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BMO5574: Supply Chain and Logistics Management SAP-SCM Assignment


BMO5574: Supply Chain and Logistics Management

SAP-SCM Assignment

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Due                : Wed 13 Sept (Wk 8)

Weight: 30% (individual assignment)

Objective:

Students need to illustrate their knowledge of SAP-SCM module gained in series of hands-on workshops using the Global Bike Company (GBC). This is an individual assignment requiring each student to submit the written assignment for assessment. Failing to do so will fail in the unit.

 

You can complete the assignment as you progress in your tutorial exercises. It involves capturing selected screen shots while working on the exercises. I would suggest to going through the questions below and copying the required screen shots to your assignment Doc file as you progress. Alternatively, you can complete the whole workshop and then work on your assignment.

Importantly, students need to illustrate that they have a full understanding of the SCM module, and the way it relates to theories discussed in the lecture.

Written Report and Submission:

Each student is required to present an individual written assignment, with each question being clearly labeled. Make sure that it is written in your own words and Harvard referencing is used as appropriate. The header sheet for this assignment includes:

  • Your name
  • Your student VU ID
  • Your unique SAP-APO Log in ID: SCM-xxx

 

Submission requirement:

Submit one hardcopy to your tutor, and electronic copy to VU collaborate (no turnitin requirement). Your ID will be locked soon after you hand in the assignment not allowing you to work further during the assessment. It will be released once the marking is complete.

 

IMPORTANT: Each question requires specific screenshot. No mark will be given for any irrelevant screenshots.

Questions:

1.          Create a forecast [5 marks] – refer Tut 1 (All screen shots should have a brief explanation)

  • What is demand planning? Why is it an initial important step in any supply chain planning? [1 mark]
  • How did you create the demand for finished bike FG-10 and ridge front bike FG-11 in SAP-ER2 system? Explain the demand forecast process using ER2 and SCM7. Attach screenshots.                                     [1 mark]
  • Provide screen shots of planned independent requirement (PIR) for your finished products FG-10 and FG-11 in USA plant (XXX1) using SCM7. Compare it with the initial input values of demand information.[2 marks]

Note: No more than 1 screenshot for each product be submitted. Screenshot must be readable and complete up to show all data.

  • Provide BOM (Bill of material) diagram for FG-10 and FG-11 using the following information in ER2? Explain how these two BOMs are different from each other.

T.code to be used in ER2: CS11, material: FG-10-XXX, plant: XXX1, Alternative BOM: 1, BOM application: PP01.                         [1 mark]

2.          Supply Chain Model & means of transportation [5 marks] – refer Tut 2 (All screen shots should have a brief explanation)

NOTE:  Screenshots must be readable and complete up to this level only.

2.1       Provide a screen shot displaying all of the supply chain location objects clearly displaying plant, distribution centers (DC), customers, vendors and transportation zones. Briefly explain what role each one has in a supply chain.                                                                                                     [1 mark]

2.2       How many vendors and customers are located in USA? Provide the names and where they are located? Who is the immediate partner of a vendor in a supply chain?                                                                            [1.5 mark]

2.3       Produce a screen shot of ‘assignment of means of transportation’ between a plant and two customers for finished goods FG-10 ONLY.            [1 mark]

2.4       What means of transportation (i.e. either truck or ship), duration (hours) and distance (Km) are used in above 2.3? Suggest other suitable means of transportation that could be used for the above (i.e. 2.3) transportation. Give your reasons.                                                                            [1.5 mark]

3.          Supply Chain Model [5 marks] – refer Tut 3 (All screen shots should have a brief explanation)

NOTE:  Screenshots must be readable and complete up to this level only.

3.1       Using the supply chain engineer (SCE) produce the screen shot(s) of the supply chain network diagram among the objects. The network diagram should display all the objects and transportation lanes with clear labeling.                                                                                                                  [2 mark]

3.2       What “resources” are used in the USA plant? Expand and explain the use of all the production resources.                                                         [1 mark]

3.3       Double click on a lane between the plant and a customer in the SCE diagram. Display and explain the screen shot clearly.                    [1 mark]

3.4       Repeat the above procedure in 3.3 for a lane between a vendor and plant.                                                                                                                        [1 mark]

 

4.          Inbound quota for external supply of materials- [5 marks] – refer Tut 4 & 5 (All screen shots should have a brief explanation)

NOTE:  Screenshots must be readable and complete up to this level only.

4.1       Attach screen shot for ‘total inbound quota arrangement’ displaying all raw materials to be supplied by vendors to the plant. Show clearly the vendor location and their quota allocation.                                          [1.5 marks]

4.2       How do you get the same screen shots of ‘total inbound quota arrangement’ through supply chain engineer model?                                         [1 mark]

4.3       Using the SCE model display the means of transport from the menu option.                                                                                                          [1 mark]

4.4       Using where-used list, attach the screen shot showing the means of transport XXXUSA, its start and destination location.                    [1.5 marks]

 

5.          SNP Heuristic run at plant and DC level [5 marks] – refer Tut 6&7 (All screen shots should have a brief explanation)

NOTE:  Screenshots must be readable and complete up to this level only.

