentage change in global GDP of the temperature based on Tol’s most recent study? 2. Discuss climate sensitivity and its role in economic models about the trade-offs between consumption, emissions, and climate over time. 3. Image a climate policy that has impacts with benefits far in the future. Explain and discuss the main argument in favour of a declining discount rate in the economic analysis of these policy benefits. 4. Assume your boss is a busy politician. She has just attended a meeting about long term public investment projects. An important issue was the secondary impacts of climate change policies. She heard that these generate important and immediate benefits for society. She is now very confused. Explain to her the significance of secondary benefits for climate change policies and whether and how these should be included in Cost Benefit Analysis of climate change policy options. Your boss graduated with an economics degree, but this was a long time ago and she has forgotten many details. 5. Explain why it is so hard to achieve international agreement on climate change policy.
Module code & title FOOD3341: Food and Cancer Assignment title Feasibility report – using dietary compounds to reduce cancer burden. Assignment type Coursework. Non-timed assignment; you have one attempt. Learning outcomes assessed 1. Develop knowledge and understanding of the biological mechanisms of cancer and how food can alter these 2. Understand how agencies, charities and/or government organisations evaluate evidence to provide advice on food and cancer to the general public. 3. Be able to evaluate health claims and advice for the general population, stratified groups, and for people living with and beyond cancer. Rationale The purpose of this report is to assess your ability to critically evaluate the evidence for and against, and understand the barriers and opportunities of, using nutritional compounds for cancer prevention/treatment. Word/time limit and guidance In this report you should select a food compound from the options below (Assignment Guidance – 2). Evaluate the evidence that a commercially available nutritional supplement of this compound could be used to reduce cancer burden and discuss the feasibility of implementing this strategy as a public health initiative. Structure your report as outlined below (Assignment Guidance – 3). You must state your final word count on the title page. The report should be comprehensive and concise and must be between 1400-1600 words. Reports longer than this range will be penalised with a 5% mark reduction and any text beyond 1600 words will not be considered in marking. Reports shorter than 1400 words will not be additionally penalized but are unlikely to contain sufficient material to achieve good grades. Word count does not include title, bibliography, figure, figure legends, text in tables, table legends. Word count does include main text, inline citations, headings and subheadings. Bibliography of at least 10 references but no more than 30. You must use Leeds-Harvard referencing style. and you must use reference management software (e.g. Endnote). You must state which reference manager you have used at the end of the bibliography. The following is a suggested structure with suggested word count ranges for each section in brackets: Background (300- 500), Main body of report (900-1100), Conclusion (200-300). Assignment guidance 1. Title page(s) should contain a. A title of your choice, it should be an informative and succinct . b. Word count of final report (not including bibliography or figure legends). c. All required declarations. A penalty of 5% applies if any of this information is omitted. 2. You must select one (1) of the following compounds only: a phytosterol (e.g. sitosterol), resveratrol, Vitamin D, or omega-3 fatty acids. 3. The report must include the following: a. An introduction to include a description of cancer burden, the supplement you have chosen to evaluate. b. A definition of key terminology you will use in the report, i.e. how you define ‘cancer burden’ will determine the information required in your report. c. An explanation of the molecular mechanisms of action of how your chosen food component acts to reduce cancer burden. d. An overview of the evidence in humans that your chosen food component is likely to reduce cancer burden. e. A description of the evidence gap that means the compound is not yet part of public health advice. f. At least one original figure and at least one original table. 4. Guidance notes: The following sections must be included in the report and should be preceded by appropriate subheading/titles: a. An explanation of the molecular mechanisms of action of how your chosen food acts to reduce cancer burden. What genes, proteins, lipids, cellular structures are directly altered by the food compound? In which cells do these events occur? Do the anti-cancer effects directly affect the cancer cell, or do they work indirectly, via the immune system for example? Are the Hallmarks of Cancer altered, how? b. An overview of the evidence in humans to indicate that your chosen supplement is likely to reduce cancer burden. Your report may consider population stratification (i.e. if the agent acts against prostate cancer, then it is only targeted at males). You may want to consider whether the intervention is cost-effective, who would benefit most, how could you ensure a wide population is reached. c. A description of what is the evidence gap that means the compound is not yet part of public health advice. Consider the level of evidence that is required by national agencies or charities before they promote a food derived compound in public health messaging or publish a position statement. Compare this to the existing evidence. d. At least one original figure and at least one original table. The figure should be drawn based on information collated across lectures and your own research into the food compound. This could be to summarise the molecular pathways of action, and/or illustrate the information gaps, and/or be derived from data collated from published sources. Attribute credit to the original sources of the information you collate into your original figure. The table should collate data from multiple sources and could for example contain a summary of how your food compound has changed the expression of a particular gene, or report summary statistics from different human studies. Figures and figure legends should be prepared in a separate file and converted into an image and inserted into the word document. Embed the figure as a high-quality image to your .docx file. Figures should be placed in the text at the first opportunity after their first mention in the report. The software used to draw figure(s) should be stated in the figure legend(s).
