Task Summary | My Assignment Tutor

Task Summary | My Assignment Tutor thumbnail

MIS608_Assessment_1_Brief_Research Report_Module 2.2 Page 1 of 5Task SummaryYou are required to write an individual research report of 1500 words to demonstrate yourunderstanding of the origins and foundations of Agile by addressing the following areas:1. The origins of Agile – why did Agile emerge, what was it in response to, and how did thislead to the values and principles as outlined in the agile manifesto?2. The origins of Lean and how it has influenced Agile practice3. The similarities and differences between Scrum and Kanban as work methods4. Why adopting Agile benefits an organisationPlease refer to the Task Instructions for details on how to complete this task.ContextOrganisations are increasingly using Agile as a project management approach to achieve their goalsand objectives efficiently. While agile is predominantly used in software development, there areelements of agile that can be applied to achieving goals and objectives in many areas of anorganisation. Understanding these concepts will be vital for you to progress in this subject. Thisknowledge will not only support your completion of the final group assignment, but also will assistyou in managing your progress in the group project by using Agile techniques to communicatecapacity and offer full transparency of work across the team.Task Instructions1. Write a 1500 words research report to demonstrate your understanding of the origins andfoundations of Agile by addressing the following areas:• The origins of Agile – why did Agile emerge, what was it in response to, and how did thislead to the values and principles as outlined in the agile manifesto?• The origins of Lean and how it has influenced Agile practice.• The similarities and differences between Scrum and Kanban as work methods. ASSESSMENT 1 BRIEFSubject Code and TitleMIS608 – Agile Project ManagementAssessmentResearch Report on AgileIndividual/GroupIndividualLength1500 words (+/- 10%)Learning OutcomesThe Subject Learning Outcomes demonstrated by successfulcompletion of the task below include:a) Undertake research to demonstrate an understanding ofAgile concepts, tools and techniques.SubmissionDue by 11:55pm AEST/AEDT Sunday end of Module 2.2Weighting25%Total Marks100 marks MIS608_Assessment_1_Brief_Research Report_Module 2.2 Page 2 of 5• Why adopting Agile benefits an organisation.2. Review your subject notes to establish the relevant area of investigation that applies to thecase. Perform additional research in the area of investigation and select FIVE (5) additionalsources which will add value to your report in the relevant area of investigation.3. Plan how you will structure your ideas for the report. Write a report plan before you startwriting. The report should be 1500 words. Therefore, it does not require an executivesummary nor an abstract.4. The report should consist of the following structure:A title page with subject code and name, assignment title, student’s name, student number,and lecturer’s name.The introduction (100 – 150 words) that will also serve as your statement of purpose for thereport—this means that you will tell the reader what you are going to cover in your report.You will need to inform the reader of:a. Your area of research and its contextb. The key concepts you will be addressingc. What the reader can expect to find in the body of the reportThe body of the report (1200-1300 words) will need to cover four specific areas:a) Why did Agile originate? When did it emerge and what was it in response to? Howdid this lead to the four values and 12 principles that are outline by the agilemanifesto?b) Where did Lean originate? Briefly define what Lean is and two Lean philosophieshave been adopted in the evolution of Agile practice?c) Scrum and Kanban have many similarities, but also key differences. Compare andcontrast Scrum and Kanban with each other, illustrating these similarities anddifferences with examples.d) Explain what value adopting Agile can offer to an organisation.The conclusion (100-150 words) will summarise any findings or recommendations that thereport puts forward regarding the concepts covered in the report.5. Format of the reportThe report should use font Arial or Calibri 11 point, be line spaced at 1.5 for ease of reading,and have page numbers on the bottom of each page. If diagrams or tables are used, dueattention should be given to pagination to avoid loss of meaning and continuity byunnecessarily splitting information over two pages. Diagrams must carry the appropriatecaptioning.6. ReferencingThere are requirements for referencing this report using APA referencing style. It is expectedthat you reference any lecture notes used and five additional sources in the relevant subjectarea based on readings and further research.It is essential that you use the appropriate APA style for citing and referencing research.Please see more information on referencing here:https://library.torrens.edu.au/academicskills/apa/toolMIS608_Assessment_1_Brief_Research Report_Module 2.2 Page 3 of 57. You are strongly advised to read the rubric, which is an evaluation guide with criteria forgrading the assignment—this will give you a clear picture of what a successful report lookslike.Submission InstructionsSubmit Assessment 1 via the Assessment link in the main navigation menu in MIS608 Agile ProjectManagement. The Learning Facilitator will provide feedback via the Grade Centre in the LMS portal.Feedback can be viewed in My Grades.Academic Integrity DeclarationI declare that except where I have referenced, the work I am submitting for this assessment task ismy own work. I have read and am aware of Torrens University Australia Academic Integrity Policyand Procedure viewable online at http://www.torrens.edu.au/policies-and-formsI am aware that I need to keep a copy of all submitted material and their drafts, and I will do soaccordingly.MIS608_Assessment_1_Brief_Research Report_Module 2.2 Page 4 of 5Assessment Rubric AssessmentAttributesFail(Yet to achieveminimum standard)0–49%Pass(Functional)50–64%Credit(Proficient)65–74%Distinction(Advanced)75–84%High Distinction(Exceptional)85–100%Visual appeal andpresentation of contentTitle page included.Adheres to the font,spacing, format, andword countrequirement.Appropriate use ofparagraphs, sentenceconstruction, spelling,and grammar.20%No title page. Incorrectfont and size with poorline spacing and largegaps in pagination, tables,or diagrams. Report iswritten as a block of textwith no breaks in betweenideas. Separate ideascannot be clearlydiscerned. Many errors inspelling or grammar. Doesnot adhere to the wordcount requirement.Title page is included. Missingmost information. Incorrectfont and size is used or poorline spacing and large gaps inpagination. Paragraphs areused but large blocks of textwith long sentences make itdifficult to understand theideas being conveyed.Spelling or grammar haserrors but meaning remainsclear. Does not adhere to theword count requirement.Title page is included but ismissing key information.Some errors in font use andline spacing. Somepagination problems. Oneidea or concept perparagraph. Someparagraphs could be moresuccinctly written. Minorspelling or grammar errors.Adheres to the word countrequirement.Title page is included withmost required information.Minor errors in font,spacing and format. Oneidea or concept perparagraph with 3–4 wellconstructed sentences perparagraph. No errors inspelling or grammar.Adheres to the word countrequirement.Title page is included withall required information.Font, spacing, and formatare in accordance with therequirements of theassignment brief. Expertuse of paragraphs with 3–4well-constructed sentencesper paragraph that followlogically from each other.No errors in spelling orgrammar. Adheres to theword count requirementKnowledge andunderstandingUnderstanding of theorigins of agile, and itsprinciples and values.The case for anorganisation inadopting agile.Differences andsimilarities betweenLack of understanding ofthe required concepts andknowledge. Keycomponents of theassignment are notaddressed. Lack ofapplication and analysis ofinformation to provideclear recommendations.Limited understanding ofrequired concepts andknowledge. Some of the keycomponents of theassignment are notaddressed. Limitedapplication and analysis toprovide clearrecommendations.Adequate knowledge orunderstanding of therequired concepts. Areasonable capacity toexplain and apply relevantkey concepts. Supportsopinion and informationsubstantiated by evidencefrom research to providerecommendations.Thorough understanding ofthe key concepts.Discriminates betweenassertion of opinion andinformation substantiatedby robust evidence fromthe research/coursematerials and extendedreading. Welldemonstrated capacity toapply and analyse relevantinformation to provide clearrecommendations.Highly developedunderstanding of the fieldor discipline/s.Systematically and criticallydiscriminates betweenassertion of opinion andinformation substantiatedby robust evidence fromthe research/coursematerials and extendedreading. Recommendationsare clearly justified based MIS608_Assessment_1_Brief_Research Report_Module 2.2 Page 5 of 5 Scrum and Kanban aswork methods50%on the application andanalysis of information.Use of academic anddiscipline conventionsFormal tone. No use offirst-party perspective.Meets the assignmentbrief regardingintroduction, body, andconclusion.Appropriate use ofcredible resources.Correct citation of keyresources using APAstyle of referencing.30%Poorly written withinformal tone using firstperson pronouns (I, my,we, me, us). Nointroduction andconclusion attempted.Demonstratesinconsistent andinadequate use of goodquality, credible, andrelevant resources tosupport and developideas. No use of in-textreferences, or noreference list at the closeof the report. There aremany mistakes in usingthe APA style.Minor errors in the use offirst-person pronouns (I, my,we, me, us). Introductionattempted but very generic,and does not clearly state thepurpose of the report andwhat the reader shouldexpect to find in the body ofthe report. Conclusionattempted but does notinclude summation of keyconcepts discussed in thereport and/or key conclusionsor recommendations.Demonstrates consistent useof credible and relevantresearch sources to supportand develop ideas, but theseare not always explicit orwell-developed. Little use ofin-text referencing, orinadequate referencesconsulted and added toreferences at the close of thereport. There are somemistakes in using APA style.Written according toacademic genre. Sound useof the introduction butdoes not clearly state eitherthe purpose of the reportor what the reader shouldexpect to find in the bodyof the report. Sound use ofthe conclusion andsucceeds in either thesummation of key conceptsdiscussed, or keyconclusions orrecommendations, but notboth.Demonstrates consistentuse of credible and relevantresearch sources to supportand develop ideas. Gooduse of in-text referencingand appropriate number ofreferences. There are onlyminor errors in using theAPA style.Well-written and adheres tothe academic genre. Gooduse of the introduction,which clearly states thepurpose of the report andwhat the reader shouldexpect to find in the bodyof the report. Good use ofthe conclusion andsucceeds in summation ofkey concepts discussed andkey conclusions orrecommendations.Consistently demonstratesexpert use of good quality,credible, and relevantresearch sources to supportand develop appropriatearguments and statements.Shows evidence of readingbeyond the key reading.Very good use of in-textreferencing. There are nomistakes in using the APAstyle.Expertly written. Excellentuse of introduction, whichsecures the attention of thereader, clearly states thepurpose of the report andwhat the reader shouldexpect to find in the bodyof the report.Excellent use of theconclusion, which succeedsin confident summation ofkey concepts andconclusions and gives thereader a clear sense of nextsteps required. Expert useof high-quality credibleresearch sources to supportand develop arguments andposition statements. Showsextensive evidence ofreading beyond the keyreading. Excellent andmeticulous use of in-textreferencing. There are nomistakes in using the APAstyle.

