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Need to write 150-175 words for each question

Task 1 Exploring the General System Development Approaches Based on Module 2

Readings: Textbook Satzinger et al,;Chapter 8 (6ed) or Chapter 10 (7ed), BABOK Chapter 2 Business Analysis Planning and Monitoring, also BABOK part 9.3 Brainstorming

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A “College Education Completion” Methodology

Given that you are reading the testbook, you are probably a college student working on a degree. Think about completing college as a project—a big project lasting many years and costing more than you might want to admit. Some students do a better job managing their college completion projects than others. Many fail entirely (certainly not you), and most complete college late and way over budget (again, certainly not you).

 

As with any other project, to be successful, you need to follow some sort of

 

“college education completion” methodology—that is, a comprehensive set of guidelines for completing activities and tasks from the beginning of planning for college through to the successful completion.

 

Sub-Task 1.1 What are the phases that your college education completion life cycle might have?

 

Sub-Task 1.2 What are some of the activities included with each phase?

 Sub-Task 1.3 What are some of the techniques you might use to help complete those activities?

 

Sub-Task 1.4 What models might you create? Differentiate the models you create to get you through college from those that help you plan and control the process of completing college.

 

Sub-Task 1.5 What are some of the tools you might use to help you complete the models?

 

Task 2 Understanding Project-Oriented Approach in Business Analysis Based on Module 3

 

Read: Textbook Chapter 11 (Satzinger et al)

 

 

Custom Load Trucking

 

It was time for Stewart Stockton’s annual performance review. As Monica

 

Gibbons, an assistant vice president of information systems, prepared for the interview, she reviewed Stewart’s assignments over the last year and his performance. Stewart was one of the “up and coming” systems analysts in the

company, and she wanted to be sure to give him solid advice on how to advance his career. For example, she knew that he had a strong desire to become a project manager and accept increasing levels of responsibility. His desire was certainly in agreement with the needs of the company.

 

Custom Load Trucking (CLT) is a nationwide trucking firm that specializes in the movement of high-tech equipment. With the rapid growth of the communications and computer industries, CLT was feeling more and more pressure from its clients to move its loads more rapidly and precisely. Several new information systems were planned that would enable CLT to schedule and track shipments and truck locations almost to the minute. However, trucking wasn’t necessarily a high-interest industry for information systems experts. With the shortage in the job market, CLT had decided not to try to hire project managers for these new projects but to build strong project managers from within the organization.

 

As Monica reviewed Stewart’s record, she found that he had done an excellent job as a team leader on his last project, where he was a combination team leader and systems analyst on a four-person team. He had been involved in systems analysis, design, and programming, and he had also managed the work of the other three team members. He had assisted in the development of the project schedule and had been able to keep his team right on schedule. It also appeared that the quality of his team’s work was as good as , if not better than, other teams on the project. Monica wondered what advice she should give him to help him advance his career. She was also wondering if now was the time to give him his own project.

 

Sub-Task 2.1Do you think the decision by CLT to build project managers from its existing employee base is a good one? What advice would you give CLT to make sure it has strong project management skills in the company?

Sub-Task 2.2 What kind of criteria would you develop for Monica to use to measure whether Stewart (or any other potential project manager) is ready for project management responsibility?

 

Sub-Task 2.3 How would you structure the job for new project managers to ensure or at least increase the possibility of a high level of success?

Sub-Task 2.4 If you were Monica, what kind of advice would you give Stewart about managing his career and attaining his immediate goal of becoming a project manager?

 

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Task 3 Investigating System Requirements Based on Module 4

 

Read: Textbook Chapter 2 (Satzinger et al); BABOK Guide V2.0 Chapter 6

 

John and Jacob, Inc.: Online Trading System

 

John and Jacob, Inc., is a regional brokerage firm that has been successful over the last several years. Competition for customers is intense in this industry. The large national firms have very deep pockets, with many services to offer clients. Severe competition also comes from discount and Internet trading companies. However, John and Jacob has been able to cultivate a substantial customer base from upper-middle-income clients in the northeastern United States. To maintain a competitive edge with its customers, John and Jacob is in the process of modernizing its online trading system. The modernization will add new features to the existing system and expand the range of interfaces beyond desktop and laptop computers to include tablet computers and smartphones. The system will add Twitter messaging in addition to continued support for traditional e-mail.

 

Edward Finnigan, the project manager, is in the process of identifying all the groups of people who should be included in the development of the system requirements. He is not quite sure exactly who should be included. Here are the issues he is considering:

 

Users. The trading system will be used by customers and by staff in each of the company’s 30 trading offices. Obviously, the brokers who are going to use the system need to have input, but how should this be done? Edward also is not sure what approach would be best to ensure that the requirements are complete without requiring tremendous amounts of time from the stakeholders. Including all the offices would increase enthusiasm and support for the system, but it would increase the time required to compile the information. Furthermore, involving more brokers would bring divergent opinions that would have to be reconciled.

 

Customers. The trading system will also include trade order entry, investment analysis reports, trade confirmations, standard and customized reporting, and customer statements. Edward wonders how to involve John and Jacob customers in the development of system requirements. Edward is sensitive to this issue because many brokers have told him that their customers are unhappy with the current system, and customer complaints are sometimes posted to the public comments area of the current Web site. He would like to involve customers, but he does not know how.

 

Other stakeholders. Edward knows he should involve other stakeholders to help define system requirements. He is not quite sure whom he should contact. Should he go to senior executives? Should he contact middle management? Should he include such back-office functions as accounting and  investing? He is not quite sure how to get organized or how to decide who should be involved.

 

Sub-Task 3.1 What is the best method for Edward to involve the brokers (users) in the development of the updated online trading system? Should he use a questionnaire? Should he interview the brokers in each of the company’s 30 offices or would one or two brokers representing the entire group be better? How can Edward ensure that the information about requirements is complete, yet not lose too much time doing so?

Sub-Task 3.2 Concerning customer input for the new system, how can Edward involve customers in the process? How can he interest them in

participating? What methods can Edward use to ensure that the customers he involves are representative of John and Jacob’s entire customer group?

Sub-Task 3.3 As Edward considers what other stakeholders he should include, what are some criteria he should use? Develop some guidelines to help him build a list of people to include.