5.1       Using planning book, produce a screen shot of the monthly forecast values for finished products FG-10 and FG-11 together.                        [1 mark]

5.2       Run the location heuristic for FG-10 at plant location (XXX1), produce screen shot(s) of the planning book showing row values for production (planned) and ATD receipts. How these two figures are related? [1 mark]

5.3       Run the multilevel heuristic together for finished products (i.e. FG-10, FG-11). Provide the screenshot showing demand and receipts rows. [1 mark]

5.4       With multilevel heuristics in 5.3, switch to semi-finished product SF-0040, then produce screen shot of the planning book displaying the rows for production (planned) and dependent demand.                                 [1 mark]

5.5       With multilevel heuristics in 5.3, switch to raw material RM-0130, produce screen shot of the planning book showing Distribution Receipt (planned) and Purchasing Requisition orders.                                         [1 mark]

 

6.          SNP planning and Capacity check [5 marks]- Refer Tut 7& 8 (All screen shots should have a brief explanation)

6.1       Explain with the help of SNP planning book screen shots (e.g FG-11) the effect of various time buckets (e.g. 9AMONTHS and 180 DAYS) on production lead-time.                                                            [2.5 marks]

6.2       Produce screen shots of DS Planning Board in monthly and weekly view and explain the board with respect to a finished product FG-10.

[2.5 marks]

 

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CEE 213—Deformable Solids The Mechanics Project: http://customwritings-us.com/orders.php


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CEE 213—Deformable Solids The Mechanics Project
Arizona State University CP 3—Properties of Areas
1
Computing Project 3
Properties of Areas
The computing project Properties of Areas concerns the computation of various properties
of cross sectional areas. In each of our theories (i.e., axial bar, torsion, and beams) we arrive
at a point where we need certain properties of the cross section to advance the analysis. For
the axial bar we needed only the area; for torsion we needed the polar moment of inertia;
for the beam we will need moment of inertia of the cross section about the centroid of the
cross section.
We can develop an algorithm that allows the computation of all of the properties of a cross
section if the cross section can be described as a polygon. The algorithm is built on formulas
for the properties of a triangle. What that program will do is create a triangle from the
origin and the two vertex nodes associated with a side of the polygon. Whether this polygon
adds or subtracts from the accumulating properties will be determined from the vectors
defining the sides of the polygon (see the CP Notes for further clarification). If you loop
over all of the sides, the end result will be the properties of the entire cross section.
The general steps are as follows:
1. Develop a routine that allows you to describe the cross section with a sequence of
points numbered in a counterclockwise fashion starting with 1. The last point
should be a repeat of the first one in order to close the polygon. Some suggestions:
a. Store the (x,y) coordinates of each point in a single array x(N,2), where N
is the number of points required to describe the cross section (including
the repeat of the first point as the last point) and the first column contains
the x values of the coordinate and the second column contains the values
of the coordinate and the second column contains the y value.
b. It will eventually be a good idea to put the input into a MATLAB function
and call the function from your main program. That way you can build up
a library of cross sectional shapes without changing your main program.
c. If you need a negative area region (for a cutout section like in an open
tube) then number the points in that region in a counter-clockwise fashion.
Just keep numbering the vertices in order (no need to start over for the
negative areas).
2. Develop a routine to loop over all of the edges of the polygon and compute (and
accumulate) the contributions of the triangle defined by the vectors from the origin
to the two vertices of the current side of the triangle (that gives two sides) and the
CEE 213—Deformable Solids The Mechanics Project
Arizona State University CP 3—Properties of Areas
2
vector that points from the first to the second vertex (in numerical order). Calculate
the area, centroid, and outer-product contributions to the properties (see the CP
Notes for clarification of this issue).
3. Compute the orientation of the principal axes of the cross section using the eigenvalue
solver in MATLAB (eig) on the moment of inertia matrix J. See the CP
Notes for more information on this task.
4. Create an output table (print into the Command Window) giving the relevant cross
sectional properties. Develop a routine to plot the cross section. Include the location
of the centroid of the cross section in the graphic (along with lines defining
the principal axes if you can figure out how to do that).
5. Generate a library of cross sections, including some simple ones (e.g., a rectangular
cross sections) to verify the code. Include in your library as many of the following
cross sections as you can get done:
a. Solid rectangle with width b and height h.
b. Solid circle of radius R.
c. Rectangular tube with different wall thickness on top and bottom.
d. I-beam with flange width b, web depth d, flange thickness tf, and web
thickness tw.
e. Angle section with different leg lengths and leg thicknesses.
f. Circular tube with outside radius R and wall thickness t.
g. T-beam.
6. Use the program to explore aspects of the problem. For example,
a. Why is it more efficient to use an open circular tube for torsion rather than
a solid cylinder?
b. For beam bending we can control deflections and reduce stresses with a
large moment of inertia about the axis of bending. Show the trade-offs
available in an I-beam when you can select different web and flange depths
and thicknesses. What is the ideal allocation of material? Why would we
never actually do that in practice?
c. Demonstrate that the principal axes of a symmetric cross section lie along
the lines of symmetry. You can do this by showing that the off-diagonal
elements of J are zero for symmetric sections with axes so chosen.
d. Explore any other feature of the problem that you find interesting.
CEE 213—Deformable Solids The Mechanics Project
Arizona State University CP 3—Properties of Areas
3
Write a report documenting your work and the results (in accord with the specification
given in the document Guidelines for Doing Computing Projects). Post it to the Critviz
website prior to the deadline. Note that there is only one submission for this problem (the
final submission).
Please consult the document Evaluation of Computing Projects to see how your project
will be evaluated to make sure that you can get full marks. Note that there is no peer review process for reports in this course.