CS 3800 Homework 7 Spring 2024 1. [8 Points] Pushdown. For each of the following languages over the alphabet {a, b}, draw the state diagram of a pushdown automaton that accepts this language. For full credit, your automaton should have as few states as possible. (Below, assume that m, n ≥ 0). (a) {a n b m | n ≤ m}. (b) {a n b m | n ≥ m}. 2. [6 Points] Pushdown. Construct a pushdown automaton P such that (assume m, n ≥ 0): L(P) = {a mb n | n = 2m} Specify the components of your automaton and draw a state-diagram. For full credit, your automaton should have as few states as possible. 3. [6 Points] Pushdown. Construct a pushdown automaton P such that (assume m, n ≥ 0): L(P) = {a mb n | m ≤ n ≤ 2m} Specify the components of your automaton and draw a state-diagram. For full credit, your automaton should have as few states as possible. 4. [15 Points] Intersection. Consider the language (n and m are natural numbers ≥ 0) L = {a n b m | n > m and n is even} Clearly L = Lcf l ∩ Lreg where Lcf l = {a n b m | n > m} and Lreg = {w ∈ {a, b}* | w has an even number of a’s} (a) Draw the state diagram of a DFA for Lreg. For full credit, your automaton should have as few states as possible. (b) Draw the state diagram of a PDA for Lcf l. For full credit, your automaton should have as few states as possible. (c) Apply the algorithm from class (lecture 15d) to construct a PDA for L. Draw the state diagram of your automaton. (Do not delete useless states, this problem only asks you to demonstrate your understanding of the algorithm.) 5. [8 Points] Closure properties. In this problem, you are not allowed to construct gram-mars or automata. Everything can be shown using closure properties. Throughout, the reference alphabet is Σ = {a, b} and N denotes the natural numbers (including 0); and n, m ∈ N. (a) In Problem 1, you showed that the languages {a n b m | n ≤ m} and {a n b m | n ≥ m} are context-free. Use this fact to give very simple proofs that {a n b m | n < m} and {a n b m | n > m} are context-free. (b) Prove that the language {a, b}* − {a n b n | n ∈ N} is context-free. 6. [6 Points] Closure Properties. Suppose that L is context-free and R is regular. (a) Is L − R necessarily context-free? Justify your answer. (b) Is R − L necessarily context free? Justify your answer. 7. [5 Points] Pumping Lemma. Prove the following variant of the Pumping Lemma: For each context-free language L there exists a pumping length p ≥ 0 such that each word w with w ∈ L and |w| ≥ p can be written as w = u v x y z such that i. |v x y| ≤ p ii. v ≠ ε iii. u vn x yn z ∈ L for all n ≥ 0 Your proof should be simple and succint. References to problem 2.37 in the textbook will not be accepted. 8. [9 Points] Pumping Lemma. This problem leads you step-by-step through a Pumping Lemma based proof (the next problems will not indicate the steps). You will show that the language L = {a n b 2n c k | n > k ≥ 0} is not context free. (a) Suppose (for contradiction) that L is context free. Then it has a pumping length p ≥ 1. Why is p ≥ 1? (b) Every word w ∈ L with length |w| ≥ p can be written as w = uvxyz with three properties. What are these three properties? Select the word w = a p b 2p c p−1 (c) Derive a contradiction in case v begins with a. (d) Derive a contradiction in case v begins with b. (e) Derive a contradiction in case v begins with c. (f) Use problem 7 to explain that the above proof is complete. 9. [8 Points] Pumping Lemma. In this problem, you will show that the language L = {www | w ∈ {a, b, c} ∗ } is not context-free. (a) Use the pumping Lemma to show that the language {a n b an b an b | n ≥ 1} is not context free. (b) Use closure properties of CFLs to conclude that L is not context-free. (Don’t give a direct proof.)
2024/25 ASSIGNMENT REMIT – VIDEO PRESENTATION Programme Title Business Enterprise Module Title Brand and Media Management Module Code 2106 ASSIGNMENT TITLE CW2 Integrated Marketing Communications Plan Level 5 Weighting 50 % Lecturers Sarbjit Kaur Dulai, Rohim Mohammed, Jaswant Sembhi W/C Hand Out Date 7th October 2024 Due Date By 17:00 on 16/01/2025 Cut-off Date for Late Submissions (10 working days after the due date) By 17:00 on 30/01/2025 Feedback Post Date 13/02/2025 ASSIGNMENT FORMAT VIDEO PRESENTATION (CAPTURE OR UPLOAD) Video Duration 7 mins Submission Format e-Submission Individual Permitted use of Artificial Intelligence within this assessment Delete as required: For this assignment, Artificial Intelligence can ONLY be used as stated within Using AI Ethically within Assignments document. https://rise.articulate.com/share/4h250QmyY8hNnsQ9HS7B702dJedhlsM6. ASSIGNMENT TASK: As a result of your brand audit analysis for CW1, you, the “Brand Manager,” are now tasked to create an integrated marketing communications plan, to increase long - term brand equity, in the UK for your chosen brand case study from CW1. Your presentation will underscore the pivotal role of digital media in effectively conveying brand messages to consumers, ensuring the brand thrives and maintains an esteemed position in light of digital competition. MARKING CRITERIA: ● Below are the marking criteria that align with both the task(s) set and the quality of your video recording. Clear weightings/marks will be noted for each criterion. 1 Introduce yourself, name and student ID X 2 Provide an overview of the brand from the brand audit from CW1 and analyse, how the digital brand has been built to date to sustain profitability and reputation. Identify areas for improvement and explain the need for an integrated marketing plan to increase brand equity. 10% 3 Based your findings, from CW1 and the above (1) Formulate, ONE aim and FOUR SMART objectives. These should focus on, improving brand equity, and consumer based brand equity. 10% 4 Carry out market segmentation to identify a target market. This should analyse each area of market segmentation variables of; demographic, geographic, psychographic and behaviour. Identify customer persona/s. 10% 5 Strategy; Based on your target market; Select TWO in bound channels of communication. These, can include Blogs, articles, social media, website content or SEO. Select TWO outbound communication channels. These, can include radio, TV, billboards and direct mail. Your strategy should consider secondary brand associations such as, celebrity endorsement, cultural events, and or corporate social responsibility. Tailor your message to each channel and specific target audience and ensure they’re all consistent with the rest of your campaign. 20% 6 Tactics; Provide a content plan. This should contain the finer details of your communications strategy. Provide a justification for your selected methods. For example, if you have selected a social media strategy, with a 5 minute, video, to boost interaction, then explain what the content of the video is and how it will boost interaction. If you have selected direct mail as a strategy, then explain what the content of the mail is and how it may boost consumer loyalty. 20% 7 Action; Provide an action plan for your tactics. Illustrate this on a graph / table provide a rationale for your timings, for a period of one year and demonstrate how your actions plan will work in tandem. 10% 8 Having developed your skills for successful brand management, make recommendations to sustain brand equity moving forward. 10% 10 Your video should be formulated using Panapto video. Upload your Panapto video Then upload your Power Point Use Harvard Referencing System, 24-25 References should be included on the slides Provide a full reference list Pay attention to speed and tone of your voice. 