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 How to secure aviation from terrorist activity

 

Course Title/Description:        Aviation Security and Policy Seminar (AERN 45791).  This course examines policies, practices, procedures, and regulatory provisions developed to create and enhance security in civil aviation with a special emphasis on airlines, airports, airspace and governmental agencies responsible for civil aviation security.  As a writing intensive course, AERN is designed to address emerging paradigms in civil aviation security through a scholastic approach that emphasizes descriptive analyses in the study of aviation security policy and practice.  PRE-REQUISITES:  AERN 35340

 

Required Textbooks:               Price, Jeffrey C. and Forrest, Jeffery S. (2016). Practical Aviation Security:  Predicting and Preventing Future Threats.  Third Edition. Elsevier.

 

 

Checkpoints: (5 checkpoints at 5% each; Total of 25%)

 

The research paper will be written throughout the semester.  To ensure proper time and effort are utilized, each student will be required to submit stages (checkpoints) of their work by the indicated times as listed in Section F of this syllabus.  These Checkpoints are designed to help the students complete the Research Paper throughout the semester.

  1. Checkpoints turned in by start of class on the day indicated on the syllabus via Blackboard. Checkpoint (e) will be submitted electronically via email by class start.  Failure to submit the work will result in a 0% assigned for each checkpoint missed.

 

  1. Thesis statement (submitted electronically via Blackboard)
  2. Main points (minimum of three, submitted electronically via Blackboard)
  3. Outline (Intro, main points, subtopics, conclusion, submitted electronically via Blackboard)
  4. Sources (16 total, 8 non-internet, submitted electronically via Blackboard in proper APA format)
  5. Rough Draft (4-5 pages, submitted electronically via Blackboard)

 

  1. The professor will provide details on expectations, format of submission and other checkpoint requirements. Students are expected to ask any pertinent questions to ensure their work complies with the expectation of the professor.
  2. The listed checkpoints are required to be turned in by start of class on the due date listed on the syllabus. For each calendar date past the due date, 5 points will be deducted. In the event a student misses a deadline, he/she must still submit the missed checkpoint(s) prior to submitting the completed research paper.  Even though a checkpoint is considered late, it is still required to be submitted for review to ensure the final paper will fall within the expectations of the course.  Final papers will not be accepted without the checkpoints being completed.

 

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Assignment help_Operations Management and the Supply Chain 2016-2017


THE UNIVERSITY OF NORTHAMPTON

NORTHAMPTON BUSINESS SCHOOL

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MODULE:  Operations Management and the Supply Chain    2016-2017

Module Code Level Credit Value Module Tutor
BUS3008 6 20  

 

Assignment Brief

 Assignment title:

  Supply Chain  Design – Timber
Weighting:

 

60% of overall assessment
Deadline:

 

24th March
Feedback and Grades due:

 

21st April
Resit Date 14th July

 

 

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Purpose of the Assessment

 

The purpose of this assignment is to test your ability to apply operations management thinking to a real world problem, in order to identify practical and implementable steps that balance the differing needs of multiple stakeholders.

 Assessment Task

Boughton Green is a long-established building products company with its headquarters in Northampton. The principal activities of the company concern the operation of a number of retail superstores.

The company’s operations are presently concentrated in the East Midlands. The majority of stock is held in the superstores themselves; there is one central distribution facility in Northampton.

The company has been approached by one of its suppliers with a proposal to develop a range of sustainable timber products for the wider UK construction market. The proposed products (roof trusses, etc.) are not suitable for transport with the company’s existing stock; a new logistics solution is required.

You are to prepare a report outlining the potential impact of the new product line on the distribution footprint of the company.

Deliverables and Assessment Breakdown

You have been provided with a set of sales data identifying the geographical distribution of historic sales of the new products. You are to analyse the data, identifying the concentration of likely customers, and propose a supply chain network to serve them.

(a) Develop a Problem Statement and state your Solution Design Principles     (10%)

(b) Use a Territory Design tool (Open Door Logistics is recommended) to identify the suitable depot locations to serve the anticipated market.

Consider a centralised solution (1-2 depots) and a decentralised solution (5-7 depots). What are the advantages and disadvantages of each?                                   (40%)

(c) Explore the practical options for siting warehouses/depots in the locations identified by the modelling exercise. Present your final site selection, explaining the reasons for any changes from your initial result.                                                   (20%)

(d) In your view, what strategies should the company follow to ensure that the supply chain solution is as sustainable as the products themselves?                          (30%)

The maximum permitted word count for this assignment is 2500 +/- 10%. Tables, figures and references are not included in the word count.

 

Assessment Submission

To submit your work, please go to the ‘Submit your work’ area of the Module NILE site. It is important that you submit your work to the correct module NILE site, and that your work is submitted on time.

Assessment Guidance

Familiarise yourself with the data provided. Identify the key information within it. The data manipulation involved is not hard – though you will need to learn new digital skills.

The key is to find a simple but effective way of representing the analysis. Whilst the exercise can be undertaken using a simple spreadsheet, you will find the capabilities of specialist software to be much more powerful, especially in terms of mapping.

We will explore one such package – Open Door Logistics – in our seminars.

Any literature search should be up to date. Unless a reference is absolutely seminal, I would not expect material over eight years old to be included.

Academic Practice

This is an individual assignment, in that the final submission will be made individually. However, group discussion of the solutions to the various sub-questions is encouraged. In practice, this means that you will be able to work together to build the models required.

The University of Northampton policy will apply in all cases of copying, plagiarism or any other methods by which students have obtained (or attempted to obtain) an unfair advantage. Support and guidance on assessments and academic integrity can be found from the following resources

SkillsHub: http://skillshub.northampton.ac.uk

CfAP: http://tinyurl.com/UoNCfAP

 

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Learning outcomes

The learning outcomes being addressed through this assignment are:

Knowledge and Understanding

 

a)       Analyse the purpose and value of operations management in the logistics context.

 

b)       Compare and contrast the key operations management concepts.

 

Subject-specific Skills

 

c)       Apply and reflect critically on the Operations Management Models as a basis for effective resource management.

 

d)       Distinguish between and apply key concepts and techniques for controlling and planning operations including the principles of Lean Management.

 

e)       Interpret and synthesis the various definitions of quality in an operational context and justify the effectiveness of measuring operational performance and identify opportunities for improvement.

 

Key Skills

 

f)       Use IT to apply statistical techniques to solve operational problems.

 

g)       Select an appropriate format for effectively presenting written work.

 

h)       Identifies key elements of operations management problems.

 

i)        Develops autonomy with individual study tasks.