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  1. Discuss any managerial discretion available to the enterprises when devaluing/revaluing the non-current assets? (about 300 words)
  2. Name two types of firms that are more likely to choose to revalue the non-current assets and why they choose to revalue and provide example. (around 300 words).

 

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Assignment 2 help: Critical Reflection


Assignment 2 help: Critical Reflection

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 Assignment 2: Critical Reflection

Due: 6pm Tuesday 11 April

Weighting: 25%

Why do you care about the environment?

Write an essay of up to 1500 words that critically reflects on your own attitudes to the

environment. Discuss the eco-philosophies that most inform your attitudes and practices. Draw from the eco-philosophical literature to inform your reflections.

 

Aim: To reflect upon your own environmental values and motivations and identify how they align or differ from the eco-philosophies discussed in class or in the wider literature.  You may identify strongly with one eco-philosophy or you may find you identify with parts of different eco-philosophies.  You should show awareness of your own ideas and where they may have come from and how these ideas align with eco-philosophical thought.

 

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Essay help-ECON2233 Individual Homework 1


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ECON2233 Individual Homework 1
(Due on Mar 17 Friday, by 12 noon)
10 points, equivalent to 5% of the unit’s assessments
1. Julio receives utility from consuming pizza (P) and movie (M) as given by the utility
function (,) = √, where P and M denote the amount of pizza and movie
Julio consumed. The marginal utility Julio receives from pizza and movie are given
as:      =

,
=

. The price of pizza and movie are given as      = 16
and
= 8, Julio has an income of $96.
Show the derivation process that leads to the final solution for all parts of question.
a) What is Julio’s optimal bundle of pizza and movies that maximizes his utility?
And draw Julio’s indifference curve and budget constraint in a diagram and
identify the optimal bundle. Please show quantity of movies on x-axis and
quantity of pizzas on y-axis. (2 marks)
b) Holding the price of pizza and Julio’s income unchanged, what’s his new optimal
bundle when price of movie rises to $12? What’s his new optimal bundle if price
of movie falls to $6? Draw his new budget constraints in the previous diagram for
both scenarios and identify the optimal bundles. (2 marks) Derive the demand
curve for movies in a new diagram accordingly. (1 marks)
2. Jim spends most of his time in Coffee Club in Perth. Jim has $24 per week to spend
on coffee and muffins. Coffee Club sells muffins for $4 each and coffee for $2.40 per
cup. He consumes cups of coffee and muffins per week.
a) Draw Jim’s budget constraint and label the axis properly. (1 marks)
b) Now Coffee Club introduces a frequent-buyer card: for every five cups coffee
purchased at the regular price of $2.40 per cup, Jim receives a free sixth cup.
Draw Jim’s new budget constraint. (2 marks)
c) Does the introduction of the frequent-buyer card necessarily encourage Jim to
consume more coffee? Show how your answer depends on Jim’s preference map.
(2 marks)
Please typewrite your answers. You should attempt to draw the graphs in MSWord or similar
word processing software. Label your graphs. If you absolutely cannot draw graphs in
software you can draw them by hand, ensure they are very clear, take a photo/scan and insert
them in your MSWord file. Writing all of the assignment by hand and scanning it in is not
appreciated – you should at least type in your non-graph parts of the answers.
Save a copy of your assignment as a backup.
Convert your assignment into a pdf file and upload them in the Assessments > Assessment 2
(home work 1) > Online Short Answer Homework link on LMS. You can submit only once,
so go over your work thoroughly before you pdf it and upload it.

ULMS550 2016/17 Task 2 – Critical reflections on European HR practices


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 ULMS550 2016/17 Task 2 – Critical reflections on European HR practices

Julie Sinclair is the HR Director for TVS SCS  http://www.tvsscs.com

 

Activity 1:– Draw a mindmap of the UK employee relations expectations and practices

Activity 2:- Draw a mindmap of German employee relations expectations and practices

Activity 3 Develop a table of comparison to illustrate convergence and difference

(N.B. words in activities 1, 2 and 3 do not count in your 600 words)

Activity 4:- Write 600 words to be address to Julie Sinclair:- The question Julie would like addressing is “What challenges do the key Industrial Relations differences between Germany and the UK present?”.

 

Suggested guidance and enquiries

  1. Compare and contrast the differences between works Council versus Trade Union (Activity 1, 2 and 3)
  2. Consider the impact and importance of the Works Council versus Trade Union in Germany.
  3. Consider the HR practices that are used within a specific sector like the motoring industry.  Is there a right way?
  4. Do you consider that there is one global HR approach?
  5. Do and should HR practitioners be the holder of ethics in an industry that is consumer driven and financially managed?
  6. Are there other models and industries we can look to where there is much greater effort being made to address the employment relationship?

To help you contextualise this work Julie was asked the following questions:-

Q 1:- What situation has created the context of why the question is pertinent

A 1:-TVS SCS have recently taken on a contract with General Motors in Germany.  They are providing HR support to Transfer of Undertakings Protection of Employment (UK) (TUPE) over existing employees and then offering ongoing HR support.

 

Q 2:- What has lead you to ask this question regarding TUPE between UK and Germany employees all belonging to the same organisation?

A 2:- There are challenges in Germany dealing with the works council when it comes to employee relations issues in particular relating to terms and conditions. Any changes to terms and conditions, recruitment of new employees, introduction of new working practices have to be approved by the works council. They can have more influence than Trade Unions, in the UK it is the other way around.

 

Q 3:-What do you consider industrial relationships is in practice?