10% The overall mark awarded for this assignment will explicitly show how the mark was calculated based on your performance against each criterion. TASK GUIDANCE: 1. Introduce yourself, name and student ID 2. Explore the role of digital media, in brand communications with stakeholders. This can include factors such as; creating a solid brand image, promoting key products and services, and reaching new audiences. Provide an overview of the brand from the brand audit from CW1 and analyse, how the digital brand has been built to date to sustain profitability and reputation. Identify areas for improvement and explain the need for an integrated marketing plan to increase brand equity. 3. Based your findings, from CW1 and the above (1). Formulate, ONE aim and FOUR SMART objectives. These should focus on, improving brand equity, and consumer based brand equity. 4. Carry out market segmentation to identify a target market. This should analyse each area of market segmentation variables of; demographic, geographic, psychographic and behaviour. Identify customer persona/s. 5. Strategy; Based on your target market; Select TWO in bound channels of communication. These, can include Blogs, articles, social media, website content or SEO. Select TWO outbound communication channels. These, can include radio, TV, billboards and direct mail. Your strategy should consider secondary brand associations such as, celebrity endorsement, cultural events, and or corporate social responsibility. Tailor your message to each channel and specific target audience and ensure they’re all consistent with the rest of your campaign. 6. Tactics; Provide a content plan. This should contain the finer details of your communications strategy. Provide a justification for your selected methods. For example, if you have selected a social media strategy, with a 5 minute, video, to boost interaction, then explain what the content of the video is and how it will boost interaction. If you have selected direct mail as a strategy, then explain what the content of the mail is and how it may boost consumer loyalty. 7. Action; Provide an action plan for your tactics. Illustrate this on a graph / table provide a rationale for your timings, for a period of one year and demonstrate how your actions plan will work in tandem. 8. Having developed your skills for successful brand management, make recommendations to sustain brand equity moving forward. Your video should be formulated using Panapto video and Microsoft Power Point. Upload your Panapto video. Then upload your Power Point. Use Harvard Referencing System, 24-25. References should be included on the slides. Provide a full reference list. Pay attention to speed and tone of your voice. Specific task guidance for this assignment: · YOUR VIDEO SHOULD BE PREPARED USING PANAPTO VIDEO · You will need to upload your Panopto video to the assignment point following the submission guidelines. Once you have submitted your video; return to the submission page and submit your PowerPoint. · For additional guidance on this assignment, please access the assignment vodcast available on Canvas. VIDEO CAPTURE GUIDANCE: ● This assignment will require you to become familiar with and use the Panopto system. Please follow this online guide for Panopto that shows you how to access the system, record a video using Panopto or upload an existing video to Panopto and submit your assignment to Canvas. Contact the DICE team at [email protected] if you need any further support. ● All students must verify their identity with their student ID card at the start of your recording. Specific guidance for this assignment [Please include specific guidance on timings and how to showcase lists of references within the recording]: LEARNING OUTCOMES: ● Learning Outcomes are what the student needs to demonstrate after completing a module. An assessment is a way in which students can demonstrate their achievement of these Learning Outcomes. Learning Outcomes are NOT the same as the assignment task. ● Explain the concept of branding and the role of media detailing key business and consumer benefits ● Propose a creative digital integrated marketing communications (IMC) media plan to increase brand equity. ACADEMIC SKILLS OUTCOMES: ● The Academic Skills Outcomes to be developed by completing this assignment can be found here. ● For Apprenticeship programmes, identify the applicable Knowledge, Skills and Behaviours the assignment seeks to test.
Optimization and Algorithms November 25, 2021 Mock exam 1. Non strongly convex function. (3 points) One of the following functions f : R2 → R is not strongly convex: (A) f (x1 , x2) = jx1 + x2 j + x1(2) + (x1 — x2)2 (B) f (x1 , x2) = 4x1(2) + ex1 +x2 + 4x1x2 + x2(2) (C) f (x1 , x2) = (x1 + x2)2 + jx1 j + (x1 — x2)2 (D) f (x1 , x2) = ex1 -x2 + 4x1(2) + 3x1 — 2x2 — 2x1x2 + x2(2) (E) f (x1 , x2) = —3x1x2 + (x1 + 2x2)2 + (x1 — x2)+ (F) f (x1 , x2) = x1 + x1(2) — x2 + x2(2) + log(1 + ex1 +x2) Which one? Write your answer (A, B, C, D, E, or F) here: 2. True statement about convexity. (2 points) One of the following statements is true: (A) iff : Rn → R is convex, then f has at least one global minimizer (B) iff1 : Rn → R and f2 : R → R are both convex functions, thenf2 of1 is convex (C) iff : Rn → R is strictly convex, then f has exacly one global minimizer (D) iff1 : R → R is strongly convex , f2 : Rn → R is convex, and f2 (x) ≥ f1 (x) for each x ∈ Rn, then f2 is strongly convex (E) iff : Rn → R is strictly convex, then f has at most one global minimizer (F) iff : Rn → R is convex, then f2 is strongly convex Which one? Write your answer (A, B, C, D, E, or F) here: 3. Augmented Lagrangian method. (3 points) Consider the constrained problem where f : Rn → R and h : Rn → R are diferentiable functions. The augmented Lagrangian method applied to (1) solves, at each iteration, an opti- mization problem of one of the following forms: (A) where λ ∈ R and c > 0 (B) where λ ∈ R and c > 0 (C) where λ ∈ R and c > 0 (D) where λ ∈ R (E) where c > 0 (F) where λ ∈ R and c > 0 Which one? Write your answer (A, B, C, D, E, or F) here: 4. Existence of global minimizers. (4 points) Consider the optimization problem where the variables to optimize are c ∈ Rn and R ∈ R. The vectors xm and the scalars ωm are given for 1 ≤ m ≤ M, with ωm > 0 for all m. The scalar P is also given and denotes a positive constant: P > 0. Show that (2) has at least one global minimizer. 5. Smooth control of an uncertain system. (4 points) Consider the optimization problem where the variable to optimize is u1 , . . . , uK , with uk ∈ Rd for 1 ≤ k ≤ K. The vectors ak ∈ Rd and ck ∈ Rd and the scalars bk ∈ R and dk ∈ R are given for 1 ≤ k ≤ K. Also, the scalar U is given and denotes a positive constant: U > 0. Show that (3) is a convex optimization problem. 6. Penalty method. (4 points) Consider the optimization problem where the vectors ∈ R2 (s ≠ 0) and the scalar rare given. Assume that the function f is diferentiable and strongly convex. Let x* ∈ R2 be the global minimizer of (4). Consider now the penalized problem where ck > 0. Let xk* ∈ R2 be the global minimizer of (5). Assume that (ck)k≥1 is an increasing sequence converging to +∞; that is, 0 < c1 < c2 < c3 < · · · and limk→+∞ ck = +∞ . Also, assume that the sequence (xk(*))k≥1 converges to some vector x, that is, limk→+∞ xk(*) = x. Show that x = x*. (You cannot invoke theorems about penalty methods; you must prove the equality above by yourself.)