function expressed in X variables to a limit state | My Assignment Tutor

function expressed in X variables to a limit state | My Assignment Tutor thumbnail

function expressed in X variables to a limit state function expressed in U variables, introduce a transformation in between where we obtain that the considered random variables first are standardized before they are made uncorrelated. I.e. the row of transformations yields:X.Y.0In the following we will see how this transformation may be implemented in the iterative procedure outlined previously. Let as assume that the basic random variables X are correlated with covariance matrix givenas: Var[X,] Cov[X Cov[X,, X „ C„ = (11.22) Cov[X „, X ,] Var[X n] and correlation coefficient matrix py : 1 P,„1 p„ =[: 1 (11.23) P„, 1If on y the diagonal elements of these matrixes are non-zero clearly the basic random variables are uncorrelated.As before the first step is to transform the n-vector of basic random variables X into a vector of standardised random variables Y with zero mean values and unit variances. This operation may be performed by X, — fly 1,2,..n (11.24) whereby the covariance matrix of Y, i.e. Cy is equal to the correlation coefficient matrix of X , i.e. py The second step is to transform the vector of standardized basic random variables Y , into a vector of uncorrelated basic random variables U . This last transformation may be performed in several ways. The approach described in the following utilises the Choleski factorisation from matrix algebra and is efficient for both hand calculations and for implementation in computer programs.The desired transformation may be written as Y = TU (11.25) where T is a lower triangular matrix such that Tu = 0 for j > i . It is then seen that the covariance matrix C5 can be written as: Cy = ELY • Yri= E[T U ‘UT •TT]=T. E[U.Uri.TT =T ‘TT = p„ (11.26) from which it is seen that the components of T may be determined as:

DEU Nominative Integrated Automatic Computer (DEUNIAC) Design | My Assignment Tutor

DEU Nominative Integrated Automatic Computer (DEUNIAC) Design | My Assignment Tutor thumbnail

DEU Nominative Integrated AutomaticComputer (DEUNIAC) DesignCME 2206 Computer Architecture 2020-2021 Term Project Image: Colossus Source: https://en.wikipedia.org/wiki/ComputerCME 2206 – LAB PROJECTDESCRIPTIONYou will design a basic computer that called DEUNIAC (DEU Nominative Integrated AutomaticComputer). DEUNIAC has nine registers, three memories, arithmetic and logic unit, control unitand bus system.Quartus II software will be used to design and verify DEUNIAC. The project is given as a termproject and will be implemented in weekly lab sessions. It is advised that you read problemdefinitions of all of them before actually starting to implement your design, i.e., Common Bus andRegisters.Please submit zipped All Files (don’t forget to submit waveform of the results and screenshots) ofthe simulations for each lab session.GENERAL STRUCTURE OF DEUNIACREGISTERSDEUNIAC has 9 registers which are Address Register, Program Counter, Stack Pointer, InputRegister, Output Register, Instruction Register and 3 general purpose registers.MEMORIESIn DEUNIAC, there are two memories, which are instruction (32×11), data (16×4) and stack (16×5)Each has “read enable” signals and “data inputs”. Data and stack memory also has “write enableinput”.COMMON BUS SYSTEMCommon bus system will be responsible for data flow and provide data transfer between registerand/or memories.ARITHMETIC AND LOGIC UNITIn ALU, arithmetic and logical operations will be held.CONTROL UNITControl unit processes instructions to direct the micro-operations for computer’s memories,registers and arithmetic/logic unit. Control unit consists of decoders and a number of control logicgates. It should produce operation signals and time periods for fetching, decoding and executing theinstructions.ASSIGNMENT 3 – CONTROL UNITDEUNIAC has three instruction code formats as shown in the Table 1 – DEUNIAC InstructionSet. The type of the instruction recognized by the computer control unit using four-bits opcodes.You should generate a list for the control function and microoperations of DEUNIAC (as Table 5.6of Mano’s Basic Computer) before designing control unit. Control unit includes logical designs tocontrol registers, memories, common bus and ALU. Figure 1 and Figure 2 show general view ofcontrol unit design and DEUNIAC respectively. But they haven’t to be completed or correct, soyou may add or change signals, components etc. in your designs.Table 1 – DEUNIAC Instruction Set SymbolDescriptionOperationOpcodeHLT0111Halt the computerArithmetic and Logic OperationsQ(1 bit) Opcode (4 bits) Rd (2 bits) S1 (2 bits) S2 (2 bits)DBL0000Double content of S1 and store the result in RdDBT0001Divide content of S1 by 2 and store result to RdADD0010Add content of S1 and S2 and store result in RdINC0011Increase content of S1 and store result in RdAND0100AND contents of S1 and S2 and store result in RdNOT0101Complement content of S1 and store the result in RdXOR0110XOR contents of S1 and S2 and store result in RdData TransferQ(1 bit) Opcode (4 bits) Rd (2 bits) S1 (2 bits) S2 (2 bits)ST1000Write the content of Rd into the memory of address S1S2 if Q=0Write the data S1S2 into the memory of address indicated by the content of register Rd if Q=1LD1001Read the data S1S2 and load it into Rd, if Q=0Read the memory content of address S1S2 and load it into Rd, if Q=1IO1010Transfer data from register that is indicated by S1 into OUTR, if Q=0 Registers: 00 R0, 01 R1, 10 R2Transfer data from INPR into register that is indicated by Rd, if Q=1 Registers: 00 R0, 01 R1, 10 R2TSF1011Transfer data from register that is indicated by S1 into Rd.Registers: 00 R0, 01 R1, 10 R2Program ControlQ(1 bit) Opcode (4 bits) -(1 bit) Address (5 bits)JMP1100if Q=0 then jumps to address (5-bits)if Q=1 and if V=1 then jumps to address (5-bits) (V is overflow flag)CAL1101go to the address of the instruction memory (PUSH operation of stack memory)RET1110load the previous PC content from the stack into PC (POP operation of stack memory)JMR1111X(1 bit) Opcode (4 bits) XX (2 bits) Address (4 bits – signed)Use Address as offset and jump to address relatively Figure 1 – General structure of Control Unit in DEUNIAC 109 8 7 65-0 4×16 Decoder15 14 … 0… Q(n-1) … 1 0n x 2n Decoder…Increment (INR)T(n-1)…RegistersControlMemoryControlBUSControlALUControlCONTROL LOGIC GATES n-bit sequencecounter (SC)15 14 … 0 Clear (CLR)Clock (CLK)Instruction RegisterFigure 2 – General view of DEUNIACMUX-EPC (5-bits) InstructionMemory(ROM)LDINRCLRCLKSAddrS1S2SEInstruction memoryunit AR (4-bits) DataMemory(RAM)LDCLRCLKS1S2SP (4-bits) Stack Memory(RAM) CLRDCRCLKINRMRMWSRSWPC ( 5 bits) Control UnitOPDCRsS1S2 MRMWSWSRLDsCLRsINRSDSESCSBSAInOutALU CommonBUSSystem Data memory unitStack memory unit ABSASBSCSD OPRVOther Inputs