A 3:- Relationship with the works council and trade union and ongoing communication to the impacted workforce. It is important that we engage with all stakeholders and achieve a positive outcome.

 

Q 4:- What have been your experiences of the differences in employment relations between UK and Germany?

A 4:- Employment Law in Germany is very different to the UK and in addition we have the language barrier.

 

Q 5:- What expectations do you have from the question set out?

A 5:- I would expect to see an overview of the differences between working with TU/Works Council in Germany versus the UK and how this can impact on communication between management and the employees. Also the challenge of a UK firm taking over a German operation and the challenges an external HR consulting practice could face supporting General Motors through this transition period.

My question to you as students….Whilst Julie is with us what else do you need to ask to complete this task…

 

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Buy Research Paper OnIine _PL4001 SOCIAL RESEARCH METHODS (USING SPSS)


Buy Research Paper OnIine _PL4001 SOCIAL RESEARCH METHODS (USING SPSS)

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IPL4001 SOCIAL RESEARCH METHODS

INSTRUCTIONS FOR QUANTITATIVE ASSIGNMENT

(Updated December/January 2017)

Quantitative research exercise 1,500 words (30%)

(LO 4, 5, 9, 10)

  • Understand the processes involved in quantitative data collection and analysis
  • Critically evaluate the significance of research findings in substantive area(s)
  • Demonstrate research skills appropriate for quantitative research methods
  • Demonstrate critical evaluation skills relevant to substantive research area(s)

 

Students will be expected to write up a short research report (1,500) on data collected as part of

a class exercise exploring Students’ Attitudes to Research.

 

The exercise will include the two main components

  1. Setting up an SPSS database (this will be undertaken as part of a specific SPSS skills workshop). Please note that attendance at this workshop is strongly recommended regardless of the student’s level of skill in developing SPSS databases, as specific instructions on how to conduct descriptive statistics and ‘t-tests’ required for the report will be addressed in this workshop.

 

  1. Producing a research report (1,500 words).

 

Students will be provided with completed MA/MSc students’ attitudes to research database.

 

This will be on myUniHub under the MA Social Work folder and the MSC Mental health Studies/Dual Diagnosis/MSc Complementary Health folders.

 

You will find the data under the module IPL4001 and SPSS Workshop Materials. The name of the file is ‘January SPSS Database 2017’.

 

The data will have been collected from students taking IPL4001 (Social Work and Health Students), who have been asked to complete an ‘attitudes to research’ questionnaire. Students will be expected to:

 

OUTLINE OF BRIEF RESEARCH REPORT ; please use the following format (Headings 1 to 5 below)

 

Heading 1       –           Introduction/statement of the problem

 

Should include a short statement regarding the challenges of teaching research in undergraduate/post graduate courses and how in particular social work/nursing students are somewhat anxious about undertaking ‘quantitative research’.

 

Heading 2       –           Literature review

 

Should include a short/brief review on current knowledge regarding post graduate student’s attitudes to research in general and specifically attitudes to the use of quantitative methods.  The expectation is that students include 3-4 references on current literature addressing this issue.


Heading 3       –           Methods

 

Sub heading 1             Sample – describe what type of sampling was undertaken e.g. purposeful,

convenience etc, size of study population

 

Sub heading 2             Setting – describe where the research took place e.g. University setting, Department of Mental Health and Social Work, etc

 

Sub heading 3             Instruments – describe the instrument used, including its reliability and validity. A copy of the scale ‘The Attitudes Towards Research Scale (ATR)’  can be located at http://www.stat.auckland.ac.nz/~iase/serj/SERJ4(1)_Papanastasiou.pdf

 

Or a copy of the pdf paper has been uploaded into the folder SPSS Workshop Materials

 

Sub heading 4             Data collection/procedure– describe how the data was collected e.g. questionnaires were distributed within the class room and students were given 10-15 minutes to complete etc…

 

Sub heading 5             Data analysis – provide an overview of what analysis was employed and rationale for the use of descriptive statistics and t-tests.  Students should not just describe the analysis e.g. the mean was calculate for age, but should offer information on why the mean is calculated.

 

Heading 4                   Findings or Results (Student can choose which term to use)

 

Should include all the study findings, including where relevant the use of histograms or tables.  Please note tables and graphs are not part of the word allowance and should not be in the appendix.  Please do not ‘discuss’ your results in this section, this should be only be in the discussion.  When reporting the results please ensure that you do not present the same results in different formats e.g. in the text, then in a table, and again in graph form.  The aim is to ‘pull out the relevant data’ (usually the most important finding), report this in the text and then refer the reader to the remaining findings in the table/graph/figure.

Results should be reported as follows

Sub heading 1             % Response rate (note: the total number of students who could have taken part over the number who actually took part e.g.

This year (2016 – 17) there are 70 students registered for the module; please check how many actually took part in the study on the database file

Sub heading 2             Sample profile (including gender, age, highest education qualification attained, previous research experience, course status)

Sub heading 3             Attitude profile (include the mean scores for total research attitude and five sub scales (Life, Career, Positive, Difficulty and Anxiety for study participants)(see notes on analyses on how you might tackle the analysis and presentation of findings

Sub heading 4             Results for Hypotheses 1 and 2

 

Heading 5                   Discussion

 

You should include a discussion and interpretation of key study findings and refer back to relevant material you cited in the Literature Review (Heading 2).

NOTES ON MAKING YOUR ANALYSES

Students will be expected to produce descriptive statistics from the data provided.