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BAUD 3301_Assignment 1


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Assignment 1

BAUD 3301 Spring 2017

Due 4/3/2017

10% of Grade

Background: Many cities such as Detroit, MI have been in the news  regarding underfunded pension funds. This exercise addresses a simplified version of some of the issues involved (doing this as a starting point is common: the key generally is to address the core work, adding more complexity later to make the analysis more accurate).

One way to handle pension obligations is to set aside money during the employee’s working life to fund an annuity that will pay out during the employee’s retirement years. The calculations will require assumptions about the number of years of working life (use 30 in this exercise), the number of years of pay-out, and the return on investment (interest rate) during the two periods. One article states that for the last 26 years, Detroit has used an interest rate of 8.9% for calculations. Recent research suggests that a more accurate estimate would be 6.3%. Most companies use a rate between 7% and 8%.

Background data:

Life expectancy at age 55: male = 23.68 years, female = 27.31 years

Life expectancy at age 66: male = 15.86 years, female = 18.30 years

Average pension = $30,000 per year

Number years to earn full pension = 30

Number of city employees = 12,900

Number of current retirees = 21,000

Analysis:

We will base the analysis on calculations for an average city employee. Calculations will be per year.

  1. Calculate the value of the pay-out annuity at retirement. Do this twice: once for 6.3% and once for 8.9%. Use the same number of years for each (you will need to decide how many years to use in this calculation). Estimate the city obligation for each of these (first result times number of city employees).
  2. Calculate how much must be set aside each year of working life to accumulate the value of the pay-out annuity at retirement. Do this for both 8.9% and 6.3%. Estimate the city obligation for each.

Consider the following questions:

  1. Does the analysis suggest why a city (e.g. Detroit) might prefer to use an 8.9% return rather than a 6.3% return? Provide an explanation of your answer.
  2. If the city uses an 8.9% return and in actuality sees a 6.3% return, what are the consequences? For example, determine the shortfall both in value available for annuity and what pay-out can be supported by the actual value accumulated.
  3. If the shortfall is to be made up by the city, what is the annual obligation incurred? Is this substantial enough to seriously impact city finances?

Report structure

Your report will be in two sections:

Section 1: Report. The first part of your report should describe the calculations you did and the rationale for any decisions (for example, why you chose the number for years of retirement) you made. The second part will summarize any observations or findings you have. The last part will present your responses to the questions. The report section should be between one half and one page long, single spaced.

Section 2: Data. Create and print a table of the provided background data. Print the calculation results in one or more tables for reference by the report section. Any additional calculations you want to include also go in this section.

Grading. The report should look professional (not hand written, neat, well-structured). The report will be graded for clarity (how easy it is to understand you), completeness (no significant gaps in the information provided) and correctness (the values and descriptions are correct). The report will also be graded on adherence to the report standard. Your conclusion should be supported by both the calculation results and the report narrative.

Final Comment: the purpose of this exercise is to provide you with experience using Excel and experience in constructing a coherent report. While future exercises may be focused on coming to the “correct” conclusions, this is not the case with this exercise. The correct conclusion is one that is supported by the presented data and narrative.

 

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Assignment 1 (Report) CIS5200
Due date: Refer to Study Desk
Value: 20%
Description:
Report
Objectives:
The assignment’s overall objective is that the students should acquire an overview of principles, methods and techniques of systems development, and gather experience from a development project in which a specific development method is used. On successful completion of this assignment students should be able to:
1. Define and explain the fundamental concepts methods and techniques used in information systems analysis and design.
2. Apply contemporary information systems analysis and design methods and techniques to real world case studies.
3. Apply systems analysis and design concepts, modelling and project management techniques to real-world case studies.
4. Effectively communicate systems analysis and design methods and techniques to real world problems.
This assignment must be all your own work. It is acceptable to discuss course content with others to improve your understanding and clarify requirements, but solutions to assignment questions must be done on your own. You must not copy from anyone, including tutors and fellow students, nor allow others to copy your work. All assignments will be checked using collusion monitoring tools to ensure that each assignment is the original work of the submitting student. Assignments that do not adhere to this requirement will be deemed as being the result of collusion or plagiarism. This may lead to severe academic penalties as outlined in USQ Policy Library: Academic Integrity Policy and Procedure. It is your own responsibility to ensure the integrity of your work. Refer to the USQ Policy Library for more details:  Academic Integrity Policy
 Academic Integrity Procedure
Assignment 1 Details
Students are expected to identify their “real-world” organisation. If some students do not have access to a “real-world” organisation, a fictitious organisation based on a real world organisation will be acceptable.
Finding a “real-world” organisation:
 If you are linked to an organisation (government or private organisation for an example) ask what the need for improving the performance level or the process flow (for example; sales, order, or payment process), choose the highest priority and work around that.
 Do you have any family or friends involved in the business organisation, or do you know anyone with a business organisation? Ask them about the performance level or the process flow type that they need (keep it simple).
 Otherwise, do you have any friends with ideas for a business organisation? What would be the major performance level or the process flow type that they need for this organisation?
 Do not try to solve all the problems for the organisation in the few weeks you have and just focus on one problem.
 TASK 1: Organisation Background
Briefly introduce your chosen organisation in terms of name, the industry it operates within, products and services, clients, major competitors and competing for products/services, major processes, ownership, key personnel and key issues/challenges.
 TASK 2: Time Management Plan
Students are required to provide an effective time management plan that will lead to successful submission of your assignment 1 (Report), and the completion of the required activities that included in this assignment.
 TASK 2.1: Work Breakdown Structure
Develop a work breakdown structure (WBS) for your project with date, and summary of project activities. Use a table with columns for activity number, start date, finish date, activity name, activity description, planned action, status, and any other notes. The purpose of WBS is to identify each task in your project and include an estimated duration.
 TASK 2.2: Task-Sequencing Approaches
After work breakdown structure (WBS) has been designed, students need to present the project details that are mentioned in the WBS using one of the following Task-Sequencing Approaches:
 Network Scheduling
 PERT Chart
 Gantt Chart
 TASK 3: Fact-Finding
Develop a fact-finding for planning and analysis in order to determine improvements in organisational processes. This fact-finding plan should include: interviews, documentation review, observation, questionnaires, and research.
 TASK 4: Organisation Chart
Review and draw the organisation chart for your chosen organisation. Then, list the individuals (working at various levels of organisational structure) and their roles for those who you would like to interview. Prepare a list of objectives for each of the interviews you will conduct.
 TASK 5: “AS IS” Process
Provide an “AS IS” process diagram by using Business Process Modelling Notation (BPMN) or Unified Modelling Language (UML) notation. The “AS IS” diagram should explain the process flow of your chosen organisation. Then, explain which process flow in this diagram that you want to improve.
 TASK 6: Report to Top Management
Assume you have completed the planning and analysis phases of your project for your chosen organisation. Write a report to the top management (CEO). This report at a minimum should include the objectives, background, processes undertaken, scope, and recommendations to the top management (CEO).
 TASK 7: Presentation/Report Structure
This task includes providing a cover letter and title page in your report and writing up your report with clarity and professionalism.
 TASK 8: References
All documents cited in your assignment must list in a single alphabetical list at the end of the assignment. The following USQ Library Resources to assist you with referencing correctly using the Harvard Referencing System: https://www.usq.edu.au/library/referencing/harvard-agps-referencing-guide. Endnote Bibliography Software for managing referencing is available to you for free as a USQ Student: https://www.usq.edu.au/library/referencing/endnote-bibliographic-software
Finally, there is no word limit for this assignment. We are looking for the quality, not for the quantity.
 Submission Requirements
You need to submit your assignment 1 via the assignment 1 submission link on your CIS5200 Study Desk.
Do not email your work to the course leader. If you are unable to upload, notify the course leader of the issue so that it may be resolved for you to upload the assignment.
Note: You need to use Microsoft Project and Visio that provided by USQ to create your business models. Assignments that did not use this software will not be accepted. Also, you need to submit your assignment in one file (Word or PDF). Assignment with separate different files will not be accepted.
Please note that:
 The following is the USQ Assessment – Assignment (Late Submission) and Compassionate and Compelling Circumstances procedure that relate to Extensions and Late Assignments. They can be found under the following links:
 Assessment – Assignment (Late Submission) Procedure: http://policy.usq.edu.au/documents.php?id=14749PL#4.2_Assignments
 Assessment of Compassionate and Compelling Circumstances Procedures: http://policy.usq.edu.au/documents.php?id=131150PL
 Students seeking extensions for any Assignment work must provide appropriate documentation to support their request before the due date of the assignment (see points 4.3 and 4.4 in the Assessment of Compassionate and Compelling Circumstances Procedures above to see what is considered as Compassionate and Compelling reason for an extension and the level of documentation that will be needed).
 An Assignment submitted after the due date without an approved extension of time will be penalised. The penalty for late submission is a reduction by five percent (5%) of the maximum Mark applicable for the Assignment, for each University Business Day or part Business Day that the Assignment is late. An Assignment submitted more than ten (10) University Business Days after the due date will have a Mark of zero recorded for that Assignment.
 The StudyDesk Assignments submission tool will accept late assignments up until 23:55pm on the 10th University Business Day after the due date.