Assessment Brief Assessment Code:TC1Assessment Type:Time Constrained AssessmentAssessment Deliverable(s) as stated in the Module Specification:5 days to produce a 1000-word report on a statistical modelWeighting (%):100%Submission dates:Please access the module NILE (Northampton Integrated Learning Environment) site, and check submission dates under the Assessment and submission item within the Course Content section. Feedback and Grades due:Please see the Assessment and submission section of the module NILE site. Please read the whole assessment brief before starting work on the Assessment Task. Assessment Task Guidance Description Learning Outcomes aligned to this assessment: On successful completion of this assessment, you will be able to: Subject-Specific Knowledge, Understanding & Application a) Select and apply mathematical and statistical methods for financial analysis. b) Critically analyse, and interpret numerical and graphical data. c) Evaluate and justify the use of regression techniques in finance. Employability & Changemaker Skills Communicate complex numerical information effectively and in a manner suitable to specialist audiences.1. primary measures of to process, interpret, and analyse the given data. Appropriate are used to graphically illustrate and interpret data.2. formulate a research question and corresponding hypotheses for multiple regression Build multiple regression model, ensure the selected variables are appropriate, examine the correlation of data, and test the model assumptions. 4. Multiple Regression Analysis Explanation, interpretation, discussion, and analysis are justified by linking to existing literature. Learning Outcomes addressed through this assignmentNo submission / no evidence Diagrams have not been appropriately used to illustrate/interpret data. Fair knowledge of multiple regression analysis. Relevant techniques have been used and results are interpreted, with mistakes. The results from ANOVA table are used to reflect the validity and usefulness of the predicted model. However, some key aspects have been omitted. Few references are used to support the discussion and analysis. Diagrams are used to graphically illustrate and interpret data. Some diagrams are labelled and explained.Excellent knowledge of multiple regression analysis evidenced by exceptional application of techniques and excellent interpretation of the results, with supportive justification that links to existing literature. The results from ANOVA table are presented and evaluated appropriately to test the validity and usefulness of the predicted model. Diagrams are used to graphically illustrate and interpret data appropriately. All diagrams are properly labelled and explained.LO C & DConclusion10%No attempt to address the learning outcomePoor conclusion on multiple regression analysis, where most key points have been omitted.Fair conclusion on multiple regression analysis, where few key points have been omitted. Good conclusion on multiple regression analysis, which summarizes the results and explains the impacts of model misspecification. The predicted value is calculated and interpreted with minor mistakes. Most explanation, interpretation, and discussion link to existing literature.Excellent conclusion on multiple regression analysis, which summarizes the results and explains how model misspecification could affect the results of a regression analysis. The predicted value is calculated and interpreted correctly with appropriate assumed values for the independent variables. All explanation, interpretation, and discussion link to existing literature. Sources and referencing.10%No attempt to address the learning outcomeLimited academic and practical sources are used to support the analysis, discussions and arguments. Some attempts at referencing but mostly do not conform. to Harvard referencing style.Sufficient academic and practical sources are used to support the analysis, discussions and arguments. Referencing is partially accurate and conforms to Harvard referencing style.A very good collection of academic and practical sources is used to support the analysis, discussions and arguments. Referencing is most consistently accurate and conforms to Harvard referencing style.Extensive academic and practical sources are used to support the analysis, discussions and arguments. Referencing is accurate and conforms to Harvard referencing style.Academic / Professional quality10%Unsatisfactory command of academic / professional conventions appropriate to the discipline.Poor command of academic / professional conventions appropriate to the discipline.Satisfactory command of academic / professional conventions appropriate to the discipline.Rigorous command of academic / professional conventions appropriate to the discipline.Authoritativecommand of academic / professional conventions appropriate to the discipline.
BUSI2112-E1 A LEVEL 2 MODULE, AUTUMN SEMESTER 2022-2023 MANAGEMENT STRATEGY SECTION A (Answer two questions) 1. Porter’s Five Forces Framework helps to analyse an industry and identify its attractiveness. What are these five forces? Please elaborate on the framework. (25%) 2. What is innovation diffusion? The pace of diffusion is influenced by a combination of supply- side and demand-side factors, what are they? Please elaborate on the factors for each side. (25%) 3. When internationalizing, organisations need to choose how to enter different national markets. Please elaborate on different entry mode strategies. (25%) SECTION B (Compulsory) 4. What is BCG Matrix? (10%) Please categorize Huawei’s different business lines into different quadrants of BCG Matrix (15%). In the consumer product line, if different brands (Huawei and Honor) adopted different generic strategy? What are they? (15%) After Huawei divests Honor, as a separate firm, if Honor will challenge Huawei’s smartphone business, why? (10%)
Faculty of Computing, Engineering & Media (CEM) Coursework Brief 2024/25 Module name: Dynamics, Instrumentation and Control Module code: ENGE2002 Title of the Assessment: DC Motor Speed and Position Control & PLC This coursework item is: (delete as appropriate) Summative This summative coursework will be marked anonymously: (delete as appropriate) Yes The learning outcomes that are assessed by this coursework are: 1. A student will understand and be able to analyse analog and digital feedback systems 2. A student will be able to choose the control system which is fit for the purpose 3. A student will be able to tune a controller for analog and digital feedback system using computer aided design software 1. Objectives • Design a PI controller for a DC motor speed control. • Design a PD controller for a DC motor position control. • Examine the behaviour of the PID closed-loop system when it is subjected to a disturbance. There are six sessions (2 Practical ) to complete these tasks followed up with a submission of a report documenting your work. A report documenting your work must be submitted according to deadline specified on LZ . The details of report content and submission together with the marking rubric are detailed at the end of the tasks. 