 

How to analyse and profile sample

Descriptive statistics are used to describe the basic features of the data in a study. They provide simple summaries about the sample and the measures. Together with simple graphics analysis, they form the basis of virtually every quantitative analysis of data.

 

Students should report on the following descriptive statistics (Heading 4 Sub heading 2)

  • Overall response rate – please note that 70 students were registered on the module and thus potentially available to participate
  • Gender – frequency/percent
  • Mean age (including Standard Deviation, min and max)
  • Highest education qualification attained – frequency/percent
  • Previous research experience – frequency/percent
  • Course status – frequency/percent

 

 How to interpret and report the findings for Attitude towards Research (Heading 4, Sub heading 3)

  • Mean score of total research attitude (including Standard Deviation, min and max)
  • Mean score of each of the five sub-scales (including Standard Deviation, min and max)

 

Total Research Attitude (new variable created) is determined by adding up the scores of each of the 32 items on the questionnaire.  Given that the scale responses are between 1 (negative attitude) and 7 (positive attitude), the minimum score a respondent could achieve on this scale is 32 (i.e. 1×32) and maximum score will be 224 (i.e. 7 x 32) (neutral point = 96).  Hence to determine the meaning of the score a respondent gets using this scale i.e. total research attitude, the higher the score the more positive the attitude.

The ‘concept’ of attitude to research is multidimensional (i.e. 5 areas that make up total attitude) and the scale measures each dimension (e.g. Life, Anxiety, Difficulty, Career, and Positive) – please refer to the full paper by ELENA C. PAPANASTASIOU the researcher who developed the instrument for a more in depth explanation of development of each dimension/factor.   A copy of this paper has been uploaded as a pdf on myUniHub or you can download it at:  http://www.stat.auckland.ac.nz/~iase/serj/SERJ4(1)_Papanastasiou.pdf

It therefore is important to appreciate how the ‘total research attitude’ is reflected and to draw further meaning/understanding by exploring each dimension in its own right.  Hence each domain minimum and maximum scores need to be known so that the respondents score can be interpreted as positive or negative.  The following table below shows the range of possible minimum score (negative attitude) and maximum score (positive attitude) for each domain. (In practice, remember that this cohort’s actual results may not go as low as the minimum or as high as the maximum score for each item).

Life (4 items) (min score 4 max score 28) (neutral point 12)

Anxiety (8 items) (min score 8 max score 56) (neutral point 24)

Difficulty (3 items) (min score 3 max score 21) (neutral point 9)

Career (9 items) (min score 9 max score 63) (neutral point 27)

Positive (8 items) (min score 8 max score 56) (neutral point 24)

Reporting the findings in your research report

For the purposes of the research report, you are expected to report and interpret the mean score for overall research attitude for the entire group, and the mean score for each domain.

 

You have two options of determining how best to interpret the means of the overall attitude score and each of the subscales (domains).  You can work out the mean of the means by dividing the mean for each total subscale score by the number of items in each sub scales, this will give you a ‘mean of the means’ which will be somewhere between 1 and 7 ( the original range of scores that participants could give on the Likert scale).  If we accept that 4 is neutral i.e. neither positive or negative then you can interpret the scores against this.

 

The second way would be to subtract the mean score for each subscale from the median score for each subscale and determine whether the study participants scores are plus/minus – if plus i.e. higher than the median then you can interpret that this subscale is going in the direction of being positive and vice versa, you can also interpret which subscale appears to score the highest positive score.

 

 

How to analyse and interpret the Hypotheses (Heading 4, Sub heading 4)

 

In addition to undertaking the above, students will expected to address the following two hypotheses

H1 Attitudes to research are different between male and female students

 

H2 Students, with previous research experience (e.g. undergraduate, field experience) will have a more positive attitude towards research, than students who have no previous research experience.

 

This will be achieved by running an independent ’t-test’. This is the most commonly used method to evaluate the differences in means between two independent groups.

 

The test variable for each t-test will be ‘total research attitudes’ and the grouping variable for hypothesis 1 will be ‘gender’ (Group 1 – 1(i.e. male; Group 2 = 2 (i.e. female). The grouping variable for hypothesis 2 will be ‘researchexperience’ (Group 1 – 0 (i.e. no; Group 2 = 1 (i.e. yes).

 

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Need help-Wind Turbine Investigation


Need help-Wind Turbine Investigation

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The following experiment enables you to:

  • Measure the energy in the wind.
  • Assess a commercially available wind turbine in an environmental wind tunnel.
  • Determine the power curve of a wind turbine and obtain cut-in speeds
  • Calculate the coefficient of performance of a turbine
  • Calculate the Solidity and Tip-speed ratio.
  • See how the energy is converted stored and utilised.
  • Examine the Beaufort wind scale.

Introduction:

The power available to a wind turbine is the kinetic energy passing per unit time in a column of air with the same cross sectional area A as the wind turbine rotor, travelling with a wind speed U0. Thus the available power is proportional to the cube of the wind speed. See the figure below.

Equipment

The equipment is provided by Marlec and the following information is from their web page but has been modified slightly for this labsheet.

The Rutland 913 is designed for marine use on board coastal and ocean going yachts usually over 10m in length. This unit will generate enough power to serve both domestic and engine batteries on board.
The Rutland 913 is a popular sight in marinas, thousands are in use worldwide, boat owners like it’s clean, aerodynamic lines and its quiet and continuous operation. Without doubt this latest marine model accumulates more energy than any other comparable windcharger available, you’ll always see a Rutland spinning in the lightest of breezes!

