Monthly Archives: May, 2016

Group Assignment—International Marketing Strategy (written report 30 points, oral presentation 10 points ( total 40 points)


Group Assignment—International Marketing Strategy (written report 30 points, oral presentation 10 points ( total 40 points)

 Due Dates and Length – A written report of 2,500 – 3,000 words to be submitted in week 9 (Insert date here).

Assignments should be uploaded to Moodle on or before the due date.

 

This assessment task it designed to develop skills and capability in the process of developing International Marketing Strategy. You are required to form a group of two to three people for this task. It requires you to draw on the key principles of the course and international marketing in general.

 

It also requires you to apply your international market intelligence and research skills to develop a robust and well-supported International Marketing Strategy for an assigned/agreed company.

 

The task again is a mix of both theory and practice.

 

Key Components

 

Base Conditions

 

  • In the early stages of the teaching period you will be required to nominate a company upon which you will develop an associated International Marketing Strategy
  • This will typically be from a prepared list provided by your lecturer – with  you having access to some base information on the company or a strategic business unit of a larger company
  • The base information may be in the form of a case study, investment adviser report, annual report or other public domain material
  • You are to agree – with your lecturer – an overseas market to assess i.e. for the International Marketing Strategy.  This may be from a listing of countries or negotiated between yourself and the lecturer
  • However, the choice of country MUST be significantly different from the firm’s home country market.

 

There may be an opportunity to select a company not on the list – but this MUST be approved by your lecturer.

 

 

Tasks

 

There are in effect three key inter-related components to this task – with Part 1 and Part 2 providing key inputs into Part 3.

 

  1. Company Understanding  – Base

Using the material provided and other RELEVANT material you are to provide an overview of the firm.

 

This should be from the perspective of its current situation/challenges and its need/requirement to develop an International Marketing Strategy for the nominated overseas market.

Equally you should use this task to develop your ideas on the company’s relative capacity and resource base – again with regard to international marketing.

This collective understanding will be a major factor in shaping the final International Marketing Strategy

 

  1. Overseas Market Understanding

Clearly in order develop an International Marketing Strategy there is a need to develop a highly relevant and strong understanding of the agreed overseas market.

 

You are therefore required to undertake an analysis of the overseas market.

 

You might wish to draw on the A Country Notebook framework which is on Moodle.

 

Key aspects that should be considered include:

  • Culture
  • Social and Demographics
  • Political/Legal/Regulatory
  • Economic
  • Competitors/Competitive Environment

 

Remember this task is not just a mix of data you have been able to access via the range of usual sources.

 

It requires you to prioritise the type of data you believe will be important to allow you to develop an appropriate International Marketing Strategy.

 

This task should help you identify some of the markets:

  • Key success factors and
  • Key risk factors

 

and to assess the underlying attractiveness of the market for the nominated for firm.

You are required to prepare a brief summary in bullet point style to share the key market characteristics of your nominated country in class in either week 2 and 3 (no more than 3 minutes). Your lecturer will schedule your oral report and this presentation is worth 5 marks. So start your preparation early.

 

  1. International Marketing Strategy – Proposed/Recommended

    Using the material generated from the above two sections you are required to develop an International Marketing Strategy.

 

This strategy should consider factors like:

 

  • Entry Mode
  • Adaptations Required e.g. Price/Place/Product/Promotion
  • Risk Management Regimes

 

You should prepare this as a report to the Executive Management team of the designated firm – outlining your well-developed proposed International Marketing Strategy.

 

As such it does not require you to go into tactical detail – but present the Executive Management team with good information on the nominated overseas market and a highly relevant suggested “moving forward strategy”.

 

It is appropriate – though not essential – that the report could be presented in a well-developed point form with much of the material provided as Appendices.

 

However, it is essential that the report is appropriately referenced and shows overall logic and feasibility.

Hints

 

It is CRITICAL that you are able to draw out KEY IMPLICATIONS for Part 1 and Part 2 as they impact the firm and the resultant International Marketing Strategy.

Getting the facts and figures is only PART of the two task areas.

Again – as a business report it should include an Executive Summary, a Table of Contents, References and Appendices.

Supporting material can be included as Appendices.

Source material should be correctly identified and referenced. If you are unsure about the format please ask your lecturer for advice and guidance.

 

As there is considerable secondary research needed for this assignment – start researching now!

 

NB:     Your lecturer may expect you to present your findings to the class, as well as submitting the final report. Your lecturer will notify you if this is a requirement.

 

 

 

 

 

Marking Guide—Group Assignment

Student Name:

 

 

Marking Criteria

Very Poor Poor Satisfactory  Good Very Good  

 

MARK

Content 30/40

·         Clarity & Succinctness of the Executive Summary (2 points)

·         Clearly outline the company profile and appropriate discussion of business competitive setting and situations (5 points)

·         Depth, comprehensiveness, conceptual clarity, theory application, and facts interpretation in the overseas marketing environment (7 points)

·         Marketing implication and quality analysis on each element of the marketing strategy (7 points)

·         The effectiveness and logic of the marketing strategy and appropriateness of recommendations/conclusions (5 points)

·         Presentation including the structure, organization, grammar, flow, punctuation and other basics such as appropriate citation, reference and attachments (4 points)

 
 

 


HRM 6007: Developing and Demonstrating Employability

Learning outcomes

1          Identify and critique the competencies relevant to your future career.

2          Present evidence to demonstrate how your work experience and/or co-curricular activity has enhanced your personal/professional competence and employability.

 

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  1. Critically reflect on your performance within your professional practice and/or co-curricular activities and produce a short to medium term action plan designed to further enhance your own personal/professional development and employability profile.

 

Indicative Level attainment

Excellent work will address all aspects of the brief in depth. The report will follow a coherent structure, clearly signposted for the reader. The report will demonstrate a grasp of understanding of employer’s requirements, and where the individual addresses those requirements. Evidence of relevant theoretical underpinning. Excellent presentation. Error free.

A satisfactory report will address all aspects of the brief. Evidence of some research and some analysis undertaken. Acceptable presentation, possibly a few minor errors in grammar and/or spelling.

A poor report will fail to address all aspects of the brief. There will be minimal evidence of research, other than that gathered from the employer’s website. No analysis or logical conclusions drawn. Poor presentation. Grammatical and spelling errors.