2. Theoretical background a. Speed control The speed of the DC motor is controlled in our system by a proportional- integral (PI) controller with the so-called, `set-point' weighting. The block diagram of the closed-loop system is shown in Figure 1. Figure 1. DC motor PI speed control block diagram kp is the proportional gain, ki is the integral gain, s/1 is a transfer function of integration, vd denotes disturbance,r is the reference signal,u is the control signal,y is the output signal and is equal to the rotational speed measurement ω , Td denotes disturbance torque, vd denotes disturbance voltage, and vm denotes the input voltage to the DC motor.Jeq represents the motor moment of inertia. Dynamics of the DC motor, i.e. the relationship between its speed and voltage in time is represented by the first-order transfer function shown in Equation (1). As you may remember, this equation was introduced in the previous laboratory session. The symbol τ in Equation (1) is a time constant whilst K is referred to as a steady-state gain. The (closed loop) transfer function of the system inFigure 1 can be derived through a series of block diagram simplifications or by implementing Mason's Gain Rule. Derivation of transfer functions for block diagrams of such levels of complexity is beyond the scope of our lectures so, for now, please take it for granted that our closed-loop transfer function Gω ,r from the speed reference, r , to the angular motor speed output, ωm , is described with the equation below. b. Position control The position of the DC motor is controlled by a proportional-integral-derivative controller (PID) and is designed according to specifications. The closed-loop PID control block diagram is shown in Figure 1. Figure 2. DC motor PID position control block diagram where the parameters are the same as in Figure 1 and kd is the derivative gain. Dynamics of the DC motor, i.e. the relationship between its speed and voltage in time can be represented by the first-order transfer function. As a reminder, τ and K, denote, respectively, the process time constant and the steady-state gain. However, this time the position dynamics of the DC motor are described by Equation (3), which features an additional integrator s/1, i.e. zero pole in the denominator. Where does this integrator come from? Please refer to the lecture notes on speed and position control for clues. c. Performance metrics The second-order transfer function in a standard (canonical) form is given in Equation (4). where ωn is called the natural undamped frequency and ζ is called the damping ratio. These two parameters determine the shape of its step response. A standard system response of a second order system to step input R(s) = s/R0 where R0 is the step amplitude and R0 = 1.5 is shown in Figure 3 . The red trace shows the response (output), y(t), and the blue trace is the step input r(t). Figure 3. Standard second order step response As you may observe, the step response of a second-order system in Figure 3 looks quite different from the step response of a first order system which we analysed in the previous lab. The first thing to notice is that the response y(t) is oscillatory and at some time goes above the reference input r(t). The maximum value of the response is denoted by the variable ymax and it occurs at a time tmax. The maximum `distance' that the response travels above the reference signal relative to the magnitude of the step is called percentage overshoot (PO). It is usually measured in % and can be calculated with Equation (5) given below. The time it takes for the response to reach its maximum value is called the peak time of the system. As can be deduced fromFigure 3, peak time tp can be calculated as follows. As the system may develop oscillations (visible inFigure 3), which we will later see happens when the damping ratio ζ
2024/25 ASSIGNMENT REMIT - PRESENTATION Programme Title BA (Hons)/FdA Business Enterprise Module Title Venture II: Concept and Prototype Development Module Code 2147 ASSIGNMENT TITLE MVP/ Prototype Live Pitch Level 5 Weighting 50% Lecturers Dave Scotford W/C Hand Out Date 30/09/2024 Due Date By 17:00 on 15/01/2025 Cut-off Date for Late Submissions (10 working days after the due date) By 17:00 on 29/01/2025 Feedback Post Date 12/02/2025 ASSIGNMENT FORMAT Presentation Presentation Format Live In-person Assignment Length 12 minutes Submission Format Live Individual ASSIGNMENT TASK: In the first assignment of this module, you were tasked with creating a start-up business idea, creating an MVP/POC/Prototype plan and an Investor memo, all to determine the viability of your potential business. In this assignment, you will deliver alive individual 12-minute pitch showcasing the key features of your business and its potential viability in the market-place. This will take place in front of a panel of academics and entrepreneurs. MARKING CRITERIA: Below are the marking criteria that align with both the task(s) set and the quality of your document. Clear weightings/marks are noted for each criterion. The overall mark awarded for this assignment will explicitly show how the mark was calculated based on your performance against each criterion. Business Validation Has the student demonstrated that their business idea solves a clear problem/ or a specific business opportunity in a marketplace and industry? Does the student clearly explain and justify the underpinning activities that will deliver on their business model, including costs and revenue structures? Does the student present a functioning, to at least wireframe stage, MVP/POC/Prototype of their business idea? 30% Business Planning Does the student clearly layout milestones and objectives for both their business and their product or service? Are these milestones and objectives linked to revenue and the product/service and are they SMART? Has the student highlighted the skills and personnel they may require to support key business activities and the delivery of their MVP and growth beyond that stage? 25% Finance Has the student linked their business idea and business model to clear research that suggests the business idea may be commercially viable? Has the student created a clear financial plan for their business venture, covering at least the MVP stage of their business? Does the student make a fair, reasonable, and justified ask for investment into their business from the panel/ audience? 25% Structure and Referencing Does the student engage with their audience and do they use appropriate resources to deliver their pitch? Is the pitch professionally presented? (consider dress, timings and quality of slides/resources) 20% TASK AND DOCUMENT FORMAT GUIDANCE: ● Focus on attention to detail, quality of work, and overall academic standards; ● The work presented in this assignment should be clearly linked to that produced in assignment one; ● You should carryout industry-relevant research to help support your work and evidence that research; ● You may deliver your presentation in any format which you feel suits your business, but it must be live; ● You do not need to launch a real-world MVP and you do not need to launch the business; ● You do not need to hand in any notes or slides before your presentation is delivered; ● You may use notes to support your delivery if you think this is something that would help you; ● For additional guidance on this assignment, please access the assignment vodcast available on Canvas. E-SUBMISSION GUIDANCE: This assignment does not require you to submit your work by uploading a document in Word and other files to Canvas.Please follow this online guide on document submissionsand contact the DICE team [email protected] if you need any further support. LEARNING OUTCOMES: ● To design the minimum viable product (MVP) or prototype and assess its application to the business model. ACADEMIC SKILLS OUTCOMES: ● The Academic Skills Outcomes to be developed by completing this assignmentcan be found here.