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Math 261-01 Exam 2 EC

Due: 12:30 pm on March 14th
Name : _____________________________________________________________________________
This optional assignment could up to 10 points extra credit to your Exam 2 grade. Please show appropriate work and use terminology and notation correctly. Unless specified otherwise, you should give exact answers. Partial credit will be given sparingly, if at all. Each problem is worth 1 point. Remember that these should help you practice some of the concepts you will be tested over, but this assignment should not be interpreted as a sample exam.
1. Find the curvature of the curve 𝑟𝑟⃗(𝑡𝑡)=<4sin(2𝑡𝑡),4cos(2𝑡𝑡),4𝑡𝑡>.
2. At what point on the curve 𝑥𝑥=𝑡𝑡3,𝑦𝑦=5𝑡𝑡,𝑧𝑧=𝑡𝑡4 is the normal plane parallel to the plane 3𝑥𝑥+5𝑦𝑦−4𝑧𝑧=2?
3. Find the position vector of a particle that has the given acceleration and the given initial velocity and position:
𝑎𝑎⃗(𝑡𝑡)=sin(2𝑡𝑡),𝑣𝑣⃗(0)=1,𝑟𝑟⃗(0)=1
.
.
Name : ______________________________________________________________________
.. Page 2
4. (a) Evaluate the limit:
(b) Evaluate the limit: .
Name : ______________________________________________________________________
.. Page 3
5. Find for .𝑧𝑧=𝑦𝑦𝑦 𝑦 𝑦𝑦(6𝑥𝑥).
6. Find the equation of the tangent plane to the given surface at the specified point.
Name : ______________________________________________________________________
.. Page 4
7. Let and suppose that (x, y) changes from (2, –1) to (2.01, –0.98)
(a) Compute Δz. (b) Compute dz.
8. Use the Chain Rule to find .
.
Name : ______________________________________________________________________
.. Page 5
9. Find the directional derivative of the function 𝑓𝑓(𝑥𝑥,𝑦𝑦)=(𝑥𝑥+6)𝑒𝑒𝑦𝑦at the point P(3, 0) in the direction of the unit vector that makes the angle 𝜃𝜃=𝜋𝜋3 with the positive x-axis.
10. Find and classify the relative extrema and saddle points of the function
𝑓𝑓(𝑥𝑥,𝑦𝑦)=𝑥𝑥2+2𝑦𝑦2+𝑥𝑥2𝑦𝑦+11

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EAT223 – THERMOFLUIDS AND ENGINES


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University of Sunderland

Faculty of Applied Sciences

Department of Computing, Engineering and Technology

EAT223 – THERMOFLUIDS AND ENGINES

Assignment 1 of 1

The following learning outcomes will be assessed:

Knowledge

Critical knowledge of the fundamental concepts and analytical methods in the solution of a range of problems related to thermodynamics, fluid mechanics, and heat transfer.

Skills

Design and analyse a variety of air standard cycles and vapour power cycles.

 

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Important Information

You are required to submit your work within the bounds of the University Infringement of Assessment Regulations (see your Programme Guide). Plagiarism, paraphrasing and downloading large amounts of information from external sources, will not be tolerated and will be dealt with severely. Although you should make full use of any source material, which would normally be an occasional sentence and/or paragraph (referenced) followed by your own critical analysis/evaluation. You will receive no marks for work that is not your own. Your work may be subject to checks for originality which can include use of an electronic plagiarism detection service.

Where you are asked to submit an individual piece of work, the work must be entirely your own. The safety of your assessments is your responsibility. You must not permit another student access to your work.

Where referencing is required, unless otherwise stated, the Harvard referencing system must be used (see your Programme Guide).