 

 

Individual Portfolio: Assignment Brief

 

Assessment overview

Assessment is an individual portfolio, comprising a number of sections in which the student evidences the development of the generic and specific competencies relevant to their future career. Competencies and evidence will be specific to each student. The portfolio should contain the following elements:

 

Part 1: Identifying Competencies

 

i           Select an organisation/sector/industry you are considering as a potential employer. Your first task is to identify and present the competencies needed by new graduates in this area. You must include includeevidence as to where you have found this information, for example the generic competency framework or examples of relevant job descriptions and/or person specifications. This evidence should be referenced. (approx. 400 words)

 

Part 2: Personal Audit and Evidence of Development

 

i           Using the list of skills and competencies you identified in Part 1 create a table rating yourself against these requirements.

 

ii          For each skill/competence you possess you should provide evidence which demonstrates how you have developed this, for example, leadership – give a specific example which supports your claim to have developed competence as a leader; teamworking – give a specific example of how you have contributed to a successful team. As you rate yourself you may find some gaps i.e where you have no evidence.  

NOTE

  • Each example must be specific – not a general description about , for example, why you think you are good at teamwork.

 

  • Activities must have occurred during your time at university

 

  • You should present evidence from a range of activities, which may include
    • Work experience
    • Volunteering / Charity work
    • Internships
    • Employability challenge week activities
    • Passport to practice activities
    • Mentoring
    • Career management activity
    • Intercultural/international activity
    • Student representation / engagement in student groups and societies
    • Music and the arts
    • Sports

 

Part 3: Reflection on Learning

 

i           In this section you should reflect on your experiences . Your reflection should be focussed on what you have learned, not what tasks/activites you have undertaken. You could consider particular competencies for example, if you have developed competence in working with others, and given evidence of how you have developed this, what have you learned from this – why is teamwork important, why do some teams work well together? You could consider what you believe to be your major achivements and why they are significant. You should consider what you have learned about yourself through reflecting on your experience?

 

You should make reference, where appropriate to relevant theory, drawn from this or any of your modules, and should include a bibliography (1500 words )

 

Part 4: Your Future Planning

 

ii          Revisit the personal audit you created in Part 2 and consider the gaps where you need to develop and/or improve competencies.

Present a Personal Development Plan which shows what you have identified as your development needs, what you intend to do, how you intend to do this and by when. The skills audit and your reflection should provide the basis for your plan.

  • Is your PDP realistic and achievable?
  • Are there any extra goals or targets you want to add?
  • Who may help you achieve these goals or targets? (from the workplace/organisations/another source)
  • What learning or training course do you need to participate in to help you achieve your goals and targets?
  • Are the target dates practical?

 

 

 

 

 

 

 

 

 

 

 

 Marking guidelines
  

 

 

Identify and critique competencies  Present evidence through a personal skills audit

 

 Critical reflection and action plan  Present information in the form of a portfolio audience appropriate
<40% Little evidence of relevant information No evidence of analysis. No application or use of the theories, models and concepts;Lacks PDP Unacceptable in terms of style, language & referencing. No bibliography
40 – 49% Over-reliance on one source/web based sources, rather than a range of credible sources. Little evidence of personal analysis. Information presented from minimal review of experience Minimal application and use of the theories, models and concepts;PDP is evident but unrealistic and limited in scope Major deficiencies in style and language. Questionable attribution of sources.
50 – 59% Some relevant research but lacking in extent and level Weak analysis of personal information. Lacking any obvious consideration of personal development. Some application and use of the theories, models and concepts;PDP is clear but pedestrian. Style and language generally clear. Some minor errorsAttempts at attribution of sources.
60 – 69% Broad research but not all relevant to the assignment brief Generally competent personal audit and realstic analysis but lacking in any real depth Detailed application and use of the theories, models and concepts;PDP is detailed and captures a range of specific realistic   objectives. No major shortcomings in style and language.Appropriate referencing. Well structured
70+%  Extensive research demonstrating breadth of information required. Comprehensive analysis and presentation of presonal audit demonstrating evidence to meet criteria identified. Detailed application and use of the theories, models and concepts. Critical evaluation of the models and concepts.PDP is broad and flows logically from the personal audit. Clear, logical and error-free. Comprehensive bibliography. All sources appropriately referenced.

 

The marking guidelines indicate areas for reflection for your future work and are to supplement the feedback on your frontsheet.

 

Mark _________ %                           

Learning outcomes

1          Identify and critique the competencies relevant to your future career.

2          Present evidence to demonstrate how your work experience and/or co-curricular activity has enhanced your personal/professional competence and employability.

  1. Critically reflect on your performance within your professional practice and/or co-curricular activities and produce a short to medium term action plan designed to further enhance your own personal/professional development and employability profile.

 

Indicative Level attainment

Excellent work will address all aspects of the brief in depth. The report will follow a coherent structure, clearly signposted for the reader. The report will demonstrate a grasp of understanding of employer’s requirements, and where the individual addresses those requirements. Evidence of relevant theoretical underpinning. Excellent presentation. Error free.

A satisfactory report will address all aspects of the brief. Evidence of some research and some analysis undertaken. Acceptable presentation, possibly a few minor errors in grammar and/or spelling.

A poor report will fail to address all aspects of the brief. There will be minimal evidence of research, other than that gathered from the employer’s website. No analysis or logical conclusions drawn. Poor presentation. Grammatical and spelling errors.

 

 

Individual Portfolio: Assignment Brief

 

Assessment overview

Assessment is an individual portfolio, comprising a number of sections in which the student evidences the development of the generic and specific competencies relevant to their future career. Competencies and evidence will be specific to each student. The portfolio should contain the following elements:

 

Part 1: Identifying Competencies

 

i           Select an organisation/sector/industry you are considering as a potential employer. Your first task is to identify and present the competencies needed by new graduates in this area. You must include includeevidence as to where you have found this information, for example the generic competency framework or examples of relevant job descriptions and/or person specifications. This evidence should be referenced. (approx. 400 words)

 

Part 2: Personal Audit and Evidence of Development

 

i           Using the list of skills and competencies you identified in Part 1 create a table rating yourself against these requirements.

 

ii          For each skill/competence you possess you should provide evidence which demonstrates how you have developed this, for example, leadership – give a specific example which supports your claim to have developed competence as a leader; teamworking – give a specific example of how you have contributed to a successful team. As you rate yourself you may find some gaps i.e where you have no evidence.  

NOTE

  • Each example must be specific – not a general description about , for example, why you think you are good at teamwork.