reliability index and the design point | My Assignment Tutor

reliability index and the design point | My Assignment Tutor thumbnail

g(n)= (.07, +,14)(uAaA +PA )-(uses +Ps)= (35u +350)(u, +10) – (300us +1500) = 350u R + 350u, —300us +35uRuA + 2000The reliability index and the design point may be determined in accordance with Equation (11.11) as:— 2000 13 350aR +350a —300as +35/3aRaA aR = —1(350 +3513a,) a, = —1(350 +35fla,) _ 300 k with k = A1(350 + 35 fia,)2 + (350 + 35fia, )2 + (300)2 which by calculation gives the iteration history shown in Table 11.1.Iteration Start 1 2 3 4 5 0 3.0000 3.6719 3.7399 3.7444 3.7448 3.7448 an -0.5800 -0.5701 -0.5612 -0.5611 -0.5610 -0.5610 aA -0.5800 -0.5701 -0.5612 -0.5611 -0.5610 -0.5610 as 0.5800 0.5916 0.6084 0.6086 0.6087 0.6087Table 11.1. Iteration history for the non-linear limit state example. From Table 11.1 it is seen that the basic random variable S modelling the load on the steel rod is slightly dominating with an a-value equal to 0.6087. Furthermore it is seen that both the variables R and A are acting as resistance variables as their a-values are negative. The failure probability for the steel rod is determined as Pi. =4)(-3.7448) = 9.02.10-s .11.6 Correlated and Dependent Random Variables The situation where basic random variables X are stochastically dependent is often encountered in practical problems. For normally distributed random variables we remember that the joint probability distribution function may be described in terms of the first two moments, i.e. the mean value vector and the covariance matrix. This is, however, only the case for normally or log-normally distributed random variables. Considering in the following the case of normally distributed random variables these situations may be treated completely along the same lines as described in the foregoing. However, provided that we in addition to the transformation by which we go from a limit state

Data Analysis for Enterprise Modelling | My Assignment Tutor

Data Analysis for Enterprise Modelling | My Assignment Tutor thumbnail

MIDDLESEX UNIVERSITYCOURSEWORK 22020/21CST2330Data Analysis for Enterprise ModellingRoman BelavkinThis assignment is worth 50% of the overall grade. The submission date is Week24, Friday, 19:00 April 16, 2021. You should do the assignment individually.Contents1 Data clustering and classification (20%) 11.1 Analysis and classification of market conditions . . . . . . . . . . . 11.2 Clustering of cryptocurrency returns . . . . . . . . . . . . . . . . . 22 Data modelling and prediction (20%) 33 Presentation (10%) 5CST2330, COURSEWORK 2, 2020/21 1Software requiredYou are recommended to use R language and R-Studio | an integrated development environment for R. They are available on the University computers fromApps Anywhere and can also be installed on personal computers. Free copies areavailable at:https://www.r-project.org/https://rstudio.com/products/rstudio/You may need the following libraries in R-Studio:• DBI | if you need to connect and read databases.• xts | for extensible timeseries objects.• factoextra | for visualisation of clusters in Task 1.• kohonen | for self-organising maps in Task 1.• pls | for more sophisticated types of linear regression in Task 2• neuralnet | for artificial neural networks in Task 2.Data requiredThis coursework requires the log.returns dataset, which you should have createdin Task 3 of Coursework 1 (or in lab exercises of Weeks 10 and 11) from thecrypto-candles dataset. The crypto-candles dataset can be downloaded fromthe data folder on the course’s webpage (My Learning), where it is available intwo alternative formats:crypto-candles.csvcrypto-candles.dbPlease, refer to the instructions of Coursework 1 or lab exercises of Weeks 10{11.1 Data clustering and classification (20%)1.1 Analysis and classification of market conditionsIn this task you have to:1. Classify the data into days when the market was bullish (most assets go upin price) or when it was bearish (most assets go down in price). Include plotsvisualising these clusters. 5 marks2. Describe the behaviour of some main cryptocurrency pairs, such as BTC/USDor ETH/USD, on the days with bullish and bearish trends. 2 marksCST2330, COURSEWORK 2, 2020/21 23. Identify outliers (points that lie far from cluster centres) and look at thecorresponding dates. Search past news headlines to see if there were any interesting events on those dates that could explain the unusual market movements. 3 marksYou have to support your analysis and conclusions by plots. Include your R codeinto the Appendix.Additional detailsTo complete this task, you need to analyse the log.returns dataset, where columns(variables) are different cryptocurrency pairs, and rows (observations) are differenttrading days, such as the sample shown below:tBTCUSD tETHUSD tEOSUSD tEOSBTC2019 -01 -03 -0.031232550 -0.044525926 -0.075494326 -0.0456359332019 -01 -04 0.007767325 0.038988534 0.014945587 0.0094965582019 -01 -05 -0.010932127 -0.001010101 -0.015746082 -0.0060120852019 -01 -06 0.063509080 0.015791781 0.068055167 0.0035576082019 -01 -07 -0.013160785 -0.038340722 -0.038148675 -0.0256977772019 -01 -08 -0.003384510 -0.012546890 0.003315349 0.008504637You can use one or any of the following methods:• Principle component analysis (see Ex. 5, Lab 14).• k-means or hierarchical clustering (see Ex. 3, Lab 15).• Self-organising map (see Ex. 4, Lab 16).1.2 Clustering of cryptocurrency returnsIn this task you have to:1. Identify groups (4 or more) of cryptocurrency pairs that have similar logreturns. Mention examples of pairs in each group. Include plots visualisingthese clusters. 5 marks2. Identify a group of so-called ‘stable coins’, and use your visualisations toexplain how are they different from other groups. 2 marks3. Choose any cryptocurrency pair that you think looks interesting or differenton your graphs. Search information about it online to find some possibleexplanations for your observation. 3 marksSupport your conclusions by plots. Include your R code into the Appendix.CST2330, COURSEWORK 2, 2020/21 3Additional detailsTo complete this task, you need to analyse the transposed version of the log.returnsdataset, where columns (variables) are different trading days, and rows (observations) are different cryptocurrency pairs, such as the sample shown below:2019 -01 -03 2019 -01 -04 2019 -01 -05 2019 -01 -06tBTCUSD -0.03123255 0.007767325 -0.010932127 0.063509080tETHUSD -0.04452593 0.038988534 -0.001010101 0.015791781tEOSUSD -0.07549433 0.014945587 -0.015746082 0.068055167tEOSBTC -0.04563593 0.009496558 -0.006012085 0.003557608As before, you can use one or any of the following methods:• Principle component analysis (see Ex. 5, Lab 14).• k-means or hierarchical clustering (see Ex. 4, Lab 15).• Self-organising map (see Ex. 5, Lab 16).2 Data modelling and prediction (20%)In this task you have to1. Choose and arrange a subset of the log-returns data for modelling and prediction. 3 marks2. Split the arranged subset into the training and testing sets. 2 marks3. Use one or more techniques to train the models on the training set and thenevaluate their predictions on the testing set. 10 marks4. Measure and compare the performance of two or more models. 5 marksAdditional detailsTo complete this task, you need to choose log-returns of any one cryptocurrencypair from the log-returns dataset and prepare the sets for training models andtesting their predictions. Here you can choose any of the following arrangementsof the data:• You can use log-returns of several previous days of the same cryptocurrencyas predictors of the next day log-return. The example below shows arrangement for IOT/BTC: the first three columns are predictors (log-returns on 3consecutive days) and the last columns is the response (log-return on 4thday):CST2330, COURSEWORK 2, 2020/21 4tIOTBTC tIOTBTC .3 tIOTBTC .2 tIOTBTC .12019 -01 -06 -0.010913609 -0.015048654 -0.009534739 -0.0316311342019 -01 -07 -0.015048654 -0.009534739 -0.031631134 -0.0200842662019 -01 -08 -0.009534739 -0.031631134 -0.020084266 -0.0141360722019 -01 -09 -0.031631134 -0.020084266 -0.014136072 0.016436308(see Ex. 2, Lab 19).• You can use log-returns of other cryptocurrencies as predictors. The examplebelow shows the arrangement using log-returns of BTC/USD, ETH/USD andIOT/BTC of the same day as predictors of IOT/BTC on the following day:tBTCUSD tETHUSD tIOTBTC tIOTBTC .12019 -01 -03 -0.031232550 -0.044525926 -0.010913609 -0.0150486542019 -01 -04 0.007767325 0.038988534 -0.015048654 -0.0095347392019 -01 -05 -0.010932127 -0.001010101 -0.009534739 -0.0316311342019 -01 -06 0.063509080 0.015791781 -0.031631134 -0.0200842662019 -01 -07 -0.013160785 -0.038340722 -0.020084266 -0.0141360722019 -01 -08 -0.003384510 -0.012546890 -0.014136072 0.016436308(see Ex. 3, Lab 19).• You can use more columns to take into account more data from the past andfrom different cryptocurrency pairs as predictors.After arranging the data, you have to split it into the training and testing setsusing 70%{30% or 80%{20% ratio (see Ex. 2, 3, Lab 19).You can use one or more of the following techniques for modelling the data:• Multiple linear regression (see Ex. 2, 3, Lab 19).• Principle component and partial least squares regression (see Lab 20).• Artificial neural networks (see Lab 21).You can use any of the following measures to compare the performance of themodels on the test data:• Root mean-squared error (RMSE) (see Ex. 2, Lab 17, or Labs 19{20).• Correlation of predicted and desired responses (see Ex. 2, Lab 17 or Labs18{20).• Mean rate of return (see Ex. 4, Lab 18 or Labs 19{20).CST2330, COURSEWORK 2, 2020/21 53 Presentation (10%)Your report should be well presented. A good guide is the Publication Manual ofthe American Psychological Association (e.g. see http://www.apastyle.org/).At the very least, your report should be clear, typed or nicely hand-written document with good spelling, grammar and easy to understand English. There isno word limit, but a useful report should be just long enough to describe thework. Tables, graphs, careful labelling and numbering are all well established andeffective presentation tools.Things to avoid are:• Including images or diagrams that you did not create yourself or did notobtain the permission to use from the author (even if the image is from theInternet).• Including graphs or diagrams that you do not explain.• Forgetting to label the axes on the charts.• Including material irrelevant to the work.Assignment SubmissionsSubmit your report online using My Learning by Week 24, Friday, 19:00 April16, 2021.