Please ensure that you retain a duplicate of your assignment. We are required to send samples of student work to the external examiners for moderation purposes. It will also safeguard in the unlikely event of your work going astray. Submission Date and Time Before 4pm, Wednesday 22nd March 2017
Submission Location SunSpace Dropbox

 

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Assignment Brief

The assignment for this unit is a small research project. You should design, execute and critically analyse a piece of research on learning in a setting of your choice, using an appropriate research methodology.

 

Briefing: You should design and undertake a small piece of research that investigates a question about diversity and learning and\or pedagogy and that interests you. You should frame the research question and the issue you study by drawing upon the literature in the field. You should also and contextualise your study theoretically and conceptually and make sure that you engage with questions regarding the helpfulness (or not) of particular theorisations. Hence, your research should have an empirical and theoretical dimension to it. You should write up your research in the form of an 8000-word report. You should cover: background and context (practically and in terms of the relevant literature); methodology (including design, sampling, methods, epistemological approach, mode of analysis, ethics); an account of your findings; and, a critical reflection on the research.  You will need to gain ethical clearance for this project. You will be given guidance on this at the summer school.

Parents’ voices on their perception about dyslexic support in schools: How does the relationship between perception and policy correspond? 

To what extent are parents perceptions of Dyslexic support reflected in special education needs (SEN) school policy?

This research is aimed at examining through the BSAK (British School of Khubairat) Learning Support Policy to what extent current practises of supporting learners of dyslexia were shared with parents involved in the parental support group.

To seek and facilitate collaborative relations between parents, learning support, teachers and other stakeholders of learners who have been diagnosed as dyslexic.

To provide insightful data in to the perceptions from parents on dyslexia, school support and the learning support policy.

BIBLIOGRAPHIC INFO

Title

Special and Inclusive Education : A Research Perspective

Contributors

Day, Therese
Travers, Joseph
Mendicino, Kristina

Publisher

Peter Lang AG, Internationaler Verlag der Wissenschaften

Date Published

September 2012

 

 

 

 

 

 

 

  • I am interested to reflect and explore any problems, barriers, boundaries (language/ knowledge) with parent’s accessibility and comprehension on the learning support policy for dyslexia.
  • Does the policy highlight what kinds of learning support / resources are available in school?
  • Also, the relevance and applicability to policy concerning dyslexia and the constraints of theory to the application of practice (home/ school)
  • To critically reflect on the theory of philosophy of pedagogy, diversity in school and the wider community of support and the specific recommendations for policy and practice to reflect any principles of any generalisation.

Then Phase 2 is to see if any of the hegemony practices are reflected and practised through learning support, teachers and learning. And explore the power-knowledge relationships of this policy

Is there any explicit values and theories of learning support that is committed to the learning support policy? 

LEARNING SUPPORT POLICY BSAK

http://www.britishschool.sch.ae/School-Life-learningsupport

http://www.britishschool.sch.ae/Schoolpolicies

 

 

  • ABSTRACT

(Do this at the end)

  • INTRODUCTION

Historically, teachers, staff, parents and the community have had very little power at a national level to change or shape policy in education and schools (Mary, 1996). The underrepresented learning groups and stake holders can often fill marginalised (Quote NEEDED)  .The involvement of parents is not only a right identified in the education act (******) aimed at providing the policy framework for parents to participate, take responsibility for the process of those school policies and practice which impact both what happens in the school and the community.

 

Schools and education are as Mary (1996, p. 176) “are part of the fabric of society which can often embody individualistic, competitive and rationalistic values”. Underrepresented learning groups and stake holders, like those learners diagnosed with dyslexia and parents to these learners do not get equal representation.

 

 

Henry, ME 1996, Parent-School Collaboration : Feminist Organizational Structures and School Leadership, State University of New York Press, Albany, US. Available from: ProQuest ebrary. [7 September 2016].

 

 

 

Policy Analysis

 

 

 

 

 

 

 

Chapter 3: Methodology

  • Review the audio (last ones that are directly related to research topic/ tutorial and assignment)

Review policy and parents perceptions

 

  • Organise articles and readings surrounding the research
  • POLICY interpretation (SEE EDD policy interpretation)
  • Outline research question
  • Outline interview questions (Is your child/children been diagnosed as having dyslexia?)

 

WHY DO WE NEED TO KNOW THIS STUFF?

What is unusual about this?

 

QUESTIONS REFLECTING:

What

  • Responding to the POLICY
  • CONTEXT
  • : what is different about current ongoing conditions

 

PARENTS SUPPORT GROUP?

PERCEPTIONS OF DYSLEXIA AND SUPPORT AT SCHOOL (& OUTSIDE SCHOOL)?

 

  • Does the psychology report you receive indicate strategies for you, as a parent to assist with helping your child with learning? Are these clear? What does the report recommend for parents to do?
  • Do you think these learning strategies for dyslexia the same at school? Why/ why not?
  • Do you think subject teachers use these dyslexia reports in their teaching practise?
  • How do you know how well your child is being supported at the school and in their classes?

Is the support similar/ different across the school? How?

  • What concerns you most about your child’s dyslexia and what support (if any) have you sought at school and in the community?
  • In your experience, are these concerns different or similar in other schools or countries where your child has been taught?
  • How much does the school support the parents group on dyslexia?
  • Do the teachers/ learning support use and discuss this report with you? Can teachers and the school do anything that can support dyslexia and your child?
  • Can you please describe briefly how this support started out?
  • Why do you think the parent support group for dyslexia is needed?
  • How does this support group work?
  • How would you like the support to evolve in the future?

 

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Appendix 1- Participation Information Sheets

PARENTS PARTICIPANT INFORMTAION SHEET

PROJECT TITLE

To what extent are parents perceptions of Dyslexic support reflected in special education school policy?

INVITATION

You are invited and being asked to take part in a research study on parents’ perceptions of dyslexia and their experiences of current British School Al Khubairat (BSAK) and practice relating to Special Educational Needs (SEN), dyslexia specifically. This research is a Doctorate of Education level project, being undertaken by Christopher Blake for University of Bath, UK. It is a pilot study and is aimed to be developed into a future Doctorate thesis which will investigate more parents, school, learning support and teachers’ perceptions of Dyslexia school policy and support for all those stakeholders involved. The research will align itself to the ongoing changes in Special Education Needs (SEN) policy which will revise and reflect the dyslexic support given at school and parental engagement which forms the support group.