 

  • Activities must have occurred during your time at university

 

  • You should present evidence from a range of activities, which may include
    • Work experience
    • Volunteering / Charity work
    • Internships
    • Employability challenge week activities
    • Passport to practice activities
    • Mentoring
    • Career management activity
    • Intercultural/international activity
    • Student representation / engagement in student groups and societies
    • Music and the arts
    • Sports

 

Part 3: Reflection on Learning

 

i           In this section you should reflect on your experiences . Your reflection should be focussed on what you have learned, not what tasks/activites you have undertaken. You could consider particular competencies for example, if you have developed competence in working with others, and given evidence of how you have developed this, what have you learned from this – why is teamwork important, why do some teams work well together? You could consider what you believe to be your major achivements and why they are significant. You should consider what you have learned about yourself through reflecting on your experience?

 

You should make reference, where appropriate to relevant theory, drawn from this or any of your modules, and should include a bibliography (1500 words )

 

Part 4: Your Future Planning

 

ii          Revisit the personal audit you created in Part 2 and consider the gaps where you need to develop and/or improve competencies.

Present a Personal Development Plan which shows what you have identified as your development needs, what you intend to do, how you intend to do this and by when. The skills audit and your reflection should provide the basis for your plan.

  • Is your PDP realistic and achievable?
  • Are there any extra goals or targets you want to add?
  • Who may help you achieve these goals or targets? (from the workplace/organisations/another source)
  • What learning or training course do you need to participate in to help you achieve your goals and targets?
  • Are the target dates practical?

 

  Marking guidelines
  

 

 

Identify and critique competencies  Present evidence through a personal skills audit

 

 Critical reflection and action plan  Present information in the form of a portfolio audience appropriate
<40% Little evidence of relevant information No evidence of analysis. No application or use of the theories, models and concepts;Lacks PDP Unacceptable in terms of style, language & referencing. No bibliography
40 – 49% Over-reliance on one source/web based sources, rather than a range of credible sources. Little evidence of personal analysis. Information presented from minimal review of experience Minimal application and use of the theories, models and concepts;PDP is evident but unrealistic and limited in scope Major deficiencies in style and language. Questionable attribution of sources.
50 – 59% Some relevant research but lacking in extent and level Weak analysis of personal information. Lacking any obvious consideration of personal development. Some application and use of the theories, models and concepts;PDP is clear but pedestrian. Style and language generally clear. Some minor errorsAttempts at attribution of sources.
60 – 69% Broad research but not all relevant to the assignment brief Generally competent personal audit and realstic analysis but lacking in any real depth Detailed application and use of the theories, models and concepts;PDP is detailed and captures a range of specific realistic   objectives. No major shortcomings in style and language.Appropriate referencing. Well structured
70+%  Extensive research demonstrating breadth of information required. Comprehensive analysis and presentation of presonal audit demonstrating evidence to meet criteria identified. Detailed application and use of the theories, models and concepts. Critical evaluation of the models and concepts.PDP is broad and flows logically from the personal audit. Clear, logical and error-free. Comprehensive bibliography. All sources appropriately referenced.

 

The marking guidelines indicate areas for reflection for your future work and are to supplement the feedback on your frontsheet.

 

 

STR6008 – International Business Strategy(ZARA case study)


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STR6008 – International Business Strategy(ZARA case study)

Undergraduate Core module STR6008: International Business Strategy

Detailed Guidance for Group Presentation Element of the Module Assessment

Weeks 21 to 23

GROUP PRESENTATIONS


 

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In accordance with the Module Specification, the assessment for this module has two elements: an examination and a group presentation. The examination will count for 80% of your assessment: thepresentation will count for 20% of your overall mark.

A formal presentation that will be assessed in accordance with the criteria and rules laid out below, will take place within each seminar group in the course weeks 21, 22 and 23. Prior to the formal presentation, groups will have the opportunity to make practice presentations and get feedback from their tutor.

Full details are given below.

1.0 Rationale for including a group presentation

Increasingly we hear from business leaders that they require and thus value certain skills and knowledge sets from new graduates. One such skill set is the ability to make a presentation and to present a situation or problem in a lucid and confident manner. We also learn from students taking a year out of University on a work placement, and from ex-students who are now employed, that it is becoming commonplace for them to present to both colleagues in their team and to others within their organisations – and this may include presentations to their boss, or even more senior management within the organisations – even, occasionally, to customers and/or suppliers. Often, this process starts within days of them beginning their management training – and for many of you, making a presentation might well be part of the actual recruitment process

Therefore, as a part of the University’s commitment to ’employability’ we have a concern that our graduating students have appropriate skills in the area of presenting.

This module represents a perfect opportunity to develop and hone this skill, as traditionally much of the teaching of strategy has been based around case studies, and these give students the ideal subjects on which to perform.

2.0 Background to the organisation and delivery of presentations

The first three weeks of the programme are about orientation to the module aims and requirements, starting to study the subject, and getting used to (again, for the majority of students) thinking, studying and preparing class activities; the next four are about practising the use of theory in case analysis and how to structure a presentation.

However, in your seminar groups, starting from week three of the programme you will be put into sub-groups of about 6 members.

You will be able to choose the members of your sub-group, but will not be able to move from this sub-group, once allocated to it, unless you gain the permission of the Head of Department, Bruce Philp.

In these groups you will practice in the seminar sessions, from week four to week seven inclusive, the use of analytical techniques based on theory, and receive feedback on your understanding and skills development.

2.1 The Three Phases to group presentations

2.1.1 Phase One

From Week Eight onwards (week commencing 16th November, 2015), in each seminar group, usually two sub-groups each week will be asked to present their answers to questions. The questions will relate to a case study. The case study will appear on our STR6008 Moodle site, and together with the questions that the group will have to present their answers on, will be in the week block ONE WEEK before the presentation needs to be made.

This will also be detailed on the STR6008 Course Schedule Document, also available from the “Module Information and Assessment” block. The rhythm of this should become clear as we progress through the first few weeks.

This phase will last until around week 5 of term 2 (so to the end of week 17, 26th February, 2016).

This is NOT a punishment – ALL groups should try to take the opportunity to practice both process and content. For each presentation the seminar tutor will give feedback to the groups presenting, about their presentation content and process. By these terms we mean:

CONTENT the actual material presented (commonly done through PowerPoint slides, but other presenting methods are available), including appropriate information about the case study organisation and its situation, appropriate selection and use of relevant course theory and the discussion of issues as they relate to the questions set.

PROCESS the physical presenting process – what decisions have the groups made about who will present? How clear is the presentation to the audience, in terms of its flow and the speaking abilities of the presenter[s], the style of the presentation (animated, lively and interesting or incomprehensible, dull and boring?), and how well any visual aids have been used.

The “Module Information and Assessment” block also contains a copy of the formal Presentation Assessment sheet that will be used to do this, so it will be worth your time and effort as a sub-group to download this and take into account the marking criteria, when you make EVERY one of your presentations.