STAT6128: Key Topics in Social Science: Measurement and Data Week 4 Supplementary worksheet: data transformation in Stata; and using Stata’s documentation as aresource for learning Learning how to transform/ manipulate data in an appropriate way, to prepare data for subsequent analysis, is a key skill. In the workshops thus far we have assumed that the data is an appropriate structure for you to use. This is not always the case. For example before proceeding with your analysis you may need first to (for example): • append one dataset to the end of another dataset • merge datasets- join corresponding observations in different datasets by matching on key variable(s) • reshape the data from a ‘long’ to a ‘wide’ structure, or viceversa In this workshop you will be introduced to a few important ways to transform / manipulate data in Stata. Spend sometime working through the examples on the following pages. Source of material in this workshop Please note that all of these examples (the text and the data) are taken directly from Stata's documentation, which includes fully worked examples using downloadable datasets. See https://www.stata.com/features/documentation/ . In this workshop I have simply directly selected documentation relating to the append, merge and reshape from the data management manual (https://www.stata.com/bookstore/data-management-reference-manual/). The original sources are: append https://www.stata.com/manuals/dappend.pdf merge https://www.stata.com/manuals/dmerge.pdf reshape https://www.stata.com/manuals/dreshape.pdf For more detail on these commands, go directly to these sources. This will also help you gain familiarity with Stata’s documentation, which is a great resource for your subsequent learning. Append Example 1 This command appends (joins) a dataset to the end of a dataset already in Stata’s memory. To illustrate we will append two example ‘toy’ datasets from the Stata website. The first dataset, called even.dta, contains the sixth through eighth positive even numbers. The second dataset, called odd.dta, contains the first five positive odd numbers. We’ll have a look at each dataset first. Type: use http://www.stata-press.com/data/r15/even list Typing list provides a list of values of variables in the data. We could also have looked at the data in the data window. You should see the following in the Results window: Let’s have a look at the other dataset: use http://www.stata-press.com/data/r15/odd1 list We will append the even data to the end of the odd data. Because the odd data are already in memory (we just used them above),we type append using http://www.stata-press.com/data/r15/even list Because the number variable is in both datasets, the variable was extended with the new data from the file even.dta. Because there is no variable called odd in the new data, the additional observations on odd were forward-filled with missing (.). Because there is no variable called even in the original data, the first observations on even were back-filled with missing. Example 2 Suppose that we have several datasets containing the populations of counties in various states. We can use append to combine these datasets all at once and use the generate() option to create a variable identifying from which dataset each observation originally came. See the following example: use http://www.stata-press.com/data/r15/capop, clear list append using http://www.stata-press.com/data/r15/ilpop http://www.stata-press.com/data/r15/txpop, generate(state) label define statelab 0 "CA" 1 "IL" 2 "TX" label values state statelab list Merge merge is for adding new variables from a second dataset to existing observations (if you wish to add new observations to existing variables, then use append). merge joins corresponding observations from the dataset currently in memory (called the ‘master ’ dataset) with those from filename.dta (called the ‘using ’ dataset), matching on one or more key variables. merge can perform one-to-one, one-to-many, many-to-one, and many-to-many merging. Here we will look at one-to-one merging. Example We have two datasets, one of which has information about the size of old automobiles, and the other of which has information about their expense: use http://www.stata-press.com/data/r15/autosize list Use http://www.stata-press.com/data/r15/autoexpense list We can see that these datasets contain different information about nearly the same cars—the autosize file has one more car. We would like to get all the information about all the cars into one dataset. Because we are adding new variables to old variables, this is a job for the merge command. We need only to decide what type of match merge we need. Looking at the datasets, we see that the make variable, which identifies the cars in each of the two datasets, also identifies individual observations within the datasets. What this means is that if you tell me the make of car, I can tell you the one observation that corresponds to that car. Because this is true for both datasets, we should use a 1:1 merge. We will start with a clean slate to show the full process. We start with the ‘master’ data and merge in the ‘using’ data. In this example the variable make is the ‘key’/‘matching’ variable. use http://www.stata-press.com/data/r15/autosize merge 1:1 make using http://www.stata- press.com/data/r15/autoexpense list The merge is successful—all the data are present in the combined dataset, even that from the one car that has only size information. A new variable is created in the merged dataset, _merge, which reports the source of the observation. If we wanted only those makes for which all information is present, we could drop the observations for which merge < 3. Reshape reshape converts data from ‘wide’ to ‘long’ form and vice versa. Think of the data as a collection of observations Xij, where i is the logical observation, or group identifier, and j is the subobservation, or within-group identifier. Wide-form data are organized by logical observation, storing all the data on a particular observation in one row. Long-form data are organized by subobservation, storing the data in multiple rows. Example For example, we might have data on a person’s ID, gender, and annual income over the years 1980–1982. We have two X ij variables with the data in ‘wide ’ form. use http://www.stata-press.com/data/r15/reshape1 list To convert these data to the ‘long ’ form, we type reshape long inc ue, i(id) j(year) where i is the logical observation, or group identifier (in this case id), and j is the subobservation, or within-group identifier (in this case year). Inc and ue are the ‘stubs’ of the variable names to be reshaped. There is no variable named year in our original, ‘wide-form ’ dataset. year will be a new variable in our ‘long ’ dataset. After this conversion, we have list, sep(3) We can return to our original, wide-form. dataset by using reshape wide. reshape wide inc ue, i(id) j(year) list Converting from wide to long creates the j (year) variable. Converting back from long to wide drops the j (year) variable.