This research aims at investigating the SEN parents’ support group understanding at dyslexia and the school policy on SEN, and within the con going changes in SEN policy. You are being asked, as part of a one-to-one interview, about your understanding and experiences of the nature of dyslexia, the backgrounds of the parental support group and your perceptions of the BSAK SEN policy.

WHAT WILL HAPPEN

This study has two phrases

One-to-one interviews with parents and phrase two interviews with the BSAK Learning Support teachers.

In this study, parents will be asked to attend one initial interview session, and then one follow-up interview. The first session of one-to-one interviews will be recorded and be approximately 40 minutes long and will include a short introduction of the study and then questions. The second follow-up interview will be shorter and aimed at exploring deeper responses from the initial interview. The interviews will be organised at a time to suit the participant during the autumn term of 2016. Subsequently, the Learning Support teachers will then be interviewed

PARTICIPANTS’ RIGHTS

You have the right to withdraw participation in the study at any time without consequence. You may request that data gathered within your interviews be removed/ or destroyed at any point during the study without consequence or the need to justify your withdrawal.

You will be provided with a copy of your own transcript and will have the opportunity to comment on it (If you choose to participate in the interview process).

You may ask questions regarding the procedures in the study and if you have any questions following reading this study, you can contact myself, the researcher before the research begins.

Teachers have the right to withdraw from this research at any time without consequence. They do not have to provide any explanation or justify withdrawal.

Teachers can omit or decline to respond to any questions that is asked of them as appropriate and without any consequence to them.

BENEFITS AND RISKS

No physical harm will be experienced during the research and results from this research. Nonetheless, personally and professional issues around dyslexia can be controversial. As such, this research may raise personal as well as professional issues that an interviewee may find difficult to discuss. To minimise uncomfortable feelings the interviews will be conducted will not be conducted in a non-confrontational manner. However, if any uncomfortable feelings and concerns about the study, any participant can discuss how best to address these issues.

The benefits of the study is to provide parents to reflect on their knowledge of dyslexia and related SEN school policy and related policy intervention.

The study has received ethical approval from the University of Bath Department of Social and Policy Sciences and is being undertaken in adherence to ethical guidelines from the Social Research Association which can be viewed at: http://the-sra.org.uk/wp-content/uploads/ethics03.pdf

CONFIDENTIALITY/ ANONYMITY

Data collected will be stored with regard to the 1998 Data Protection Act and will adhere to the Social Research Association’s ethical guidelines.

I will take responsible steps to ensure confidentiality and anonymity: data will be kept separately from documents which could allow participants to be identified; recorded device, computer systems will be password protected. School sites will be given pseudonyms and teachers’ names will be coded. As teachers from the same school will be familiar with each other, potentially compromising or sensitive data will be treated sensitively and will not from part of the final study without consultation with project supervisors and participant.

FOR FURTHER INFORMATION

This research study is being undertaken at the University of Bath as part

 

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The task

A small research

LOOK BACK ON THE COMMENTS SECTIONS ON PREVIOUS ASSIGNMENT

Parent’s perceptions (INSPIRE) small research

 

What works/support do parents do at home?

(Visual methods, creative methods of applying)

 

Teacher’s perceptions

Student’s perceptions

Future proposal (TENSE)

Past tense (review)

MEET YOU TUTOR

Teaching channel

 

Learning, diversity

Critical Psychology

To what degree does education promote social justice or injustice for those with dyslexia and for those parents of dyslexic students?

 

My research aim is to find the perceptions and feelings of parents of dyslexic learners in the British School, in Abu Dhabi regarding the promotion of dyslexia support through school subjects, together with how they support and use strategies to overcome some difficulties at home.

  • Problem statement

Parents

  • My aim is to find out the perceptions of parents on how dyslexia is being promoted, supported in a British School in Abu Dhabi.
  • To understand what methods parents use to assist their children with dyslexic difficulties

The aim is to discover what methods are used by parents of dyslexic students and whether parents have used any cognitive strategies for their dyslexic children (technology, cognitive exercises, Brian Gym).

Using and developing strategies overtime for dyslexic learners may assist with cognitive capacities for those learners. Providing an awareness of these strategies to parents and teachers can also provide the “prolonged and repeated experience of children or adults can form new neuronal connections” 

Under pinning this research is Bernstein’s analysis of integration, in the sense of the UK curriculum keeps these learners together, although they have differing ways of accessing learning. (Integration/ mechanical) Mechanical = collective conscience of what dyslexia is and perhaps through what the curriculum holds and the way learners with dyslexia learn and are supported/ or not.

Dyslexia can provide an obstacle on the curriculum (knowledge and the way it is transmitted)

Pedagogy (the methods) of transmission on this knowledge

Evaluation (assessment/testing) is linked and constrained by curriculum and pedagogy

Classification = separate subjects and the boundaries between them (strategies of learning support)

Framing = Strong or weak (do the teachers control the way learning support is used) weak

Strong = following a tight curriculum  and the learner has no control over what is taught

How do these concepts work. Are teachers and parents in control (have the power) to the content they teach, the way it is organised and sequenced.

Thus “integrated code” learners with dyslexia may bring a balance of power between the teachers and what they teach and the way they can support learners.

Underpinning Bernstein the thoughts of parents towards how learners are taught and supported provides attitudes and perceptions of how knowledge can control and mould a learners attitudes towards reality and possibly how dyslexia is manifested in education and the curriculum. Thus to value the democracy of education parents and learners, as well as teachers are stake holders:

Bernsteins conditions for democracy:

Enhancement access to critical understanding and new possibilities —-can be possible with confidence at an individual level (dyslexia suffer from this)

Inclusion – the right to be socially part of not being excluded through learning support

Early intervention towards dyslexia is essential towards diagnosis of dyslexia and also the process of getting appropriate support. Parents play a central part towards this process, practice and policy for the support in education. However, parents are often reluctant to seek potential support and communicate with teachers and schools and “find it difficult to openly consult about any difficulties their child may be experiencing” and concerns over the “lack of a diagnosis or a feeling that their child’s educational needs are being recognized or met” (Reid, 2010, p. 157).

Some parents want a label (a sense of being recognised) searching for an answer to a condition which has been an obstacle towards getting the necessary treatment.

Some feel that school needs to be aware of the child’s progress in all aspects of the curriculum and this needs to be discussed, between parents and school to deal with any lack of progress.