 2.1.2 Phase Two

Between week 18 and week 20, each group will have one opportunity to make a ‘dress rehearsal’ presentation ahead of the final one, which will be formally assessed.   All of the formal presentations will be videoed, so this will happen also, to the dress rehearsal performances. This will be the last opportunity that you get to practice presentation skills and receive feedback.

This phase will last for three weeks.

 

2.1.3 Phase Three Between week 21 and week 23 of the course, each group will have to make its formal presentation.

Each presentation will be videoed, and graded according to the assessment rules. That mark will be the one entered for all group members, for the “presentation” element of the assessment.   This enables another staff member to review the performance, and discuss with the first marker, the mark awarded. It also allows the External Examiner to review the evidence against the marks awarded – an important part of the assessment process.

If a group makes a mess of the formal presentation there is no opportunity to do it again (but see the important conditions, specified in the section below).

3.0 Instructions for Presentations

Case study analysis requires logic and a structure to your approach to the case, and your thinking about the issues raised within it. This is what we also expect you to do when analysing real life situations in your future employment -and it is what your employer will expect of you, so getting to be good at this is an EMPLOYABILITY Skill that employers value in new graduates.

In the examination it will be important to not simply put in some theory or other, or write and tell the examiners about that theory, but to show that you understand what that theory is about and how it works ‘in the real world’ by the use that you make of a particular theory to help structure your answer and to help you make the points necessary about what is happening in the case study.

Similarly, if and when you get to make presentations in your future working life, unless you become a teacher or a university academic, your audience will not expect you to tell them a lot about the theory, frameworks and tools you are using in your presentation, but simply to get on and use them in a practical manner.

To facilitate this, your presentation should make use of some aids. As lecturing staff we invariably make use of PowerPoint slides and expect that most groups will do the same – but we will credit any creative use of alternative media or aids.

TIME: The presentations should each last for a maximum of 12 minutes, including time for any questions, so the presentations should take a maximum of TEN minutes – and so they must be sharp, focused and punchy in their delivery. If you exceed ten minutes for your presentation the tutor WILL stop your presentation at the 10 minutes and fifteen seconds mark, and assessment will be on what has been delivered to that point.

NUMBERS PRESENTING: It is always a major decision to determine how many out of a group of six, should actually take part in presenting. This will be part of the learning experience; staff have no interest in how many of a team participate in the final, assessed presentation, but we recommend that during Phase One each group member tries to present at least twice

CONTENT:Must be related to the questions that are specified in each Phase. We expect students to make reasonable and appropriate use of relevant theory, concepts frameworks and models as a part of their presentation.

GROUP MEMBERSHIP: Once allocated to a group you may not change it without being interviewed by the Head of Department and gaining his written authority to move to a different group. Every group member is expected to take an active part in ALL group presentation (preparing and/or delivering).

 

 

4.0 Rules and Conditions for the Formal Presentation

  1. Once a time and date is agreed for the formal presentation, this CANNOT be altered (imagine a scenario where you are working for a major global company and you are presenting to the Group Managing Director of the business, along with other, equally senior managers; they are visiting your country for just a day and you therefore have to present to them at a very closely defined day/time; treat this presentation as you would that one for such a really important meeting). You will know from the end of October (week 06) when your group has to make the formal presentation, and this date is not until at least the 4th April, which is more than 5 months’ notice, so we do not think that this should be a problem for any student, to arrange their activities and time accordingly.
  2. Presentations should last between NINE and TEN minutes, with two minutes for questions. There is no punishment for having a much shorter presentation, because it is likely that a shorter presentation will be shallow and/or poorly presented, and so not score very well. If your presentation exceeds ten minutes, however, then the tutor WILL stop your presentation at ten minutes and fifteen seconds; the marks awarded will then be based on what has been presented in that time. Time management is therefore of major importance in this exercise.
  3. ALL members of the presenting team MUST be present for the formal assessed presentation, even if they are not scheduled to take a part in physically presenting it. FAILURE to attend WILL result in the missing member AUTOMATICALLY being allocated a score of ZERO for this element.
  4. The presentation will be videoed. The overall mark will be agreed by the tutor only; students from the audience will not be a part of the assessment regime. Once the tutor has determined the overall mark for the presentation, this mark will be allocated to all members of the presenting group [although see points (3) above and (5) below].
  5. Every team member is expected to play a full part in ALL of the presentations up to and including the formal, assessed presentation. All members of a team will therefore be required to sign a formal agreement regarding their participation, and agreeing to take their burden of responsibility and participation.

 

Team members have the right to limit the marks awarded to a member of the team whom they believe is guilty of what we call ‘professional loafing’ – that is, promising to deliver work that represents their part of a presentation, and failing to do so; not turning up to deliver a presentation after agreeing to do so; not participating in meetings, or failing to turn up for such meetings as are arranged in order to further the progress of the group in building a presentation, and so on.

 

The limit to the mark awarded to a single member of the sub-group may range, in percentage terms, from 99% of the group’s awarded mark, right down to 0%. However, note that such a decision can only be made AFTER formal discussions by the group members with their seminar tutor, and after the tutor has given the individual concerned an opportunity to answer the charges regarding their behaviour. If after this, the tutor believes that the individual has a case to answer, then the tutor will formally record the problem and amend the individual’s score for this element, after the team has presented. Once the tutor has agreed with the rest of the team the sanction to be applied, the individual concerned CANNOT appeal their downgraded mark.

We recommend that each group keeps notes on meetings and events, in terms of the individual group members, so that if necessary, the team can demonstrate the poor/missing performance of a group member whose score they wish to limit.

 

5.0 Rules for anyone failing the presentation and being required to resit

 

  1. If a group as a whole fails the formal presentation, or if under points (3) and (5) above, an individual fails the presentation, then the University has regulations covering whether or not they will have to resit the presentation element.

So first, the individual’s score in the examination will be taken into account, then the presentation score, in determining if they have to re-present.

For example, if a student scores 55% in the exam and 30% for the presentation element, based on the 80/20 assessment split, their overall score would be 50% and this would thus be recorded as an overall pass. In this circumstance the student would not have to re-present.

 

Similarly, an exam score of 48% and a presentation score of 25% would give an overall score of 43% and this too, would be considered a pass.

 

However, if a student passes the presentation with 42% and then fails the exam on 38%, then this would give a module score of 39% and the student would be required to resit the examination element.

 

If a student were to fail the exam for any reason, and then miss the presentation for no valid reason, and so fails the presentation element, then the student will have to resit BOTH parts of the assessment.