draft a report to evaluate two investment proposals | My Assignment Tutor

draft a report to evaluate two investment proposals | My Assignment Tutor thumbnail

It is January 1st, 2018. You are a senior analyst at Pear Computer Horizons Limited (PCH), one of the leading global technology providers for computers, cell phones, and business services in Canada. The CEO of PCH, Amanda Morrison, has reached out to you to draft a report to evaluate two investment proposals, building on your analysis from Assignment 1. Purpose For this case approach, you will demonstrate your ability to develop costing methods and a set of forecasts of future cash flows for two proposed investment projects. You will also be required to identify the cost of financing through the issuance of bonds. How to Proceed Building on your analysis and proposal from Assignment 1, develop your investment proposal business case draft: Create a title page with the project proposal names and author identification.Calculate the bond yield to utilize as your required return.Prepare a summary narrative (i.e., a detailed description) of each proposal with detailed elements on the initial investment, as well as the costs/revenues over the life of each of the projects. Identify which revenues and costs are relevant to your analysis, and which costs are irrelevant. Identify the time horizon for each investment.Calculate the after-tax cash flows during the life of each of the projects. Be sure to identify the total costs of ownership and deduct those costs from the benefits to arrive at the net cash inflow per year.Utilizing the after-tax cash flows from Part 4, evaluate each investment proposal utilizing the following criteria (unless directed otherwise):changes in payments from beginning of period to end;Payback;Discounted payback;NPV;Profitability index.Clearly indicate whether any of the above criteria support each of the project proposals, and what the company should ultimately decide to do. Format for Submission Your report narratives may be done in Word or Excel, but calculations and tables of values must be prepared in Excel with the amounts derived from actual formulas that use your variables, rounded to four (4) decimals or lower.The Excel tab worksheet must be print and presentation ready, formatted to print in 2 to 3 pages without page fragmentation of equations or tables between pages.It is permissible to break your report down using the questions listed above as headings.Submit your report file(s) into the Assignment 2: Case Study dropbox on UM Learn. Your assignment must be submitted by the deadline date found in the course schedule provided in the Course Outline. Grading You will be assessed in accordance with the following rubric: Q1Title Page, Readability, Format, Spelling and GrammarMarksStudentTitle Page, Readability, Format, Spelling & Grammar12Q2Bond YieldMarksStudentBond Yield2Attempt to use weighted average of debt2Q3Summary NarrativeMarksStudentDescription of Investment 14Description of Investment 24Time horizons identified4Irrelevant and relevant costs identified4Q4After-tax Cash FlowsMarksStudentInvestment 1: Acquisition of Camera CompanyInitial Investment Including Equipment & development3Old tax shield included1Investment horizon utilized2Reasonable inclusion of inflation1Correct volume for phone sales1Correct sales price for phones1Warranty Costs Considered1Manufacturing Costs Considered2Software support costs considered2Incremental Marketing costs included2Salary of twenty employees considered2Other overhead costs considered2Incremental R&D costs included2After-tax cash flows (ATCF) calculated4Attempt at Tax Shield2Investment 2: New Product LaunchInitial Investment Calculation (ignore sunk costs)2Correct amount of clients identified1After-tax cash flows (ATCF) calculated2Ten-year horizon utilized1Opportunity cost of lost cash flow included2Q5Investment Criteria CalculatedMarksStudentInvestment 1: Acquisition of Camera CompanyPayback Period2Discounted Payback Period2Net Present Value6Internal Rate of Return2Profitability Index2Investment 2: New Product LaunchNet Present Value4Profitability Index2Q6Evaluation of Two Investment ProposalsMarksStudentInvestment 1 Recommendation6Investment 2 Recommendation6Total1000 Pear Computer Horizons Case Study Investment Proposals Amanda Morrison, CEO of PCH, wants you to evaluate two investment proposals that the company is considering: The acquisition of a Canadian camera company; andThe launch of a new product for government and business enterprises. Ms. Morrison reminds you that only relevant costs and revenues should be considered. “Relevant costs have to be occurring in the future,” explained Ms. Morrison. “And have to differ from the status quo. For example, if we choose to buy the Canadian camera company, it is only the incremental revenue and costs related to the purchase that should be considered. We also need to take into account the opportunity costs associated with the alternatives. For example, for the new product launch, we need to factor in the lost sales from some of our current products in catering to those customers.” More details on each investment proposal are included below. Ms. Morrison wants you to recommend if PCH should invest in one, both, or none of the investment proposals. Required Return Ms. Morrison wants you to use the weighted average bond yield for your required return. The total market value of debt PCH is expected to have going into this investment is $200M, which includes the current amount of bonds on the financial statements of $150M at a 6% interest rate and a planned new debt issuance of $50M at a higher 8% rate. All long-term debt is in the form of bonds. Ignore income tax effects when calculating the required return (i.e., do not take the after-tax cost of debt). Use current interest rates as a proxy for bond yield. Acquisition of Canadian Camera Company Ms. Morrison is considering acquiring a high-tech Canadian camera company for $50M in cash consideration. The camera phones that the target company is developing are only in the prototype stage, and would need an initial investment of $10M for development costs (to be expensed immediately) and $6M for production equipment. The camera company currently only has $1M of available tax shield left, excluding any tax shield related to the additional equipment to be purchased, for equipment that was originally purchased for $10M. Furthermore, PCH plans on spending an additional $2.025M in research and development (R&D) costs every year to continue to innovate with the camera phones and adopt new advancements in technology, as they are internally developed or externally acquired. The manufacturing costs for the camera phones are expected to be 45% of sales, once the phone passes the prototype stage into the final product stage when the phones can start to be sold. Software support costs for upgrades and warranty & repair costs are expected to be 6% and 5% of sales, respectively. These costs, as a percentage of sales, are expected to remain consistent over the time horizon. It is anticipated that twenty employees from the camera company will be absorbed into PCH, with the average employee having a salary (including benefits) of $100,000. Other incremental manufacturing overhead costs (property taxes, maintenance, security, etc.), excluding depreciation, are estimated to be $1M annually. Wages are expected to increase with inflation (estimated at 2%) over the time period, while other fixed costs are expected to remain steady. Due to the integration process of the camera company into PCH operations and the additional development required for the prototype camera phones, initial sales are only expected to reach a volume of 50,000 units in the first year. However, production is expected to double in Year 2, Year 3, and Year 4, before stabilizing at 400,000 units per year. Additional marketing costs of $3M per year will be spent to promote the product among the millennial segment through a social media campaign and promotional events. The camera phone’s retail price to consumers is $500, but that includes the 30% markup that retailers apply to the phone to make a profit. Thus, the sales price for PCH would be 70% of the retail price, and this price is expected to increase by inflation over the time horizon. Ms. Morrison wants to see if the project will reach profitability after 5 years, so she wants you to evaluate the return on investment in that period using the investment criteria of payback period, discounted payback period, NPV, IRR, and profitability index. The following table will help in the calculations of the tax shield for the new equipment: ClassCCA RateDescription4330%Machine and equipment to manufacture and process goods for sale Tax Shield Formula: Assume no salvage value when calculating the tax shield, and that the half-year rule applies for each class. The tax rate Ms. Morrison wants you to utilize is 20%. When calculating the tax shield, the present value should be in the same period as the initial investment (Year 0), which also means that deprecation (i.e., CCA) should not be taken from the cash flows in subsequent years, since their tax shelter effects are already accounted for in the tax shield. New Product Launch Ms. Morrison also wants you to evaluate if PCH should go forward with a new product launch for business and government enterprises. Over the past several years, PCH has spent over $50M on R&D on a new laptop and associated software. An additional investment of $20M is required before the product is ready to launch. There are 40 universities and 25 government ministries across Canada that are interested in entering ten-year contracts with PCH, which would lead to $75K in before-tax cash flow from each client. However, the interested parties are also existing clients of PCH, which means that the current contracts (with ten years remaining) that lead to $15K in before-tax cash flow per client would be nullified. Ms. Morrison wants you to evaluate the profitability of this investment after a ten-year period using the investment criteria of NPV and profitability index.