  • Low wind speed start up of less than 3m/s
  • Generates 90w @ 37m/s, 24w @ 20 m/s
  • Delivers up to 250w
  • Modern, durable materials for reliability on the high seas
  • SR200 Regulator – Shunt type voltage regulator prevents battery overcharge

Theory:

During this experiment you will make use of the following equations to calculate key parameters

Key formulae

Energy in the wind E = (watts)

Swept area of rotor A=πR2

 

Electrical power output P=VxI (watts)

 

Coefficient of performance

 

Tip speed ratio

 

 

 

Solidity = blade area/swept area

 

R is the rotor radius (m)

ρ is air density say 1.23 kg/m3

Uo is the wind speed (m/s)

V is voltage (volts)

I is current (amps)

ω (rads/sec) is the angular velocity of the rotor found from

 

 where N is the rotor speed in revs/min

 

 

 

Procedure:

 

Step 1         Ensure that everything is setup for you and switch on the tunnel.

Step 2         Adjust the wind speed and let it stabilize

Step 3         Measure the wind speed, voltage and current

Step 4         If available measure the rotor speed with the stroboscope.

Repeat steps 2 – 4 for other wind speeds up to a maximum of 10m/s if achievable.

 

Gather your data by completing tables 1 and 2

 

Wind speed

Uo  (m/s)

Beaufort

number

Effect on land Output voltage

V (volts)

Output current

I (amps)

Rotor speed

N (revs/min)

Table 1 measured data

 

Calculate the following

Rotor radius use a ruler to measure from center to tip of turbine R =
Swept area A=πR2

 

A =
Blade area = blade area + hub area

do your best!

  =
Solidity = blade area / swept area.   =

Table 2 measured data

 

 

 

Now analyse your data by completing table 3.

 

Energy in the wind Electrical power Coefficient of performance Tip speed ratio
E =  (watts) P = V x I

 

(watts)

P/E

(or column 2 /column 1)

Table 3 Analyse your data

 

Present your data:

Now present your results in graphical format to give you a better understanding of the data you have gathered and analysed.

 

Use excel and the x-y scatter chart for this.

 

Graph 1

Plot the values Uo (x-axis) against P (y1-axis) and E (y2-axis).

 

Graph 2

Plot the values of Uo (x-axis) against Cp (y-axis).

 

What conclusions do you draw?

 

How efficiently are you converting the kinetic energy in the wind into electrical energy that is stored chemically in the batteries?

 

Write up the laboratory formally and submit to turnitin. Please ensure presentation is clear and quote fully any references.

 

 

The Beaufort Wind Speed Scale

Beaufort
Number
Wind Speed at 10m height Description Wind Turbine
effects
Effect on
land
Effect at
Sea
  m/s          
0 0.0 -0.4 Calm None Smoke rises vertically Mirror smooth
1 0.4 -1.8 Light None Smoke drifts; vanes unaffected small ripples
2 1.8 -3.6 Light None Leaves move slightly Definite waves
3 3.6 -5.8 Light Small turbines start – e.g. for pumping Leaves in motion; Flags extend Occasional breaking crest
4 5.8 -8.5 Moderate Start up for electrical generation Small branches move Larger waves; White crests common
5 8.5 -11.0 Fresh Useful power Generation at 1/3 capacity Small trees sway Extensive white crests
6 11.0 -14.0 Strong Rated power range Large branches move Larger waves; foaming crests
7 14.0 -17.0 Strong Full capacity Trees in motion Foam breaks from crests
8 17.0 -21.0 Gale Shut down initiated Walking difficult Blown foam
9 21.0 -25.0 Gale All machines shut down Slight structural damage Extensive blown foam
10 25.0 -29.0 Strong gale Design criteria against damage Trees uprooted; much structural damage Large waves with long breaking crests
11 29.0 -34.0 Strong gale Widespread damage
12 >34.0 Hurricane Serious damage Disaster conditions Ships hidden in wave troughs

Supplementary Theory

The power available to a wind turbine is the kinetic energy passing per unit time in a column of air with the same cross sectional area A as the wind turbine rotor, travelling with a wind speed u0. Thus the available power is proportional to the cube of the wind speed.

We can see that the power achieved is highly dependent on the wind speed. Doubling the wind speed increases the power eightfold but doubling the turbine area only doubles the power. Thus optimising the siting of wind turbines in the highest wind speed areas has significant benefit and is critical for the best economic performance. Information on power production independently of the turbine characteristics is normally expressed as a flux, i.e. power per unit area or power density in W/m2. Thus assuming a standard atmosphere with density at 1.225kg/s :

Wind speed m/s     Power W/m squared               5.0                76.6              10.0               612.5              15.0              2067.2              20.0              4900.0              25.0              9570.3

The density of the air will also have an effect on the total power available. The air is generally less dense in warmer climates and also decreases with height. The air density can range from around 0.9 kg/m3 to 1.4kg/m3. This effect is very small in comparison to the variation of wind speed.

 

In practice all of the kinetic energy in the wind cannot be converted to shaft power since the air must be able to flow away from the rotor area. The Betz criterion, derived using the principles of conservation of momentum and conservation of energy gives a maximum possible turbine efficiency, or power coefficient, of 59%. In practise power coefficients of 20 – 30 % are common. The section on Aerodynamics discusses these matters in detail.