  1. Any resit presentations will have to take place in the period immediately before the resit examination. For this academic year, that would be in late July, 2016.
  1. Owing to the fact that most students will not be at the University if they do not have to take resit exams, it is impossible to get an entire group to redo their presentation if they should all fail, and in our experience it is almost always just one individual from within a group who has to re-present. This being the case, resit presentations will be done on an individual Those students required to retake the presentation element of the course will therefore be given a new case study, and be asked different questions, than the one on which their group previously worked.
  1. Students should note that because of timetabling in this academic year, the time between notification of failure and the period of retakes for presentations will be only about TWO weeks.
  1. If a student will be required to retake their presentation (or to do it for the first time, having failed to turn up at the first attempt). An e-mail will be sent to all students in this category, soon after student results are released, giving details of the time and place of presenting. Students will be able to select a day and time, but only from a small list of possibilities, and once a time slot is allocated, failing to turn up for the designated and agreed slot, will mean that the student fails for a second time.
  1. Students who make a resit presentation, and get a grade with a sufficient score to allow them to meet the minimum overall score of 40% for the module then they will be deemed to have passed the module – but the module mark OVERALL will be capped at 40%. Given that STR6008 is a double module, this score might have a significant impact on overall degree classification for individual students.

 

  1. We remind all students that failing ANY element of assessment twice, if this results in an overall fail for the module, then this will mean that they will be deemed to have failed their whole course, and be required to exit the University, without graduating.

 

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Statistics for Business and Finance (BUS5SBF)


Statistics for Business and Finance (BUS5SBF

Statistics for Business and Finance (BUS5SBF)
Important Notes:
A. This Assignment should be completed individually it is worth 20% of the total assessment
(Maximum total allocated marks= 100)
B. Use Excel / and SPSS in your computational work
C. Please provide manual calculation for all tasks, otherwise there will be mark deduction.
D. Present your computer results of Tasks 3 to 8 as an appendix to support your case.
E. If you need extra help visit help desk, attend Lab sessions or visit tutor and lecturer during
their consulting times.
Don’t do:
A. Please do not copy your data set on your word files since it will trigger the plagiarism issue
and the University regulations are very strict on this.
B. Please do not write questions in your assignment since it will trigger the plagiarism issue,
rather mention task number.
Do:
A. Please copy your data set on excel files that you need to submit with the assignment.
B. Please do prepare the manual calculation together with the SPSS or excel calculation.
(unless it is advised by the tutor)
The Data Set for the end of semester Assignment is in a file called Data Set for Assignment.xls
which presents Weekly Income (WI), Weekly Expenditure on Food (WEF), Highest Level of
Education (HLE)1, Family Size (FS), and Gender of the Head of Household (GHH) for the a
population of 1000 households.
• Column A consists of Households are named by number from 1 to 1000.
• Columns B to F record these households’ WI, WEF, HLE, FS and GHH, respectively.
• Column I presents 100 samples of households as your sample, consisting:
o 1st household is based on the first 3 digit of your student ID
o 2nd household is based on the last 3 digit of your student ID
o 3rd – 5th is based on the day, month and the last 2 digits year of your birthday,
respectively.
o 6th – 100th is randomly chosen.
• Example: if your student ID is: 181XX728 and you were born in 31st of March 1985
o 1st household is no. 181
o 2nd household is no. 728
o 3rd household is no. 31, 4th is no. 03, and 5th is no. 85
o 6th to 100th is randomly chosen
(PLEASE ENSURE THAT THERE ARE NO REPEAT HOUSEHOLD NAMES,
except for the specific household, 1st to 5th), where each number is the name of the
household in your sample.
2 | P a g e
Assignment Tasks
Task 1 (10 marks)
A. Organize your sample data in a spreadsheet as per “Instructions” above.
(Students who failed to follow the instructions will not be marked and “0” mark will be
awarded to them)
B. What sampling method is used to select your sample data?
C. Do you think that is the best method of sampling? Why not? Why yes?
D. What is the best statistic used to compare the volatility in WEF, WI, and FS values?
Why?
Task 2 (10 marks)
Based on your sample data:
A. Develop the tabular form and graphical bar chart of WI based on the following classification:
1st Class = Very Poor
2nd Class = Poor
3rd Class = Moderate
4th Class = Rich
5th Class = Very Rich.
B. What is the most frequent group in your WI sample data? What does that indicate in
terms of your data distribution?
C. Do you think your WI of sample data is normally distributed? Provide the “statistical
reason” for your answer?
Task 3 (10 marks)
A. What is the top 10% and bottom 10 % of your WEF household values?
B. What is the probability that your WI values will be less than or equal to $200?
C. What is the probability that FS will be equal to 2?
D. Is there any outlier(s) in your sample data of WEF? Show the graph or prove for that!
If yes, what is the best statistic to measure the dispersity of your WEF?
3 | P a g e
Task 4 (15 Marks)
A. What is the probability that the head of household is woman and her HLE is Primary?
B. What is the probability that the head of household is man and has the College degree?
C. What is the proportion of having the Secondary as the highest degree from among males?
D. What is the proportion of having the Intermediate as the highest degree from among
males?
E. Do you think that the events “gender of household head is male” and “having the College
Degree” are independent?
For task 5 DQGonwardV, assume that your sample data is normally distributed.
Task 5 (15 Marks)
A. Provide the most accurate of interval estimate of WI and interpret your result.
B. Provide the least accurate of interval estimate of WEF and interpret your result.
C. Provide the most and least accurate of interval estimates of FS and interpret your result.
D. Explain the main differences between the most and least accurate of interval estimate!
Why they called as most and least accurate of interval estimate?
Task 6 (15 Marks)
A. After surveying many countries, Michael Scott, one of La Trobe University researchers
believes that in order to be considered as the wealthy city, the average weekly income of
thehousehold would be at least $1200. Based on the statement above, can you consider
your sample data is from a wealthy city? (𝛼 = 0.10)
B. Michael Scott also believe one city can be considered as the fertile city if the average
of family size of household is greater than 8 (𝜇𝐹𝑆 > 8). Based on the statement above,
can you consider your sample as the fertile city? (𝛼 = 0.05)
C. Michael Scott also believes one city can be considered as the obese city if the average
spending of Weekly food expenditure of household is greater than or equal to 50. Based
on the statement above, can you consider your sample as the obese city? (𝛼 = 0.01)
D. Based on the calculation above, which prediction is the most accurate and why?
4 | P a g e
Task 7 (15 Marks)
A. What is the relationship between the amount of WEF and FS in your sample?
B. What is the relationship between the amount of WI and gender of the family head in
your sample?
C. How the HLE and WI do affected the WEF in your selected sample?
NB: Use the linear regression line to estimate, R, R2 and graph in order to explain the
relationship.
Task 8 (10 Marks)
As one of the largest city in USA, New York is also known as the food city. In this city people
spend so much money in food, and Bill de Blasio, Mayor of New York believes, that the average
amount of weekly income (WI) spent by households is not equal with your sample data. In
order to prove that he collects a random sample of 50 households data of his city. (The data is
attached on excel file New York tab).
Based on the Bill de Blasio’s statement, perform the analysis on hypothesis testing with level
of significance of 5%. Do you think Bill de Blasio’s statement is correct?
You may consider the following assumptions while performing this test:
A. Populations for both of your sample and New York data are normally distributed
and samples are independent.
B. Population variances of Weekly Food on Expenditure (WEF) are unknown and
unequal.
5 | P a g e
DUE DATE: 22 May 2016 (SUNDAY) by 5 PM
Submit your assignment by uploading your assignment files (TWO FILES; One WORD
file and EXCEL file for your data set; DO NOT ATTACH ZIP FILES) via LMS(Moodle) on BUS5SBF website under Extra Files (Assignment submission link, which willbe available after 8th of MAY 2016) and make sure the both files name reads as follows:STUDENT ID STUDENT NAME (e.g. 12345678 John Smith).Any other format will not be accepted. Please do not forward your assignment to yourlecturerNotes:- The penalty for late submission is 10 marks (out of 100) per day.- Your assignment will be submitted into Turnitin in order to prevent or detect plagiarism.Thus, please attempt this assignment by yourself, since the suspected assignment will not onlyreceive “0” marks, but also further penalty. Further information about Turnitin can beaccessed at:http://www.latrobe.edu.au/students/it/teaching/turnitin