Guidance Note | My Assignment Tutor

Guidance Note | My Assignment Tutor thumbnail

Avon Gorge A4 Realignment – Guidance Note There are a number of essential items that should be include within any preliminary engineering geological assessment of rock cut slopes and a hard-rock tunnel. I have attempted to list these in this guidance note. This is guidance and as such, I would not expect every aspect to be included in your coursework for this assessment, however I have included a full coverage for completeness. Some of the concepts, such as developing a rock mass strength, will need some extra reading on your part and require the use of some Rocscience software. I will cover all the basic elements in the lecture series but you will need to read around the subject to consolidate your learning – I have recommended key texts to read throughout the Module, these link to the lectures and this coursework assignment. Rock Cut Slopes The objective is to establish the orientation and safe slope inclination for the tunnel portal slope face and the rock cut slope that will bound the road through the Great Quarry. Space is always an issue and the main design criteria is to develop as steep a slope as is safe. This reduces the amount of rock that has to be excavated and the amount of land take.The development of a geological model for the slopes is essential and you have been provided with a full rock mass description with supplementary data such as discontinuity survey, roughness profiles of the discontinuities, Schmidt Hammer rebound values for the discontinuity surfaces, photographs, and a virtual fieldtrip to help you visualise the regional and site geology.Hydrogeological model for the site – there is no provided groundwater data for the slope site apart from observations made during the virtual field trip.A topographic section through each of the slope faces is a good start to help visualise what different cut angles would actually mean in terms of cut volume and land take at the crest (top) of the slope. You can create a section using Google Earth or by hand using a topographic map. You may be able to find LiDAR data which would also help in developing your sections.A discontinuity survey has been carried out at the site and you have the data. You also have a detailed description of each of the main discontinuity sets. Using DIPS software, you will need to first identify the main discontinuity sets from the survey data – use the contouring application in DIPS program from the Rocscience Suite on AppsAnywhere to do this.Once you have decided on cut slope orientation then a kinematic stability analysis is required to identify the potential for plane, wedge or toppling failure. To do this you will need to assign a friction value for the analysis. You can evaluate this from the data you have been given on discontinuity roughness and compressive strength from the field. You can do this by hand using stereonet projection or use the DIPS program from the Rocscience Suite on AppsAnywhere. During this process, you can evaluate what the effect on stability is by changing the slope inclination and orientation.Potential failure modes then need to be analysed fully using the techniques developed in the lectures – limit equilibrium approach for instance. You can use the Rocscience programs: RocPlane, SWedge and RocTopple to help you analyse these failure mechanisms and to help you decide on how to stabilise any critical failure modes. You will need to develop discontinuity strength criteria for the critical discontinuity sets from the data given to you as input parameters together with slope geometry and critical surfaces.This is only a preliminary design so at this stage the outputs would be: cut slope orientation and inclination (best shown on a figure or drawing); the identification of the critical failure modes; analysis of critical failure mechanisms and possible stabilisation solutions. B. Rock Tunnel 1. Geological model – geological map and cross-section along the tunnel route; 2. Some attempt to consider the expected groundwater conditions, especially important as there is no information provided at this stage; 3. Engineering geological model – a cross-section that recognises that there maybe a difference in engineering behaviour along the tunnel route (zones), based primarily on a rock mass assessment. This model can be taken further to include preliminary rock mass material properties (eg. based on RMR) and preliminary support requirements. It is possible to indicate what excavation methods might be appropriate in different zones; 4. A key output from the report should an evaluation of intact and rock mass engineering characteristics, starting with geotechnical properties. These can be defined at intact and rock mass scale, drawing heavily on the work of Hoek & Brown, and covered in the lecture course. A table of geotechnical properties for the different zones should be provided. A difficult aspect to quantify is the discontinuity strength. Much of the required analysis can be done quickly in the RocScience programme RocData; 5. In situ and induced stresses must be evaluated. There are simple methods to estimate the pre-existing state of stress (vertical and horizontal), and these have been discussed in the lectures. The rock mass modulus will be required as will the Poisson’s ratio. Induced stress analysis starts with the Kirsch equations – there is a spreadsheet on Moodle that could be used for this, but there are simple charts that can also be used. The RocScience programme Examine 2D can also be used – this is based on the boundary element method, and is used to calculate stresses using elasticity theory (same basis as the Kirsch equations – so the ‘answers’ should be similar!). It is possible to take the analysis further by invoking a failure criterion (perfectly plastic Mohr-Coulomb, for instance), for which you need strength properties – intact or mass? This analysis is usually conducted to establish whether stress is likely to be an issue for the structure – i.e. does the predicted stress exceed the available strength in a particular location around the excavation and in a particular engineering zone; 6. A kinematic analysis is essential. This can be done in the RocScience programme Unwedge. The software can be used to consider a range of excavation shapes, and will indicate areas of potential instability, assuming sliding or falling failure mechanisms controlled by geological structures (orientation and discontinuity strength). Stress conditions can also be incorporated. Importantly, the analysis can be extended to consider support and reinforcement methods for those blocks/wedges that might fail – a starting point might be to prescribe the generic recommendations from no.3 above, and modify if required; These issues are itemised as follows: Need to establish geology along the line of the tunnel longitudinal section based on geological map (England & Wales Sheet 106 BANGOR) and informed by associated memoirneed to comment on geological structures (regional) and the engineering significance of these:evidence of faulting (between units?)shear zones associated with faulting?extract from geological sheet showing tunnel location is essentialsome consideration of superficial materials – important at the portal areas Groundwater conditions and inflow see additional groundwater note, but if assuming a Darcy’s equations:‘A’ must be defined in terms of the area of the excavated face (as tunnelling progresses) and the perimeter of the tunnel (unit length)permeability (k) must be estimated from literature for each unit – can use relationships between RQD and khydraulic gradient assumes worst case of head difference equal to overburden thickness (topography?)students should give some consideration to:recharge potentialinfluence of fault zones on assumed permeabilitygeneral influence of discontinuities (for instance, published k values are generally for intact rock)old mine workings (proximity to tunnel; hydraulic connectivity (existing and potential, due to excavation?) Rock mass assessment using RMR and Q and the available data (assumptions may need to be made) calculations must be presented (suggest in an appendix) with results tabulated and presented in main report bodyengineering geological cross-section showing variation in rock mass quality (based on RMR/Q values) along tunnel sectioncan different zones be defined along the tunnel alignment based on this?within the ‘model’ additional data can be incorporated, eg:generic rock mass strength/stiffnesssupport/reinforcement requirements/categoriesgroundwater conditions and level of risk? Drainage or waterproofing requirements? Material characterisation at intact and rock mass scale (this entire process is done in the rock mass characterisation lectures, so there are slides and workshops that show this process from first principles) intact rock data supplied, but incomplete:possible to complete this data-set using RocData (RocScience suite) to define σci, c,  and σti; c and  based on appropriate (and likely, approximate) mi values and the σci value (take s = 1 and a = 0.5 for intact rock, if using H-B failure criterion);GSI can be related to RMA (RMR/Q) though some literature search maybe required (it is discussed on slides in lecture course);key to completing the analysis is generating ‘synthetic’ triaxial test datarock mass characterisation – strength and stiffness needed:use RocData to determine Mohr-Coulomb and Hoek-Brown parameters for intact rock (as above);if GSI and mi are known, then H-B parameters for the rock mass can be calculated (mb, s, a and σcm);to determine Mohr-Coulomb parameters then synthetic triaxial test data will need to be generated (really not difficult to do!) for the rock mass – this defines a relationship between σ1 and σ3 based on the H-B failure criterion using σcm;there are design charts that allow students to define M-C rock mass parameters using mi and GSI, for comparison (lecture slides)rock mass stiffness can be estimated from any number of a published relationships – most common ones use RMR – again, see slides on Moodlediscontinuity strength is difficult to quantify with any confidence. No data is supplied other than that available for the rock mass assessment. Plenty of data in the literature for shear strength of discontinuities in a range of different rock types. This property may be important as it is used to evaluate structurally controlled instability In-situ and induced stress conditions the pre-existing stress state can be readily estimated, and has been discussed in the lectures. The rock mass modulus will be needed for the Sheorey approach.induced stresses can be evaluated based on elasticity theory, so students should use the Kirsch equations as a starting pointthis can be extended to consider the excavation shape by using Examine 2D (RocScience)in the lectures, the induced stresses could be directly compared with the material strength (tension, compression?) to predict whether stress induced failure might occur in the excavation boundary – within Examine 2D this can be done easily.if stress induced failure is indicated, then students should recommend further action or investigationalso worth looking at Moji’s brittle/ductile transition – this gives an indication of whether material response will be brittle or ductile depending on the ratio of major to minor principal stress Stability controlled by discontinuities must be evaluated and this may lead to different support or reinforcement mechanismsin lectures, this analysis has been conducted using stereonets (the ubiquitous method), but Unwedge can be used to provide a more comprehensive analysis by considering:shape of excavationstress regimediscontinuity strengthlocation (crown/invert or sidewalls – can be done with stereonets, but tedious)the software allows different support/reinforcement to be specified so that factors of safety, for instance, can be re-calculated. A useful starting point here is the RMA and the preliminary support requirements recommended by these.The change in stresses caused by excavation may induce boundary deformations, in the form of strain. It is possible (see Hoek & Marinos, for example) to estimate boundary strains in different zones to establish whether excessive deformations are likely along the tunnel route. the output can be presented as a graph along the line of the tunnel (strain v chainage?) as presented in the lecture slides Dr Nick Koor Reader in Geological Engineering