Engineering and Education: Leadership, Practice and Research Module Guide 2024-25 EDPS0254 Contents 1 Introduction 3 2 Module aims and learning outcomes 4 3 Module teaching and learning methods 5 4 Assessment information 7 5. Session outlines 16 6. Reading list 36 2 INTRODUCTION Welcome to the Engineering and Education: Leadership, Practice and Research module. This blended learning module is designed to give you the opportunity to explore and investigate salient challenges and issues within engineering and education within your own professional context. This is to be done through an engagement with theoretical perspectives and critical reflection on practice. The module explores four different themes. To explain the content of the module these four different themes are outlined separately below. Throughout the teaching and learning of the module, these themes will be integrated. The four themes are: • Professionalism in the context of engineering and education • Approaches to undertaking research in the social sciences • Leadership roles in engineering and education, and • Evaluating small scale research. Firstly, the module examines the notion of Professionalism. It does this within the context of engineering and education. There are opportunities for you to consider what professionalism requires of you in your institution and in society and to critically consider the professional standards and policies you are asked to adhere to. Secondly, the module introduces you to approaches involved in undertaking a small scale enquiry founded in the social sciences. You will be guided through some of the tools and techniques that can be utilised in small scale research. You will be asked to critically consider these as well as choose a technique that will enable you to explore your own issue in your professional context. You will consider the ethics surrounding professional enquiry. Thirdly, the module will enable you to consider leadership roles in engineering and education and the application of relevant theory to the leadership of or improvement of practice in engineering education. You may wish to examine a professional issue through a community of practice or apply the strategies of critical friends and mentors. Finally, the fourth theme of the module is to evaluate the worth undertaking an enquiry. You will review the implications of your own small scale research as well as that of published researchers. 3 MODULE AIMS AND LEARNING OUTCOMES Aims This module aims to ensure that participants: • Critically examine the concept and use of professional enquiry in enhancing individual and organisational practice in the field of engineering education. • Contribute to the improvement of practice in engineering education through engaging in professional enquiry. • Develop knowledge and skills in professional enquiry pertinent to engineering education. • Critically evaluate a range of approaches to professional enquiry as relevant to engineering education. • Develop a relevant conceptual framework for professional enquiry in the context of engineering education. • Develop and broaden their own professional practice through analysis, critical reflection and enquiry focusing on processes, contexts, dilemmas and outcomes. Learning outcomes On successful completion of the module, students will have knowledge and skills in: • Critical interrogation of literature and empirical evidence around a chosen area of engineering education. • Application of relevant theory to the leadership of or improvement of practice in engineering education. • Design of a small-scale enquiry with the intention of understanding and/improving engineering education. • Critical awareness of ethical issues in social sciences research. • Implementation of an enquiry in an engineering education setting. • Critical analysis, independent study skills, report writing and presentation. • Independent critical reflection and enquiry. 4 MODULE TEACHING AND LEARNING METHODS The module will maintain a dialogic approach to teaching and learning, with opportunities for deep, critical engagement with materials, and interaction between students and tutors. The aim is to develop interaction and sustained debate, so the group may learn from the wide range of professional experience represented by staff and students on the module; and to build a learning community that is committed to and convinced of the value of inter-disciplinary and multi-cultural collaboration. A range of face to face and online learning activities and resources will be used: • Whole group lectures • Small group sessions • Whole group synchronous sessions • Synchronous breakout groups and discussion • Plenary discussions/ question and answer sessions • Online group, pair and individual activities • Critical friend activities • Reflection on prepared readings • Individual tutorials to focus on the development of the professional enquiry • Participants’ self-study. Each session is individually structured to ensure variety of pedagogic approaches and make the most of the opportunities provided by blended learning. Students will also be asked to upload a short presentation on their ideas for their final assignment. All these learning activities are designed to encourage critical engagement with the materials and ideas offered to students, develop expertise , and strengthen generic academic skills. Formative and summative assessment will form. an important part of students’ work within the module (see Assessment Information below). Details are given in the session overviews below and in Moodle. Attendance UCL expects students to attend all the scheduled learning events which appear on their timetable as this gives students the best chance of academic success. A central student attendance system RegistryUCL, is used to record attendance at teaching events. For the online sessions attendance is measured by participation. This includes engagement with key readings, activities, group contributions, completion of required tasks and attendance for synchronous sessions. Please consult the module leader in good time if you have problems with attendance. Weekly online activities and readings Weekly online activities On each week there will be activities for you to engage in online - these are set out within each session. Four of these relate to the specific assignment tasks (see section 4.3). Readings Undertaking reading in advance means that you can take part fully in each session and is a crucial part of your engagement with and learning within the module. Reading for the module is separated into three types: 1. Essential reading for each session: this is titled pre-session reading 2. Further readings for each session selected from a range of recommendations available in the Library or on-line, or further sources that you may identify yourself. 3. General background readings Additional readings are identified in the module handbook. While this offers a good indication of relevant work, you are welcome to bring to the discussion alternative sources that you have found yourself. Remember that the IOE library is a superb resource for education publications and that the wider UCL library contains excellent wider resources and electronic journals. Reading Expectations Before each session you should read the pre-sessional reading. Alongside this try to plan to read more widely from the further reading and general reading lists. Please try and read widely but also later in the module you will want to focus particularly on readings relevant for your coursework. 5 ASSESSMENT INFORMATION 5.1 The Assignment The enquiry that you undertake will be a small-scale empirical piece of research in the field of engineering and education. You might for instance, explore different approaches to online learning and the use of simulations and experiments; interview three or four practising engineers to explore leadership and professional learning; undertake a focus group with engineering students or practising engineers, or design and implement an online questionnaire to explore perceptions or attitudes about problem-based learning in engineering education using quantitative data. Developmental tasks throughout the module There are five tasks that are completed during the module - three short written tasks, the successful approval of your ethics application and a presentation. Formative feedback will be provided on this tasks. Formally assessed work - summative assessment There are two graded components that together contribute to the final grade awarded: 1. A 3,000 word report of the Professional Enquiry that you have undertaken: this is weighted at 75%. 2. A 1,000 word critical reflection that draws on the tasks completed during the module. The Report has a word length of 3,000 words. The Critical Reflection has a word length of 1,000 words. Work that exceeds the maximum stated length of assessment (eg word count or media equivalent) by more than 10% will be reduced by one grade or 10 percentage points. This must not take the mark below the Pass Mark. Any material in addition to the 10% excess may not be taken into account in grading. There will be no penalties for any submissions which are under the stated length. For both the Report and The Critical Reflection, the word count does NOT include abstract, appendices, bibliography, references, table of contents or title page. The word count does include footnotes, all references to authors and dates in the text, diagrams, and figures. 5.2 The Presentation The presentation is an integral part of the assessment. It must be completed. In the presentation, you will outline your enquiry ideas. You will explain why the enquiry is salient to the challenges and issues in engineering and education. You will be able to outline your strategy or strategies of investigation. The presentation will be formatively assessed by a combination of tutor, peer and self-assessment. The presentation is formative assessment. After presenting, you will be given feedback from a tutor and peers. This feedback will provide a basis with which to move forward to the summative assessment. 5.3 The Tasks The four tasks will be uploaded to Moodle as the module is in progress. Each task will include critical reflection on the enquiry process, and evidence of engagement with critical friends. Task 1 In task 1 you will set out your general issue for enquiry: what is it you are exploring and why? You will frame. this with background reading and literature. Read and provide a critical commentary on at least three other posts from your peers. Task 2 In Task 2 you will set out the approach that you are taking to your enquiry. For instance, how will you gather data, how will this enable you to answer your questions? Read and provide a critical commentary on at least three other posts from your peers. Task 3 For Task 3 draft interview or focus group schedules or questionnaires for your intended enquiry. Read and provide a critical commentary of at least three other post from your peers. For example, think carefully about whether the interview/focus group questions make sense and are they sufficiently open to engage your respondents in a dialogue? For a questionnaire think carefully about whether the questions make sense, the mix of question types and whether there are any there leading questions, for example. In each case, imagine you are an interviewee or a respondent to a questionnaire. By engaging in the online activities, you will be able to reflect on the process of formulating an approach to professional enquiry. Do respond to the comments that you receive from your peers as part of the dialogic approach to developing your enquiry. Tasks 1 and 2 should be between 300 and 450 words. Task 4 Complete your ethical approval form. This must be signed off before you can collect any data.