 

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acc265: Information Technology


acc265: Information Technology

For hard drives, reliability is measured as Mean Time Between Failure (MTBF).  Many manufacturers use the MTBF to represent the “life span” of their hard drives.

Please answer ALL of the questions below in your paper:

  • Please define MTBF and how it differs from Mean Time To Failure (MTTF).
  • What is the MTBF of a SATA drive?
  • What is the MTBF of a SSD drive?
  • Why would a drive with an  MTBF  of 1.2 million hours suddenly crash after 15 days of operation?
  • What could be some legitimate reasons?
  • What fault tolerance drive technology could be used to recover from hard drive failures?  (HINT: include LEVEL #).
  • In your opinion–why would knowing the MTBF be important to a forensic examiner?

For ideas or additional information—you can go to the Western Digital (hard drive manufacturer’s) website (http://wdc.com/en/) and search for drive specifications.

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BUS6012 Business Operations and Systems


Birmingham City Business School

BUS6012 Business Operations and Systems

Assignment 2016

You may find the information for B&M Home Store UK online, in Keynotes in the Library, Company reports, cases online, and the financial press. The literature sources should be books, journals, refereed papers and appropriate online sources. You should find the sources of information that you will use to deliver the three assessment parts within the first four weeks of the course. This is important and failure to complete this task will jeopardise your performance on the module.

Part 1

B&M was formed in 1978 and they are variety retailers in the UK. B&M operate 450 stores across UK and employs 20,000 workers (http://www.bandmretail.com/).

You should outline the essential components for ‘effective business operations management’ for B&M stores (B&M) in the UK. Use a soft systems methodology to evaluate the issues B&M might face if they decide to introduce facilities to enable their customers to order goods online and have them delivered to the door. Support your discussion with appropriate business operations models (i.e. operation strategy performance (priorities) model, customer value, the service gap model, four v’s profile etc.).

TIPS:

  1. You should start with what B&M are doing well compare to the sector (why customers turn up to the stores).
  2. Research the problems they may face going online (the change) using Soft Systems Methodology (critical analysis of need/problem to be solved).
  3. Support your discussions with appropriate operations models (quality/depth).

You should compare and contrast different models used by the sector in which B&M operates and recommend appropriate solutions for online shopping, make easier for customers to select and buy their products with fully integrated mobile applications (issues to consider centralised/decentralised inventory and delivery chain, customer value chain, cost implications, sustainability etc.).

With reference to the parcel conundrum (http://www.bbc.co.uk/news/magazine-18709348) recommend how B&M should respond to this conundrum (keeping in mind the possible technological and environmental (CO2) impact).

TIPS:

  1. Your academic enquiry should lead to synthesis of important issues around the problem and solution.
  2. Critical analysis and evaluation of customer’s digital experience.
  3. Innovative ways to serve their customers better.
  4. Consider the services which are unique and benefits to B&M.
  5. Consider customer value for shopping online.
  6. Comparison of different solution with costing and choose one solution to take forward with reasoning.

Part 2

For the new system you should include Root Definition, CATWOE and produce a detailed “Rich Picture” (hand drawn) to fully illustrate your answer. Your rich picture must indicate the problems well as the solution. (Not included in the word count).

By means of a business process plan illustrate the changes including “AS IS” and “TO BE”. Detailed explanations of both plans are required and support your discussions with relevant literature. (Business process plans not included in the word count but explanation is included).

Tips: Structure for part two:

  1. Rich picture (fully illustrating part one).
  2. Root Definition (based on your chosen solution).
  3. Table for CATWOE (this is to test the Root Definition).
  4. “AS IS” process plan (include brief summer of the process plan).
  5. “TO BE” process plan (include summery to explain the process plan)

Part 3

Discuss how the managers would turn performance objectives into operations priorities and the resources that would be necessary for effective implementation of the new process (about six hundred words).

Using a Balanced Scorecard, discuss how the business performance can be measured post implementation (refer to the last three years of company annual reports and any other relevant data for improvement and target trends for B&M). (Balanced scorecard charts are not included in word count but discussion on each prospective is included, about hundred words for each prospective)

Your work should be referenced including in text referencing with appropriate literature and form a logical and concise discussion.

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BUS6012: BUSINESS OPERATIONS AND SYSTEMS


BUS6012: BUSINESS OPERATIONS AND SYSTEMS

Birmingham City Business School

BUS6012 Business Operations and Systems

Assignment 2016

This assessment constitutes 100% of the assessment for the module

This is an individual assessed assignment. There is no objection to students discussing the content and approaches to be adopted but the final submission must be 100% your OWN work. PLAGIARISM WILL BE PENALISED VIA THE UNIVERSITY’S DISCIPLINARY PROCEDURE.