AUDITING | My Assignment Tutor

AUDITING | My Assignment Tutor thumbnail

Online Final Exam Advice – Auditing T1 2021 UNIT CODEAUDT317UNIT TITLEAUDITINGUnit Co-ordinatorMr Ashantha WickramanayakaLecturer(s)Mr Ashantha WickramanayakaExam Duration2 HoursReading TimeTen (10) MinutesTotal Marks50%Permitted MaterialsNoneSupplied MaterialsOnline exam paperRestrictionsElectronic devices, dictionaryInstructions to StudentsStudents should make every effort to attempt to answer all examination questions It is a closed book exam. Hence, no extra materials (handwritten or printed including book) are permitted. If an Examination Invigilator has cause to suspect or witnesses action by a student which is determined as academic misconduct, which may be cheating or possession of prohibited items, the student will be removed immediately from the examination room and the matter will be addressed in accordance with the Kent Academic Misconduct Policy & Procedures.SectionQuestion TypeNo. Of questionsAllocated Marks1Multiple Choice Questions10102Short Answer Type Questions740 Topics to be covered This exam will cover topics from week 1 to week 12. Names of the topics to be covered are: Assurance and auditing: an overviewAudit regulation, structure of the profession and auditor’s liabilityEthics, independence and corporate governanceOverview of elements of the financial report audit processPlanning, understanding the entity and assessing business risk.Assessing inherent risk and other specific business risksUnderstanding and assessing internal controlTests of controlsSubstantive tests of transactions and balancesAudit samplingCompletion and reviewThe auditor’s reporting obligations & Revision Lecture Section 1 – Sample Multiple Choice Questions (10 Marks) Examples: With respect to illegal acts, the auditor’s responsibility is to:Design the audit to provide reasonable assurance of detecting illegal acts that are material to the financial report.uncover all illegal actsplan the audit to search for illegal acts that could be material to the financial reportrely on the client’s solicitor to identify illegal acts that should be disclosed (1 Mark) Earnings management includes:Intentional violations of accounting standards that are individually immaterial, but have the effect of increasing profit materially in aggregate.inappropriate revenue recognition‘Big bath’ charges that make poor results look even worse.All of the given answers are correct (1 Mark) Which of the following is not one of the five components of internal control? Corporate governance.Control proceduresControl environmentInformation system (1 Mark) Section 2 – Short Answer Questions (40 Marks) Examples: The followings are independent and material situations: Required: For each of the bellow independent situation, you are required to indicate the type of audit opinion you would issue, as well as the reasons for issuing the particular audit opinion. A client holds a note receivable consisting of principal and accrued interest receivable. The note’s maker recently filed a voluntary bankruptcy petition, but the client failed to reduce the recorded value of the note to its net realisable value, which is approximately 20 percent of the recorded amount. (3 Marks)Recent industrial action has seen trade unions win a pay increase of 4% for all their members. Under the terms of the agreement, the pay increase will be backdated to 1 January 20X7, resulting in a charge equal to 10 % of profit. Management have agreed to the pay increase, however, they have not made any adjustments to the 30 June 20X7 financial report. (3 Marks) Mike has been asked to prepare report that analyses the potential acquisition of PQR Pty Ltd by his client Zen Ltd. Prior to conducting the analysis, Mike decide to verify the accuracy and completeness of the cash flow statement provided by PQR Pty Ltd for the year ended 30th June 2020. After reviewing a draft of his analysis, Zen Ltd’s Chief Financial Officer has asked Mike to focus his attention on the sales and profitability of PQR Pty Ltd and avoid the distraction of cash flow reporting. Chief Financial Officer suggests that the acquisition will provide substantial future benefits to Zen Ltd and that confusing the board with cash flow issues would not be helpful to the acquisition or to the likelihood of Mike being asked to undertake similar engagements in Future. Required-: Two (2) threats to Independence with a brief explanation. (2X2 Marks)Explain three (3) Fundamental ethical principles at risk. (2X3 Marks) Note: You are being cautioned that the questions given above are not the questions sitting in the actual exam paper. These are provided as sample just to convey an idea about the type of questions that might be asked and distribution of marks.

expected life cycle per unit | My Assignment Tutor

expected life cycle per unit | My Assignment Tutor thumbnail

Task 1 (LO 1) The following estimates have been produced for a new product with an expected life of five years.  20212022202320242025Units made and sold                6,000                6,600            7,260            7,900            8,700Development Costs        2,100,000        1,500,000   Marketing Costs     400,000.00     300,000.00  225,000.00  168,750.00  126,562.50Production cost per unit               60.00               55.00            50.00            45.00            40.00Customer service cost per unit               15.00               13.00            12.00            12.00            10.00Delivery cost per unit                  4.00                  4.00              4.00              4.00              4.00Disposal Costs      300,000.00 Required: What is the expected life cycle per unit? (10 marks)Explain why we should calculate life cycle costs? (5 marks)Discuss the benefits of lice cycle costing. (5 marks) (Total Marks: 20) Task 2 (LO 2) Sunny Manufacturing has five activity cost pools and two products (a Basic tape vacuum and a Luxury tape vacuum).  Information is presented below: Cost Drivers by Product Activity Cost Pool                  Cost Driver        Est. Overhead        Basic                Luxury Ordering and Receiving          Orders                   £   120,000                  600                  400 Machine Setup                        Setups                        297,000                  500                  400 Machining                               Machine hours        1,000,000           150,000           100,000 Assembly                                 Parts                        1,400,000        1,200,000           800,000 Inspection                                Inspections                300,000                  550                  450 Required: a) Compute the overhead cost per unit for each product. Production is 700,000 units of Basic and 200,000 units of Luxury. Round your answer to the nearest cent. (12 marks)b) Discuss the merits and criticisms of the ABC system. (8 marks) (Total Marks: 20) Task 3 (LO 3 and LO 4) Brian Ltd. sells standard alarm systems for residential homes. They have a standard product called “Home Security”. The demand for this product is 185 units per month. The supplier charges for the deliveries, so the fixed cost per order is £20. The holding cost per annum per unit is 12% of the purchase price. It costs £85 per unit to purchase the product. The following information is also available. Average usage 6 units per dayMinimum usage 3 units per dayMaximum usage 8 units per dayLead time for replenishment 9 days–15 daysBuffer inventory 5 units Required: Calculate the EOQ (reorder quantity in units)? (3 marks)Calculate the reorder level? (3 marks)Calculate the minimum inventory level? (3 marks)Calculate the maximum inventory level? (3 marks)Discuss the potential problems associated with JIT with examples. (8 marks) (Total Marks: 20) Task 4 PART A Netto provides primarily two lines of service: designing and consulting. Designing-related services represent 60% of its revenue and provide a contribution margin ratio of 30%. Consulting services represent 40% of its revenue and provide a 40% contribution margin ratio. The company’s fixed costs are £4,250,000. Required: Calculate the revenue from each type of service that the company must achieve to break even. (6 marks)The company has a desired net income of £1,700,000. What amount of revenue would Netto earn from consulting services if it achieves this goal with the current sales mix? (4 marks) PART B Hector Company has developed the following standard costs for its product for 2020: HECTOR COMPANY Standard Cost Card Product A Cost Element                     Standard Quantity     ×      Standard Price         =         Standard Cost Direct materials                      4 pounds                             £3                                         £12 Direct labour                           3 hours                                  8                                           24 Manufacturing overhead        3 hours                                  4                                           12                                                                                                                                          £48 The company expected to produce 30,000 units of Product A in 2021 and work 90,000 direct labour hours. Actual results for 2021 are as follows: 31,000 units of Product A were produced.Actual direct labour costs were £746,200 for 91,000 direct labour hours worked.Actual direct materials purchased and used during the year cost £346,500 for 126,000 pounds.Actual variable overhead incurred was £155,000 and actual fixed overhead incurred was £205,000. Required: Compute the following variances showing all computations to support your answers. Indicate whether the variances are favourable or unfavourable. (a)     Materials quantity variance. (2 marks) (b)     Total direct labour variance. (2 marks) (c)     Direct labour quantity variance. (2 marks) (d)     Direct materials price variance. (2 marks) (e)     Total overhead variance. (2 marks) (Total Marks: 20) Task 5 (LO 4 and LO 5) The last three years’ financial information of Bodrum PLC as follow. Income Statement (£ millions)201820192020Sales62.578.795.0Cost of goods sold40.152.663.2Operating expense5.67.18.2Depreciation expense3.34.36.1EBIT13.514.717.5Interest expense3.54.66.7Pre-tax income10.110.110.8Taxes4.75.05.1Net income5.45.15.7Balance Sheet (£ millions)   ASSETS31-Dec-1831-Dec-1931-Dec-20Current assets      Cash and marketable securities5.36.17.9   Accounts receivable14.317.322.9   Inventory22.424.631.0Total current assets42.048.061.8Net PPE214.6263.9331.1Total assets256.6311.9392.8LIABILITIES AND EQUITY   Current liabilities      Accounts payable48.556.263.3   Short-term debt28.840.453.3Total current liabilities77.396.6116.5Long-term debt27.440.658.8Total liabilities104.7137.3175.3Shareholders’ equity   Common Stock87.1107.2147.4   Retained earnings64.867.470.2Total shareholders’ equity151.9174.6217.6Total liabilities and equity256.6311.9392.8 Required: Prepare proforma income statement and balance sheet for the year ending 31 December 2021 for Bodrum PLC. (8 marks)Based on your prospective analysis, identify the company’s external funding requirements at the end of the financial year of 2021. (2 marks)Analyses the financial performance of Bodrum PLC using profitability, efficiency, liquidity and solvency ratios. (10 marks)