 

Most wind turbines are designed to generate maximum power at a fixed wind speed. This is known as Rated Power and the wind speed at which it is achieved the Rated Wind Speed. The rated wind speed chosen to fit the local site wind regime, and is often about 1.5 times the site mean wind speed.

The power produced by the wind turbine increases from zero, below the cut in wind speed, (usually around 5m/s but again varies with site) to the maximum at the rated wind speed. Above the rated wind speed the wind turbine continues to produce the same rated power but at lower efficiency until shut down is initiated if the wind speed becomes dangerously high, i.e. above 25 to 30m/s (gale force). This is the cut out wind speed. The exact specifications for designing the energy capture of a turbine depend on the distribution of wind speed over the year at the site.

 

Performance calculations

 

Power coefficient Cp is the ratio of the power extracted by the rotor to the power available in the wind.

It can be shown that the maximum possible value of the power coefficient is 0.593 which is referred to as the Betz limit.

where

Pe is the extracted power by the rotor (W)

V¥ is the free stream wind velocity (m/s)

A is area normal to wind         (m2)

ρ is density of the air              (kg/m3)

 

 

The tip speed ratio (l) is the ratio of the speed of the blade tip to the free stream wind speed.

 

 

where

w is the angular velocity of the rotor (rads/sec), and

R is the tip radius (m)

 

This relation holds for the horizontal axis machine which is the focus of these notes.

 

The solidity (g) is the ratio of the blade area to the swept frontal area (face area) of the machine

 

Blade area = number of blades * mean chord length * radius = N.c.R

 

Mean chord length is the average width of the blade facing the wind.

 

Swept frontal area is pR2

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Help needed-Case 18. Worldwide Paper Company


Help needed-Case 18. Worldwide Paper Company

Case 18. Worldwide Paper Company

 

  1. What is the nature of the investment that is under consideration and what are the sources of value?
  2. What are the yearly cash flows that are relevant for this investment decision? Complete the worksheet named “CFs_Base Case” in the Excel file “Case_18 Worldwide Paper template.xls.” Do not forget the effect of taxes and the initial investment amount.
  3. What discount rate should Worldwide Paper Company (WPC) use to analyze those cash flows? Complete the worksheet named “Cost of Capital” in the Excel file “Case_18 Worldwide Paper template.xls.” Be prepared to justify your recommended rate and the assumptions that you used to estimate it.
  4. What is the net present value (NPV) and internal rate of return (IRR) for the investment? How do you interpret these numbers?
  5. What changes would you make to the base case numbers if an inflation rate of 2% is to be included in the cash flow projection? Complete the worksheet named “CFs_Adjusted for Inflation” in the same Excel file. Should the inflation effect have been considered as part of the base-case analysis?

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Complete Part I of Stories of Transformation Leadership in the Human
Services. Please include readings from weeks one and two. Make sure you are referencing the actual agency and not the Alliance Group. This would be the agency ran by Allison Smith.

Write a 1,050- to 1,400-word paper that addresses the following:
Are the staff in this agency self-aware? Why or why not? Provide examples.
How do the staff members perceive the work they do? How is this perception affecting their relationship with each other? How might it be harmful to clients? Provide examples.
Based on the readings, how would you define personal values? What values do the staff of this agency hold? Are these values a good match for quality human services work? Explain.What belief system or systems do the staff adhere to? What are some beliefs that can be improved on or changed to create a better work experience, while maintaining quality in services delivered?
Format your paper consistent with APA guidelines.

Click the Assignment Files tab to submit your assignment.

Transformation Leadership in the Human Services

Are the staffs in this agency self-aware? Why or why not? Provide examples.

Self-awareness is a very important virtue in any agency or organization. In fact, it enables a person to acknowledge and understand what he or she feels. Personnel in an agency should show self-awareness as they render services to clients. As a result, they can easily recognize their feelings and the impact those feelings have on others. The staff in Allison Smith agency is self-aware since they understand the problems that the agency faces (Burghardt & Tolliver, 2009). The agency operates based on the philosophy of ensuring the clients and staff learns the ethics of self-care. The philosophical techniques comprise of dialogue, contemplation and listening. The staff must portray good conduct at all times especially when serving clients. Regina, for instance, informs Nick that she understands the problems that the agency is undergoing. She is aware that Allison has failed to plan about the future of the agency.

The agency is a non-profit organization thus the need to plan the use of funds in a proper manner. Despite the self-awareness portrayed by the staff, the management considers itself unable to make good decisions. This causes arguments to arise in a meeting that was intended to determine the effective use of the funds (Aarons, 2006).  Ritchie, a client overheard Alfred and Shondelle arguing and decides to knock the door in order to remind them of the rules. He tells them the essence of politeness as an inexpensive virtue. The agency philosophy makes people to realize that caring for oneself is necessary in the entire lifetime. The inability of the staff in the agency to follow self care may cause bad results in most areas of the organization (Burghardt et al., 2009). As a result, misunderstandings will ensue between clients and staff.

How do the staff members perceive the work they do? How is this perception affecting their relationship with each other? How might it be harmful to clients? Provide examples.