 

GEN 200 Engineering Economy


GEN 200  Engineering Economy

PROJECT Instructions

  1. Please select one of the case studies given below.
  2. You can use spreadsheet solutions IF required or you are free to choose hand method instead of spreadsheet, if both solutions are possible.
  3. Prepare a 15-minutes PowerPoint presentation

Case  One

THE CHANGING SCENE OF AN ANNUAL WORTH ANALYSIS

Background and Information

Harry, owner of an automobile battery distributorship in

Atlanta, Georgia, performed an economic analysis 3 years ago when he decided to place surge protectors in-line for all his major pieces of testing equipment. The estimates used and the annual worth analysis at MARR = 15% are summarized below. Two different manufacturers’ protectors were compared.

The spreadsheet in Figure 6–9 is the one Harry used to make the decision. Lloyd’s was the clear choice due to its substantially larger AW value. The Lloyd’s protectors were installed.

During a quick review this last year (year 3 of operation), it was obvious that the maintenance costs and repair savings have not followed (and will not follow) the estimates made 3 years ago. In fact, the maintenance contract cost (which includes quarterly inspection) is going from $300 to $1200 per year next year and will then increase 10% per year for the next 10 years. Also, the repair savings for the last 3 years were $35,000, $32,000, and $28,000, as best as Harry can determine. He believes savings will decrease by $2000 per year hereafter. Finally, these 3-year-old protectors are worth nothing on the market now, so the salvage in 7 years is zero, not $3000.

Case Study Exercises

  1. Plot a graph of the newly estimated maintenance costs and repair savings projections, assuming the protectors last for 7 more years.
  2. With these new estimates, what is the recalculated AW for the Lloyd’s protectors? Use the old first cost and maintenance cost estimates for the first 3 years. If these estimates had been made 3 years ago, would Lloyd’s still have been the economic choice?
  3. How has the capital recovery amount changed for the Lloyd’s protectors with these new estimates?

Case Study two

ROR ANALYSIS WITH ESTIMATED LIVES THAT VARY

 Background

Make-to-Specs is a software system under development by ABC Corporation. It will be able to translate digital versions of three-dimensional computer models, containing a wide variety of part shapes with machined and highly finished (ultra smooth) surfaces. The product of the system is the numerically controlled (NC) machine code for the part’s manufacturing.

Additionally, Make-to-Specs will build the code for superfine finishing of surfaces with continuous control of the finishing machines.

 Information

There are two alternative computers that can provide the server function for the software interfaces and shared database updates on the manufacturing floor while Make-to- Specs is operating in parallel mode. The server first cost and estimated contribution to annual net cash flow are summarized below.

 

  Server 1 Server 2
First cost, $ 100,000 200,000
Net cash flow, $/year 35,000 50,000 year 1, plus 5000 per years 2, 3, and 4 (gradient)

70,000 maximum for years 5 on, even if the server is replaced

Life, years 3 or 4 5 or 8

The life estimates were developed by two different individuals: a design engineer and a manufacturing manager. They have asked that, at this stage of the project, all analyses be performed using both life estimates for each system.

Case Study Exercises

Use spreadsheet analysis to determine the following:

  • If the MARR = 12%, which server should be selected? Use the PW or AW method to make the selection.
  • Use incremental ROR analysis to decide between the servers at MARR = 12%.
  • Use any method of economic analysis to display on the spreadsheet the value of the incremental ROR between server 2 with a life estimate of 5 years and a life estimate of 8 years.

Case Study 3

COMPARING B/C ANALYSIS OF TRAFFIC ACCIDENT REDUCTION

 

Background

This case study compares benefit/cost analysis and cost effectiveness analysis on the same information about highway lighting and its role in accident reduction. Poor highway lighting may be one reason that proportionately more traffic accidents occur at night. Traffic accidents are categorized into six types by severity and value. For example, an accident with a fatality is valued at approximately $4 million, while an accident in which there is property damage (to the car and contents) is valued at $6000. One method by which the impact of lighting is measured compares day and night accident rates for lighted and unlighted highway sections with similar characteristics. Observed reductions in accidents seemingly caused by too low lighting can be translated into either monetary estimates of the benefits B of lighting or used as the effectiveness measure E of lighting.

 Information

Freeway accident data were collected in a 5-year study. The property damage category is commonly the largest based on the accident rate. The number of accidents recorded on a section of highway is presented here.

 

  Number of Accidents Recorded
  Unlighted Lighted
Accident Type Day Night Day Night
Property damage 379 199 2069 839

 

The ratios of night to day accidents involving property damage for the unlighted and lighted freeway sections are 199/379 = 0.525 and 839/2069 = 0.406, respectively.  These results indicate that the lighting was beneficial. To quantify the benefit, the accident rate ratio from the unlighted section will be applied to the lighted section. This will yield the number of accidents that were prevented.  Thus, there would have been  accidents instead of 839 if there had not been lights on the freeway. This is a difference of 247 accidents.

At a cost of $6000 per accident, this results in a net annual benefit of

For an effectiveness measure of number of accidents prevented, this results in E = 247.

To determine the cost of the lighting, it will be assumed that the light poles are center poles 67 meters apart with 2 bulbs each. The bulb size is 400 watts, and the installation cost is $3500 per pole. Since these data were collected over 87.8 kilometers of lighted freeway, the installed cost of the lighting is (with number of poles rounded off):

Installation cost = $3500 (87.8/ 0.067)

=3500(1310)

= $4,585,000

 

There are a total of 87.8/0.067=1310 poles, and electricity costs $0.10 per kWh.

Therefore, the annual power cost is:

Annual power cost

The data were collected over a 5-year period. Therefore, the annualized cost C at i = 6% per year is

Total annual cost =$4,585,000 (A/P, 6%, 5)

+459,024

= $1,547,503

If a benefit/cost analysis is the basis for a decision on additional lighting, the B/C ratio is

Since B/C< 1.0, the lighting is not justified. Consideration of other categories of accidents is necessary to obtain a better basis for decisions. If a cost-effectiveness analysis (CEA) is applied, due to a judgment that the monetary estimates for lighting’s benefit is not accurate, the C/E ratio is

This can serve as a base ratio for comparison when an incremental CEA is performed for additional accident reduction proposals.

These preliminary B/C and C/E analyses prompted the development of four lighting options:

  1. W) Implement the plan as detailed above; light poles every 67 meters at a cost of $3500 per pole.
  2. X) Install poles at twice the distance apart (134 meters). This is estimated to cause the accident prevention benefit to decrease by 40%.
  3. Y) Install cheaper poles and surrounding safety guards, plus slightly lowered lumen bulbs (350 watts) at a cost of $2500 per pole; place the poles 67 meters apart. This is estimated to reduce the benefit by 25%.
  4. Z) Install cheaper equipment for $2500 per pole with 350-watt light bulbs and place them 134 meters apart.