CLASS OVERVIEW: Welcome to Gender and Engineering 303 – Online Asynchronous course All Genders Building Collaboration and Innovation in the Engineering Workplace This course is an interactive course drawing on research in social linguistics, cross cultural understanding, business practices, and the instructors and students’ real workplace scenarios regarding gender differences in the engineering workplace. It provides a foundation for managing the different worlds - the different cultural lenses and paradigms - ultimately different competencies, communication, and leadership styles, the genders bring to an engineering workplace. Effective communication and management of differences minimizes firefighting and increases productivity, customer focus, innovation, development, and marketing of products, as well as improves the advancement of both women and men as well as people across the gender spectrum. The major learning objectives are that by the end of this course, students will be able to… · Discuss diversity and inclusion within engineering, explaining where we want to be, where we are today, and why it matters. · Roll-model communication and collaboration skills necessary for engaging with diverse stakeholders. · Represent themselves as leaders and advocates, applying the class learnings to real-world business situations. INSTRUCTOR: I am your instructor, Carol Lee Cobb. I have a Computer Engineering degree and I’ve worked for huge corporations and small start-ups. I have had many roles, from compatibility validation engineer, to salesperson, and technical assistant to a Vice President. I’ll talk more about my experiences during class. Feel free to link with me at www.linkedin.com/in/CarolLeeCobb. I may have contacts at companies where you’d like to work, and I might be able to facilitate informational interviews. We may be joined in Canvas “Discussion” assignments by Bonita Banducci, who developed the original version of this course, continues to teach other sections, and has decades of experience as a business consultant through her company Banducci Consulting and www.GenderWork.com. We are working together to offer more sections. Together we are a powerful combination. My philosophy is that we can all learn from each other, so I encourage participation and questions. Did you notice something related to our class this past week among your friends, at school, on the news? Then share it with us in the weekly Discussion assignment or on our 303 general discussion page. I will “have your back”—meaning I will support you with any challenges, so the class will work for you, and in turn, I ask that you “have my back” meaning let me know if you notice something I could improve or do to support you and all of us in learning together. OFFICE HOURS: By advance appointment, on zoom, phone, or in person. I'd love to meet you! Calendly: Schedule a meeting. Many afternoons I work in SCDI in the open offices near 4025-11 (back door of the 4025 office, close to the library wall). COURSE: Engr 303-2, Winter 2025, Gender in Engineering DATE and TIME: Online, Asynchronous, via Camino, also known as Canvas, software. Two sessions may be offered in person, and via live zoom, and will be recorded and posted to the course. Attend in person if you can, to best interact with the guest speakers. I will announce any optional synchronous sessions during the course. Tentative: Saturday, 1/18, 2-4pm Dr. Ray Plaza. SAFE Space and LGBTQ+ workshop Tentative: Saturday, 1/25, 3-4pm, Bob Karr LinkSV database & job search discussion. BOOKS: The majority of the materials are linked within modules, to web pages, videos, reports, etc. Two books are digital and are available in the Canvas module “Resources – Books” 1. Course workbook, by Bonita Banducci. 2. “Making the Differences Work,” Co-authored by Bonita Banducci, Julie O’Mara, and Jeffrey Wildfogel. Publication of the Royal Bank of Canada. GRADES: Grading and comments will be done within Camino/Canvas. Comments may be within the item’s graded rubric. You can see all comments by expanding the rubrics on the Grades page. On that page you can also predict your weighted grade-to-date. Letter grades are scored by standard percentages at SCU: Letter Grade Range A 100% to 94% A- < 94% to 90% B+ < 90% to 87% B < 87% to 84% B- < 84% to 80% C+ < 80% to 77% C < 77% to 74% C- < 74% to 70% D+ < 70% to 67% TYPICAL WEEKLY SCHEDULE: Sun Mon Tues Wed Thurs Fri Sat Next module opens 1st Discussion post due · 2nd or more replies due And · Any papers, annotations, or quizzes due Each week there will be material to read or videos to watch, plus three activities. Some weeks this would be two discussions and one journal annotation. Other weeks it might be a discussion, journal annotation, and short quiz. And then other weeks it might be a discussion, short reflection paper, and journal annotation, etc. I may choose to make some of these weekly assignments optional, such as you pick to do 2 of the 3. I try to keep the estimated workload to 3 hours per week. Please contact me if you see major discrepancies in the workload. Feel free to provide ad-hoc feedback to me along the way, but I also have a more formal survey in week 5, where I request feedback from you on how the class is going – anything about the process of the course that I should modify to make it more effective, etc. QUARTERLY SCHEDULE: See the Syllabus “course summary” (bottom of Syllabus page) or the Modules of Camino/Canvas for specific assignment due dates. In addition to the ongoing weekly work, there are two major assignments in the course. The first is a group presentation using video or animation. In this project a team of four students will present a case study scenario that role models the type of communication we have discussed within the course. Samples of such presentations, from in-person courses, are found within the module “Resources Sample Scenarios and Examples.” The second major assignment is a final paper, due on or before the last day of classes. Although there are quizzes throughout the course, there is no cumulative final exam. The quarterly topics are: START HERE - Week 0 - Kickoff activities (1 hour 30 min) Week 1 - The Big Picture, Goals, Problems, & Solution Benefits (3 hours) Week 2&3 - What is Gender? LGBTQ+ (6 hours 20 min) Week 4 - Brains & Biology (3 hours) Week 5 - Communication Competencies pt 1 (3 hours) Week 6 - Communication Competencies pt 2 (3 hours 30 min) Week 7 - Social Norms & Bias (3 hours) Week 8 - Business Solutions (3 hours 30 min) Week 9 - Scenario Group Presentations (3 hours 30 min) Week 10 - Bonus: Using your new skills during the job search (3 hours 30 min) Module 11 - Finals Week. Turn in the last assignments.