Social Innovation Project | My Assignment Tutor

Social Innovation Project | My Assignment Tutor thumbnail

1MODULE INFORMATIONOVERVIEW:Module Name: U4 Social Innovation ProjectModule Code: UCM60502U4 Synopsis: (300 words)1. Provide an Overview of the content (2-3 sentences).2. Outline the teaching and learning approach that focuses on the student-centred learningapproach, pedagogical approach e.g. studio-based learning.3. Outline mode of delivery (blended learning approach, proportion of face-to-face and onlinelearning) including the use of TIMES (3-4 sentences).4. Describe the assessment approach that is utilised for the module and how the assessmentsupports learning (3-4 sentences).The module introduces ‘social innovation’ that focuses on developing and implementinginnovative solutions to offer positive impact on the community. Social innovation can take manyforms including technology, product or prototypes, and social programmes with multidisciplinaryproject, to benefit users and the society.In this module, students are engaged in an inter-disciplinary and collaborative setting to identifyopportunities in today’s global and local settings that create and capture values. Subsequently,through systematic design thinking process, students are required to propose, produce andimplement a sustainable and enterprising project that can be used for creating social values andinnovation.The pedagogy used to teach this module is a personalized and collaborative learning and teaching.The project-based learning activities for this module emphasize situated learning andapprenticeship learning which deals with real world issues. Collaborative decision making andproblem solving is necessary as the teams will have to discuss, consult, collaborate and problemsolve to provide services or create a product.This module will guide students through innovative solutions via hands-on activities and teamprojects. It is primarily conducted through online and face-to-face mentoring and fieldworksessions supported by tutors through guidance from discipline specific experts. Students willattain important knowledge and skills in the formulation of a proposal in a systematic manner.This module will allow students to demonstrate a growth and entrepreneurial mind-set, in orderto execute solutions that deliver social values, simultaneously addressing available resources andmanage risks. Name(s) of academic staff teaching the module, module leader and staff email:Staff teaching the module: Based on School’s AppointmentModule leader: Fadhilah Raihan LokmanYear-level: 12Semester Offered: March (Long) / August (Long)Credit Value: 2Pre-requisite: NilCo-requisite: NilAnti-requisite: NilSchool offering the module: School of Liberal Arts and SciencesModule offered as: University Core Module (UCM)Programme Name: N/ADomain Name (for free electives only): N/ALEARNING OUTCOMES:Upon completion of the module you should be able to: ModuleLearningOutcomeTaylor’sGraduateCapabilitiesAssessment/s1Propose a comprehensive solution to issues to capitalise onthe opportunities, presented in contemporary real worldsetting, that encapsulate social and ethical values. (TGC 7)77.1 & 7.212Execute a project on social innovation for a multitude ofdisciplines that benefits users and society (TGC 7)77.3, 7.4 & 7.523Demonstrate resilience and adaptability in handlingdisruptions and opportunities through reflective writing (TGC5)55.33 Transferable Skills: Skills learned in this module of study can be utilized in other settings. Thesetransferable skills include: Problem-Solving and Critical Thinking Skills, and Personal Competenciesand EntrepreneurialismTEACHING, LEARNING AND ASSESSMENTDescription of assessment components: Assessment TaskWeightModule LearningOutcomes AssessedTGCDate DueAssessment Task 1:Group ProjectProposal30%17.1 & 7.2 7Week 4 3 Assessment Task 2:Group ProjectPresentation andExhibition30%277.3, 7.4 & 7.5Week 13Week 14Assessment Task 3:Individual ReflectiveWriting40%355.3Week 15 Teaching and learning approach: MLO 1Assessment Task/ActivitiesPropose a comprehensivesolution to issues and tocapitalise on theopportunities, both in the localand global settings, thatencapsulate social and ethicalvalues. (TGC 7.1 & 7.2)Group Assignment: Group Project ProposalIn groups, submit a project proposal on a specific socialinnovation project that can add value to a community.Students are to: Identify and analyse potential social innovationprojects with their tutors and experts. Subsequently, studentswill write the full proposal which will include the design thinkingelements of emphatize, define and ideate as well ascost/material involved and strategic collaborators if applicable.Teaching and Learning Activities:MLO1 is achieved after students are introduced to design thinking elements which are emphatize,define and ideate as well as concepts of social innovation. This includes the role of individuals,community and institutions as drivers of societal change and innovation. Each group will assesspossible opportunities /potential projects that can add value to a community through divergentthinking. The tutor facilitates students through student-centred learning activities and brainstorming sessions with the intention to conceptualize and develop a proposal on the project whichincludes design thinking elements of emphatize, define and ideate as well as cost/materialinvolved and strategic collaborators if applicable. There will be a formative feedback in Week 4 onstudents’ proposal presentation. Their proposals will be assessed by tutors in Week 6MLO 2Assessment Task/ActivitiesExecute a project on socialinnovation for a multitude ofdisciplines that benefits usersand society (TGC 7.3, 7.4 &7.5)Group Assignment: Project Presentation and ExhibitionStudents in the group- to produce a mock up/prototype basedon the project which is developed progressively with theirtutors and guidance of experts. As part of their finalassessment, students showcase their work which hasinnovations and inventions that transform lives and makes asignificant change to the society.Teaching and Learning Activities:MLO 2 is achieved by introducing students to the design thinking process elements of prototypeand test. Consequently, students have to manage and execute their project and this is done withthe support and advice of their tutors and experts. Students will receive feedback from the tutorsfrom time to time. At the end of the project, students are required to present and exhibit theirproject as part of their assessment to be assessed by tutors and experts in design thinking.MLO 3Assessment Task/ActivitiesDemonstrate resilience andadaptability in handlingdisruptions and opportunitiesthrough reflective writing(TGC5.3)Individual Assignment: Individual Reflective WritingStudents are required to individually write their reflectionhighlighting their personal competencies in their collaborativegroups throughout the project starting from the planning 4 phase, managing phase and execution phase of theprojects/activities. Students will need to reflect on how theyhave handled disruptions and opportunities during theexecution of the project while maintaining focus and priority ofthe project within a team and foster a stable and harmoniousrelationship for productive teamwork.Teaching and Learning Activities:MLO3 is achieved by students demonstrating resilience and adaptability in building positive andcooperative relationships in managing change and conflicts to fulfil the goal set. The tutorprovides materials such as videos and articles to guide students on the process and theimportance of reflective writing. Students will write their journey in creating their work/productto the assessors and other stakeholders using Gibbs Reflective Cycle approach. Details of each assessment task:Assessment Task 1: Group Project ProposalIn groups, submit a project proposal on a specific social innovation project that can add value to acommunity. Students are to identify and analyse potential social innovation projects with their tutorsand experts.Proposal must contains:1. Empathy2. Define3. IdeateFor details, refer Project Management Document providedStudents will write the full proposal using the template provided which will include thedesign thinking element of emphatize, define and ideate and strategic collaborators ifapplicable. The submission of proposal will be done in Week 6. Students have to presentthe proposal using Powerpoint in 20 minutes per group.Assessment Task 2: Group Project Presentation and ExhibitionIn their respective groups, students must produce a mock up/prototype or poster basedon the project. As part of their final assessment, students will showcase their work whichhas innovations and inventions that can bring change to the society.In this assessment task, student will:1. Demonstrate Prototype Design Thinking Process by how they build theirposter/mockup/prototype and Test Design Thinking Process by analysing their findings andresults of success and failure2. Participate in Virtual Exhibition with 3-5 minutes pitching videoAssessment Task 3: Reflective