The short story “Salt and Pepper in the Pot” demonstrates the level of individualism in terms of staff perceptions towards work. For example, the meeting involves impolite words such as “you people” and “I can handle my department without any assistance.” These statements show the unhealthy relationships between the staff at the workplace.  In fact, most of them feel content in their own capacity and consider the contribution of others as unnecessary. Most of the professionals in the meeting have a perception that their work is strenuous and difficult. Burn out is a contributing factor towards the arguments that arise in the meeting including the comments related to budget cuts (Burghardt et al., 2009).  Allison Smith has failed to exude confidence among the staff members due to her inability to make decisions that will steer the agency in the right direction. This shows the poor relationship she has with the staff thus the frequent conflicts during meetings. Allison did not express her commitment towards the agency. As a result, she publicly declares her inability to make good decisions about the future of the agency thus making staff members develop feelings of uncertainty. Staff members could be arguing over the negative perception they have towards each other rather than the funding of the agency.

The meeting was about applying professionalism to establish how the agency and the departments would continue to function. Regina, the supervisor has odd perceptions towards the team especially Nick. She considers economic status and race as the contributing aspects to conflicts at work. Unhealthy perceptions and separation among colleagues are the cause of Regina’s negative reaction or attitude towards them (Burghardt et al., 2009). Poor perceptions among colleagues affect productivity especially in handling clients since they do not get all the attention they require. The team in the agency is not working towards a greater cause. In fact, the burn out shows the detrimental effect of the professionals towards the care that should be offered to the clientele. The inability to work collaboratively and offer proper treatment to clients is, therefore, associated with a lack of self-awareness and perception (Garman, Davis‐Lenane & Corrigan, 2003).

Top of Form

Based on the readings, how would you define personal values? What values do the staff of this agency hold? Are these values a good match for quality human services work? Explain.

Personal values dictate the behavior and perception of someone towards others. According to the readings, personal values resonate with the manner in which the operations at the agency are undertaken. Personal value is the ability to handle client’s requirements to their satisfaction while considering the views of others as necessary (Burghardt et al., 2009). The agency can be successful when the staff works collaboratively through idea-sharing in an effort to achieve the objectives.  The staff is always arguing about concerns that should be treated with the prudence it requires. The funding of the agency depends on proper decision making that will ensure its success in the future. The lack of perception and good attitudes among staff members is affecting the personal values of the agency. In fact, they are derailing the progress of the agency since everyone wants to be independent-minded.

Regina, for instance, considers collaboration difficult since the team members want to work on their own. Nick is already accusing Allison for the poor management of funds instead of helping to find a lasting solution to the woes in the agency. The clients are also involved in the wrangles as they are caught between the resolution of the management and that of the staff. The staff of the agency holds negative values such as impoliteness, insults and false accusations since they do not believe in each other’s work. Rather than working towards a common goal, they keep arguing in meetings as everyone strives to pursue individualism (Manning, 2003). These values have a negative impact on the quality of human services work. Clients believe that the staff should act as their role model by behaving morally and addressing their concerns with integrity. However, this is not the case since they keep arguing and faulting each other over funds that should care for the wellbeing of the clients.

What belief system or systems do the staff adhere to? What are some beliefs that can be improved on or changed to create a better work experience, while maintaining quality in services delivered?

The staff believes in the spirit of individualism in attending to clients. The conflicts in the meetings they attend are attributed to the lack of harmony among the staff members. They do not engage each other in agency activities and have instead chosen to criticize their colleagues in one way or another.  The staff believes that working at an individual level yields more results and prevents contradiction. Decision making is done on individual grounds rather than a group. The perceptions they have towards each other is not conducive for the agency (Burghardt et al., 2009). The agency should be attuned to the spirit of service to clients without arguments with regards to funding and other agency concerns. Although the staff comprises of different personality traits and attitudes, it is necessary that collaborative effort is acknowledged for the success of the agency. The lack of open-mindedness is also evident in the agency since Allison fails to involve the staff on matters of funding. The chaos in meetings is attributed to the inability to account for funds and the need for adequate planning for the future of the agency. The arguments among the staff demonstrate the belief that issues cannot be resolved in a polite manner without quarrelling.  The management under the leadership of Allison Smith is unable to make good decisions about the future of the agency. The belief in this case, is the lack of necessary mechanics to help with the budgeting for future of the agency.

The agency should improve on the individualistic aspect at the workplace so that the staff can work collaboratively towards a common goal. Regina will not be able to supervise the team unless there is collaboration or collective effort among the teammates. Allison should also engage the staff in the decisions regarding the funding of the agency. The involvement will reduce the conflicts and arguments during meetings. As a result, everyone will be working towards a consensus that seeks to create a better working environment for the staff (Mary, 2005). It is necessary for preparedness to prevail in the agency for the purpose of ensuring there is awareness about what goes on. Besides, the staff should realize that without the ethical guidelines that relate to dealing with clients, the agency will not operate as expected. Client interest should be safeguarded since they showcase the essence of the agency’s existence. The staff should acknowledge that clients are looking up to them as role models. As a result, they should portray themselves as worthy at all times. The clients need to be encouraged that the staff comprises of a strong team that can easily handle their grievances to satisfaction.

 References

Aarons, G. A. (2006). Transformational and transactional leadership: Association with attitudes toward evidence-based practice. Psychiatric services57(8), 1162-1169.

Burghardt, S., & Tolliver, W. (2009). Stories of transformative leadership in the human services: why the glass is always full. Sage.

Garman, A. N., Davis‐Lenane, D., & Corrigan, P. W. (2003). Factor structure of the transformational leadership model in human service teams. Journal of Organizational Behavior24(6), 803-812.

Manning, S. S. (2003). Ethical leadership in human services: A multi-dimensional approach. Pearson College Division.

Mary, N. L. (2005). Transformational leadership in human service organizations. Administration in Social Work29(2), 105-118.

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