Some parents perception is that the school/ educational setting “does not accept dyslexia”

Parents anxieties and potential conflict often arise from individuals and interest groups who may have different ideas towards support needed.

This research is aimed at providing a voice to a group, parents, who can be excluded to the curriculum and the classroom. The use of Bernstein theories of education democracy this study aims at evaluating those ‘voices’ involved with dyslexia support and draw out new voices which often underpin notions of equality and an epistemology of education for social justice (Freire, 1970). This would also mean that all the stakeholders and communities involved with learner and dyslexic a support must collaborate to understand diversity and any discrimination (

Luke, A., Comber, B., & Grant, H

. (2003). Critical

literacies and cultural studies. In G. Bull &

  1. Anstey (Eds.),

The literacy lexicon

(2nd ed., pp. 15–35). Frenchs Forest, Australia: Pearson

Education

The central aim of the collective focus of dyslexic support in education democracy is a commitment to provide “new spaces for collaborative work engaged in productive social change.” (Giroux, H. A., & Shannon, P., 1997. Education and Cultural Studies toward a Performative Practice. Routledge. The engagement of all those involved has the potential to transform not only the support for the dyslexic support, but also teaching practice and school policy.

Learners achievement also depends on the relationships of all those involved and where the support and education takes place. Bronfenbrenner (1997) theories point out that learners do not evolve independently, but also the “larger social contexts, both formal and informal, in which these setting are embedded” (Bronfenbrenner, 1997, p. 513). These settings, as Bronfenbrenner, are two proximal systems, a microsystem and the mesosytem. The microsystem consists of the child’s immediate context e.g. what parents say or do to support the learner’s achievement.  Whereas the mesosystem comprises the interactions the learner has in major settings where the learner is developing at a particular point of time. Thus, a learner through the mesosystem can include ‘family’ ‘school’ or any other grouping/ community that individual belongs. Thus, these complex systems and the relationships become critical for developing understanding of parental influence towards supporting dyslexia and identifying “the nature and value of learning and education through their ongoing interactions with their caregivers, teachers, and mentors” (Bempechat & Shernoff, 2012, p. 315). Critically, understanding these relationships and nurturing collaborations can stem not just support, but can work to “stem the tide of underachievement and disengagement” (Bempechat and Shernoff, 212, p. 316) dyslexic may have due to the difficulty accessing the curriculum.

 

 

Attitudes, values

 

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Literature review:

Through Bernstein (and others, Bourdieu) drawing on theories of critical pedagogy this research will follow the path of reflection to the development, production and involvement of learning support within the culture of schooling and parental relationships access and engagement to that educational support. The data and findings through pedagogical perspectives will seek to review, reflect and potentially assist with help transform the relationships, and practices that are respond from parent’s perceptions and the policy of learning support in school.

Highlight any Hegemony that may be acted as a social control through a process of policy controlling the practices of how pedagogy is represented within any learning support that is undertaken. It may then challenge teachers to identify within there own practices a responsibility to modify, change, deffereintiate classrooms and practice tied to the hegemony of what the policy states/ not states towards those learners. Importantly, labels of dyslexia may add to a general consciousness of

Social constructionists – (Vivian Burr (1995) often four ideas that social constructionists) http://methods.sagepub.com/book/doing-conversation-discourse-and-document-analysis/n1.xml

  • A critical perspective on taken-for-granted knowledge and understanding
  • A perspective that the world is both historically and culturally specific
  • Knowledge is created, sustained and renewed by social processes
  • Knowledge and actions are intimately related and reflexively inform each other.

Burr, V.(1995)An Introduction to Social Constructionism. London: Routledge.

            

 

 Methodology

Conversation analysis

Discursive psychology (how actions and practises are accomplished in and through the talk)

Van Dijk (1999) describes the two positions that those who study discourse can find themselves in. On the one hand, these are those analysts who

 

are not afraid to make use of their social knowledge that being black, being a woman, being young or being the boss will most likely be evident from the way people write and talk. In other words, they assume that discourse may reproduce social inequality. (1999, p. 460)

 

 

 

The counter-claim, made by another group of analysts, is that

 

such an approach should not merely presuppose (even plausible) contextualisation, but ‘prove’ it by attending to the details of what social members actually say and do. If not, contextualisation is pointless because of its discursive irrelevance. (1999, p. 460)

 

 

Interviews with the Parents in the SEN Support group

Questions raised from the School Policy on SEN

The questions will reflect parent’s assumptions and ideas raised in the policy                       

 

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Does the parents of dyslexic learners that schools foster the recommendations from their child’ s Psychological and Educational Report?

 

 

democratic practises of learning?

  • Do these rights exist, are conditions met?
  • Do they apply to all learners, or just some?

 

 

 

 

 

Although there are rights for SEN (UNESCO, WARWICK REPORT, SALAMANCA) the challenge as Dewey

 

Lit review

 

  • Bernstein (democratic value and education) how power is placed and works in an educational/ school context (equality: What is it? How does equality work in the context of SEN and dyslexia)
  • Equality:
  • Does it mean equal entitlement to access to select a certain type of schooling or curriculum?
  • Providing equal chances and opportunities to learners to explore and fulfil their learning potentials.
  • Do dyslexic learners have equality of resources in education?
  • Are dyslexic children, (also SEN) provided more funding due to claim of equality and does this support differ from national and international systems of education.
  • What equates as equality when it comes to the distribution or resources to support dyslexic learners?
  • Bourdieu – habitus and labelling (Dyslexia)
  • National and International perspectives on SEN and inclusive education
  • Current developments and legislation

“a democracy – a society in which every member is in process of education for the highest forms of behaviour of which he is capable”

The choices through national and international policy on SEN and inclusion is aimed to “create institutions of liberal education throughout the world so that reason and morality could flourish on a global scale” (Nelson, 2001, p. 257, Education and democracy: The meaning of Alexander Meiklejohn)

 

Methodology (what do parents feel? Which parts of learning are equal/unequal? Subjects are difficult? Skills are difficult/easy? What parts of learning or subjects are perceived easy/ hard?