WritingStudents describe and reflect on their personal competencies, supported by evidence of theirdevelopment throughout the module. Students will need to reflect on the ability to be self-aware andto self-regulate emotions through skilful management of their personal goals, intentions, responses5and behaviour. Students are required to write their reflections highlighting their personalcompetencies in their collaborative groups using Gibbs Reflective Cycle approach. This will beundertaken throughout the project starting from the planning phase, managing phase and executionphase of the projects/activities. Students should reflect on handling disruptions and opportunitiesduring the execution of the project while maintaining focus and priority of the project within a teamand foster a stable and harmonious relationship for a productive teamwork.6Rubrics for Each Assessment Task:Assessment Task 1: Group Project Proposal (30%) Assessment CriteriaWeightageOutstanding (13-15)Mastering (9-12)Developing (5-8)Beginning (1-4)Demonstrate growth andentreprenuerial mindset7.115Consistently demonstrate theself as an innovative ‘agent ofchange’ in the complex anddynamic environments and/orcontemporary real-world settingsOccasionally demonstrate theself as an innovative ‘agent ofchange’ in the complex anddynamic environments and/orcontemporary real-worldsettingsHeightened awareness of theself as an innovative ‘agent ofchange’ in the complex anddynamic environments and/orcontemporary real-worldsettingsMinimal awareness of the selfas an innovative ‘agent ofchange’ in the complex anddynamic environments and/orcontemporary real-worldsettingsIdentify opportunity thatdelivers value7.215Consistently address the open,complex and networkedproblems, challenges andidentify opportunities in today’sworld that creates and capturesvalue (students to scope andrealise ideas that can createsocial, cultural and/or economicvalueAddress the open, complexand networked problems,challenges and identifyopportunities in today’s worldthat creates and capturesvalue (students to scope andrealise ideas that can createsocial, cultural and/oreconomic value)Identify problems, challengesand identify opportunities intoday’s world that createsand captures value (studentsto scope and realise ideasthat can create social, culturaland/or economic value)Identify problems, challengesand identify opportunities intoday’s world that deliversvalue Assessment Task 2: Project Presentation & Exhibition (30%) Assessment CriteriaWeightageOutstanding (9-10)Mastering (7-8)Developing (5-6)Beginning (1-4)Manage resource and potentialrisks7.310Effectively channel and manageresources and potential risks todrive solutions in the complexand dynamic environmentsand/or contemporary real-worldsettingsChannel and manage resourcesand potential risks to drivesolutions in the complex anddynamic environments and/orcontemporary real-worldsettingsDescribe and explain conceptsof resource and riskmanagement to drive solutionin the complex and dynamicenvironments and/orcontemporary real-worldsettingsHave awareness of concepts ofresource and risk managementto drive solutions in thecomplex and dynamicenvironments and/orcontemporary real-worldsettingsAssessment CriteriaWeightageOutstanding (9-10)Mastering (7-8)Developing (5-6)Beginning (1-4)Execute solution to deliver value7.410Discover and realize ideas andsolutions that creates andcaptures value (students toDiscover and realize ideas andsolutions that somewhatcreates and captures valuePropose ideas and solutionsthat attempts to create andcapture value (students toIdentify ideas and solutionsthat creates and captures value(students to scope and realise 7 scope and realise ideas that cancreate social, cultural and/oreconomic value) in a novelway(students to scope and realiseideas that can create social,cultural and/or economicvalue) in a novel wayscope and realise ideas that cancreate social, cultural and/oreconomic value) in a novelwayideas that can create social,cultural and/or economicvalue) in a novel wayAssessment CriteriaWeightageOutstanding (9-10)Mastering (7-8)Developing (5-6)Beginning (1-4)Analyse success and failure7.510Analyse successes and failuresin entrepreneurialism andinnovationOccasionally analyse successesand failures inentrepreneurialism andinnovationIdentify and explain successesand failures inentrepreneurialism andinnovationHave awareness of the notionsof successes and failures inentrepreneurialism andinnovation Assessment Task 3: Individual Reflective Writing (40%) Assessment CriteriaWeightageOutstanding (32-40)Mastering (22-30)Developing (12-20)Beginning (0-11)Ability to assess and regulate one’semotion and persevere inovercoming obstacles and setbacksby displaying adaptability andflexibility to change5.340Display consistent resilienceand adaptability in facing andhandling challenges andchanges, to display enhancedemotional literacy whilemaintaining focus and priorityof the project within a teamand foster a stable andharmonious relationship forproductive teamwork.Display frequent resilience andadaptability in facing andhandling challenges andchanges, to display positiveemotional literacy whilemaintaining focus and priorityof the project within a teamand foster a stable andharmonious relationship forproductive teamwork.Display resilience andadaptability in facing andhandling challenges andchanges, to display somepositive emotional literacywhile maintaining focus andpriority of the project within ateam and foster a stable andharmonious relationship forproductive teamwork.Showcase little resilience andadaptability in facing andhandling challenges andchanges, display basicemotional literacy, and unableto maintain focus and priorityof the project within a teamand foster a stable andharmonious relationship forproductive teamwork. 8STUDENT LEARNING TIMEStudent Learning Time (SLT) per topic/week of the content outline (SLT mapping against MLO, Teaching & Learning Activities [Guided Learning F2F(L,T,P,O), NF2F & Independent Student Learning Time]: Date/WeekGuided Learning:Face-to-FaceLecture, TutorialPractical, OtherGuided Learning:Non Face-to-FaceOnline LearningIndependentStudentLearningTimeAssessmentTasks(Face-to-Face)AssessmentTasks(Online)AssessmentTasks(IndependentStudentLearning Time)StudentLearningTime(SLT)HoursHoursHoursHoursHoursHoursHoursWeek 14 (Lecture)151. Introduction to concepts ofsocial innovation and the roleof individual, community,Institutions as drivers ofsocietal change and innovation2. Outline of assessments,rubrics & project requirements.3. Overview of all thematicissues (SDG)4.Introduce all tutors and theirchosen thematic issues5. Introduction to designthinking1. Watchvideos onEntrepreneurialism &InnovationWeek 22 (Tutorial)351. Form groups that consistsof different discipline(Mixof Engineering, Finance,Medical etc.)1.Watchvideos onDesignThinking 9 2. To identify issues andstakeholders related to thechosen theme3. To understand aboutEmpathy and Define– learnhow to practice empathyamong themselvesWeek 32 (Practical)3161. Site Visit – Students andTutors1.Watchvideos:Empathize &Define(DesignThinkingProcess 1 , 2& 3)ReflectiveWritingWeek 42 (tutorial)3161.Session 1 – Design ThinkingProcess 1(Empathy),2(Define)&3 (Ideate)2. Formative feedback for thepreparation of Proposal1. EditingProjectProposalReflectiveWritingWeek 52 (tutorial)3161. Session 2 (continue fromsession 1) – Design ThinkingProcess 1(Empathy),2(Define)&3 (Ideate)2. Preparation of Proposal1.EditingProjectProposalReflectiveWritingWeek 61 (tutorial)326 10 1. Submission & Presentation ofProposal1. Editing andFinalizingProjectProposalPresentation ofProposalWeek 72 (practical)3161. Mockup/Prototype and Test(Design Thinking Process 4 & 5)1. Watchvideos:Mockup/Prototype & Test(DesignThinkingProcess 4 &5)ReflectiveWritingWeek 82 (Practical)3161. Implementation of Project1.Experimental TestReflectiveWritingWeek 92 (Practical)3161. Implementation of Project1.Experimental testReflectiveWritingWeek 102(Practical)3161.Implementation of Project1.Experimental testReflectiveWritingWeek 112(Practical)3161.Implementation of Project1.Experimental testReflectiveWritingWeek 122( Practical3161. Implementation of Project1.Experimental testReflectiveWriting 11 Week 132(Practical)2261. Preparation of exhibition andpresentationPrepare forexhibitionandpresentationProjectPresentation &ExhibitionWeek 1422ReflectiveWriting(submission)TOTAL27 (1 L + 4 T + 8P)039301180 Hours 12REFERENCES:Main References supporting the module:1. Robert Curedale (2019) Design Thinking Process & Methods. 5th Ed. Design Community CollegeInc.2. Cress, C.M, Collier, P.J. & Reitenaeur, V.L. (2013). Learning Through Serving: A Student Guidebookfor Service-Learning and Civic Engagement Across Academic Disciplines and CulturalCommunities.Sterling: Stylus Publishing LLCOTHER:Other additional information:1.Baldwin,Mark. & Gould,Nick. (2016). Social Work, Critical Reflection and the LearningOrganization.Routledge NY2.Jacoby,B.(2015). Service Learning Essentials: Questions, Answers, and Lessons Learned.Jossey-BassSpecial requirements to deliver the module: Nil