This plan is estimated to reduce the accident prevention measure by 50% from 247 to 124.

Case Study Exercises

Determine if a definitive decision on lighting can be determined by doing the following:

  1. Use a benefit/cost analysis to compare the four alternatives to determine if any are economically justified.
  2. Use a cost-effectiveness analysis to compare the four alternatives.

From an understanding viewpoint, consider the following:

  1. How many property-damage accidents could be prevented on the unlighted portion if it were lighted?
  2. What would the lighted, night-to-day accident ratio have to be to make alternative Z economically justified by the B/C ratio?
  3. Discuss the analysis approaches of B/C and C/E. Does one seem more appropriate in this type of situation than the other? Why? Can you think of other bases that might be better for decisions for public projects such as this one?

Case Study four

DEVELOPING AND SELLING AN INNOVATIVE IDEA

 Background

Three engineers who worked for Mitchell Engineering, a company specializing in public housing development, went to lunch together several times a week. Over time they decided to work on solar energy production ideas. After a lot of weekend time over several years, they had designed and developed a prototype of a low-cost, scalable solar energy plant for use in multifamily dwellings on the low end and medium sized manufacturing facilities on the upper end. For residential applications, the collector could be mounted alongside a TV dish and be programmed to track the sun. The generator and additional equipment are installed in a closet-sized area in an apartment or on a floor for multiple-apartment supply. The system serves as a supplement to the electricity provided by the local power company. After some 6 months of testing, it was agreed that the system was ready to market and reliably state that an electricity bill in high-rises could be reduced by approximately 40% per month. This was great news for low income dwellers on government subsidy that are required to pay their own utility bills.

 Information

With a hefty bank loan and $200,000 of their own capital, they were able to install demonstration sites in three cities in the sunbelt. Net cash flow after all expenses, loan repayment, and taxes for the first 4 years was acceptable; $55,000 at the end of the first year, increasing by 5% each year thereafter. A business acquaintance introduced them to a potential buyer of the patent rights and current subscriber base with estimated $500,000 net cash out after only these 4 years of ownership. However, after serious discussion replaced the initial excitement of the sales offer, the trio decided to not sell at this time. They wanted to stay in the business for a while longer to develop some enhancement ideas and to see how much revenue may increase over the next few years.

During the next year, the fifth year of the partnership, the engineer who had received the patents upon which the collector and generator designs were based became very displeased with the partnering arrangements and left the trio to go into partnership with an international firm in the energy business. With new research and development funds and the patent rights, a competing design was soon on the market and took much of the business away from the original two developers. Net cash flow dropped to $40,000 in year 5 and continued to decrease by $5000 per year. Another offer to sell in year 8 was presented, but it was only for $100,000 net cash. This was considered too much of a loss, so the two owners did not accept. Instead, they decided to put $200,000 more of their own savings into the company to develop additional applications in the housing market.

It is now 12 years since the system was publicly launched. With increased advertising and development, net cash flow has been positive the last 4 years, starting at $5000 in year 9 and increasing by $5000 each year until now.

 Case Study Exercises

It is now 12 years after the products were developed, and the engineers invested most of their savings in an innovative idea. However, the question of “When do we sell?” is always present in these situations. To help with the analysis, determine the following:

  1. The rate of return at the end of year 4 for two situations: (a) The business is sold for the net cash amount of $500,000 and (b) No sale.
  2. The rate of return at the end of year 8 for two situations: (a) The business is sold for the net cash amount of$100,000 and (b) No sale.
  3. The rate of return now at the end of year 12.
  4. Consider the cash flow series over the 12 years. Is there any indication that multiple rates of return may be present?

If so, use the spreadsheet already developed to search for ROR values in the range _100% other than the one determined in exercise 3 above.

  1. Assume you are an investor with a large amount of ready cash, looking for an innovative solar energy product.

What amount would you be willing to offer for the business at this point (end of year 12) if you require a 12% per year return on all your investments and, if purchased, you plan to own the business for 12 additional years? To help make the decision, assume the current NCF series continues increasing at $5000 per year for the years you would own it. Explain your logic for offering this amount.

Engineering Questions: MATLAB


Problem 1

Write a MATLAB function that plots the following polynomial. 𝑦 = 3𝑥 3 + 2𝑥 2 − 3𝑥 + 1 Name your function 𝑝𝑜𝑙𝑦𝑃𝑙𝑜𝑡. This function should have one output that represents the 𝑦 values. The input to this function should be the 𝑥 values on the interval [-10, 10] as a vector.

Problem 2

Do problem 1 again but instead of a function definition use an anonymous function (Read section 6.4). This should be a script file rather than a function file.

Problem 3

Redo problem 2 on homework 5 for the log plot. Create a function on MATLAB that generalizes the script for different input parameters. The inputs to your function should be the resistance, capacitance, and inductance. Leave the frequency 𝜔 on the same range. Make sure the function plots the transfer function. Your function should have the following structure: function voltage_ratio = transferFunct(resistor,inductor,capacitor) Test your function with the following inputs 𝑅 = 200Ω 𝐿 = 8 𝑚𝐻 𝐶 = 5𝜇𝐹 Problem 4 Redo

Problem 4 from homework 5 using anonymous functions for 𝑥(𝑡), 𝑦(𝑡), and 𝑧(𝑡).

logical operators:MATLAB


logical operators: MATLAB

Problem 1

Using logical operators, write a code that finds the values for which the vector 𝑥 is in the range of 47 ≤ 𝑥 ≤ 67 Where the vector 𝑥 is: 𝑥 = [47, 54, 34, 23, 55, 67, 98, 97, 54]

Problem 2

Write a program that allows the user to input a certain number from 1 to 100. When the entered value is less than or equal to 50, have the program display the words “This value is less than or equal to 50”. If the value if greater than 50, have it display “This value is greater than 50”. Make sure to take into account the condition in which the entered number is not valid. If the number is not valid, have the program display some type of error message.

Problem 3

Write a program that uses the 𝑓𝑖𝑛𝑑() function in MATLAB to find the values inside the matrix 𝑋 that are greater than the value of six. Where the matrix 𝑋 is: 𝑋 = [ 5, 4, 7 10, 22, 4 20, 44, 1 ]

Problem 4

Write a program that takes in a city name as a string and displays the gas price in that city using a switch statement. Use the following table in your program: City Gas Price Los Angeles $2.45 San Diego $2.43 San Francisco $2.54

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