 

  • Questionnaire
  • Semi-structured interviews
  • Semi-structured focus group discussion

Following steps

Teachers

-Kids

Drawings to describe each subject (English, Math, science and looking at metaphors)

 

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Tuesday, October 23, 2012

Neuroplasticity: Begin to Change A Life with Dyslexia, ADD/ADHD, Autism Today (Video)

From Examiner.com

 

By Tina Burgess

October 20, 2012

http://www.specialneedsdigest.com/2012/10/neuroplasticity-begin-to-change-life.html

 

“Because there is a lack of knowledge and facts about neuroplasticity, there is a general trend in education to keep practicing the same instructional remediation methods for children with learning disabilities.” Neuroplasticity helps children with learning disabilities

http://dyslexiauntied.blogspot.co.uk/2011/07/neuroplasticity-helps-children-with.html

This notion contrasts with the previous scientific consensus that the brain develops during a critical period in early childhood, then remains relatively unchangeable (or “static”) afterward.[3]

https://en.wikipedia.org/wiki/Neuroplasticity

 

 

 

 

 

 

Students with dyslexia, attention deficit disorder or autism, however, do not have to be confined to develop new cognitive capacities.

 

In order for the brains of dyslexics, ADD/ADHD or autistic individuals to change, children or adults need one major component – experience.

 

Through prolonged and repeated experience, the brains of children or adults can form new neuronal pathways and new neuronal connections.

 

 

 

 

 

 

  • Does the field promote social justice or injustice for the population of interest or for society at large?
  • What are parents (of those with dyslexia) perceptions are

This paper presents research findings on the perceptions and feelings of primary school learners with dyslexia in Singapore regarding their learning of school subjects through English, together with how they use strategies to overcome some difficulties.

 

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Seen by many as the best UK curriculum school in the capital, non-profit based British School in Al Khubairat, Abu Dhabi serves approximately 1800 students from 50 nationalities, from the ages of three to eighteen years old. The school was established in 1968, making it one of the oldest schools in the emirate.

1800 students

Sixty-two percent of students are British, Emiratis account for 12% of the school’s population and 4% are Australian. Nearly 10% of students receive some form of learning support.

 

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Theory positions our research in relation to the field

Disabilities affect patterns of participation and success in higher education

The role that dyslexia plays in including and excluding educational access

 

Bernstein (fixed or ritual)

Instrumental and Expressive

Instrumental – relates to the ‘knowledge’ BSAK wants to transfer (learners are intended to acquire knowledge and specific skills based on UK standards

=Sets up standards and failures

Expressive

Values and norms (acting in a certain way) transmission of values and norms (learners are intended to develop) ways of learning

“stratified” control – being placed in terms of position ability (dyslexia)

“personal” transmission = variable attributes which undergo development by the school (Learning support)

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EC912 Quantitative Methods-Project 2: Time Series.


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EC912 Quantitative Methods.
Mini-Project 2: Time Series.
Your answer must be submitted by 23:59 on Monday 13th of March 2017.
1 Submission Details.
Projects which violate any of the following constraints will be penalized by 15 points (out of 100).
The report should be a maximum of 2 sides of one A4. In addition to this, you can separately add up to
2 sides of one A4 containing tables and graphs.
Tables should include ONLY those results which are relevant for your discussion.
The preferred way of reporting parameter estimates from regression functions is an in-line equation, with
standard errors in parenthesis, as in,
bY
t = 0:439673
(0:13968)
+ 1:16446
(0:015067)
Xt: (1.1)
If you end up with a model with a very large number of terms on the right hand side, then report only
the important estimates.
The project must be word processed, using 12 point Arial font and margins of at least an inch at top,
bottom, left and right.
Do not add a cover page or a title to the report.
The project must be submitted using MyPlace.
Late submission (except in exceptional medical circumstances and with prior agreement) will be penalized
according to departmental policy which is:
1 day late 5% of the mark allocated deducted.
2 days late 10% of the mark allocated deducted
3 days late 20% of the mark allocated deducted
4 days late 40% of the mark allocated deducted
5 days late 100% of the mark allocated deducted
2 Project.
The le santanderBBVA.gtl contains the weekly prices of two shares listed in the Madrid Stock Exchange.
The shares correspond to multinational Spanish banking groups Santander Group and Banco Bilbao Vizcaya
Argentaria (BBVA). The period under consideration is 1st of March 2000 to 27th of February 2017. Using
Gretl, complete the following tasks.
1. For the BBVA series:
Evaluate whether or not the series is I(1).
1
Transform the series into returns. Evaluate if the transformed series is I(1).
Using a histogram study the distribution of returns, and comment on whether the distribution exhibits
thicker tails than the normal distribution.
Study whether or not the square of the series in returns exhibits persistence.
Given your previous answers, would you say that the series of BBVA in returns exhibits conditional
heteroskedasticity?
Fit a GARCH(1,1) and a GARCH(2,1) to the BBVA time series in returns. Your model should
include a lag of the dependent variable in the conditional mean. Use an information criteria to select
one of the two models. For the selected model plot a graph of Residuals vs BBVA in Returns. Provide
a brief description of the pattern of volatility in the series.
2. Produce a time series plot of the Santander and BBVA series in levels. On the basis of this plot alone,
would you say that the two series are cointegrated?
3. Formally test if the Santander and BBVA series are cointegrated and, in so, report the value of the
cointegration parameter. Discuss your results.

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Buy your custom essay Dramaturgy Exercise


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Dramaturgy Exercise:

Select a scene (or a short, self-contained passage) from any play on the syllabus and produce a two-part creative and critical response.

1) For the creative part (1-2 pages), you will write up detailed staging instructions for your scene, paying attention to technical issues like music, sound, lighting, mise-en-scène, costumes, and the like. For this portion of the assignment, you are invited to make meaningful changes to the staging details of the play at hand—think about setting the play in a different location, time, and/or setting; consider adapting the play to film; reimagine the kinds of actors you might cast to play certain roles, etc.

2) For the critical part (2-3 pages), you will explain your decisions to stage the scene the way you do. Rather than simply giving a point-by-point summary of each of your choices, analyze the broader theoretical principles underpinning your staging. In other words, you are being asked to conduct a critical analysis and interpretation of your own creative work. This assignment does not assume you have any background or experience in dramaturgy or acting. It asks you to think hard about the decisions that go into staging a play and why they matter.

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Readings: Select a scene from one of these plays to do your assignment on

The Tempest – Shakespeare

A Doll’s House – Henrik Ibsen

The Seagull – Anton Chekhov

The Playboy Of The Western World – J.M. Synge

Six Characters In Search Of An Author – Luigi Pirandello

Mother Courage and Her Children – Bertolt Brecht

Endgame – Samuel Beckett

A Tempest – Aime Cesaire

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