Product and Process Evaluation of Huxley 3D Printer

Product and Process Evaluation of Huxley 3D Printer Product development for quality Ademola Adewoye Quality engineering, product and process evaluation Huxley 3D Printer Quality Gurus’; coursework Abstrat This article refers to a coursework of product development for quality to which answers are provided for questions as related to product development for quality coursework1. This report is dived into two: part A consists of question and answers for Huxley 3D printer and part B comprising quality gurus’ analyses. Aims To extend the masters’ student’s ability to apply design methodology and assessment techniques associated with quality engineering in broad context of managing the engineering and design process. Objectives The core objectives employed include the following. Teaming to assemble 3D Huxley printer Understanding and evaluating the design defect with comparative analyses Understanding quality, quality development, and quality design fundamentals. exploring the quality gurus philosophers Learning about quality operation and management Scope of the study This article is limited to answers to product development for quality coursework and evaluation of quality gurus; titled quality engineering, product and process evaluation. Significant of the study In context of technical skills, I had learnt new technical skills e.g. assemblage of disassemble machine as one worked upon; the 3D Huxley printer. I also worked with external experienced students in modelling and printing of different parts. The experience and knowledge gained is never quantified hence this study is significant to helping students developing a practical technical skills. Chapter one Part A 1.0 brief introduction A Huxley 3D printer is a robust three dimensional rapid prototyping machine developed by Erik Debruijn and other and named after a biologist Thomas henry Huxley. It is a mechatronic machine consisting of mechanical components such as timing belt, nuts, bolts, bearings, extruder, x, y and z axis frames and electrical component such as electric motor, microprocessor, and converter. This machine is controlled by a firmware and a host software configured to convert a 3D design from any CAD related software into a physical design called rapid prototype printing. This 3D printer are flexible, fast, trendy and easy to use. Chapter two 2.0 Assemble the Huxley 3D printer using the supplier online instruction and once complete demonstrate the machine as a working systems. 2.0 Answer The 3D Huxley printed was assembled by my group and was functionally demonstrated. 3.0 Compare the following aspect of your completed machine with one completed another machine built by your peer groups. Report on what do you observe to be the factors affecting the following; Individual component quality System consistency when compared to other completed ‘Huxley 3D printers’ Ambiguity and opportunity for error in the instruction set 3.0 Answer The following observations were made in comparison with other peer groups in terms of quality. Coupling or assemblage accuracy and orientation are factors that affects the output of the printout in terms of quality as was observed during testing of peer A and peer B machine. One peer machine produce better surface finish than the other observed to be as a result of poor orientation of vertical and horizontal frame parts. The plastic frames were also observed not properly fillet with no allowance which bars performance and quality of printing. Electronic components such as the electric motor positioning was observed not labelled and diagrammatized. Generally, the individual components of the ‘Huxley 3D printer’ was affected by lack of surface finish and inaccurate labelling. The following observations were made in comparison with other peer in term of system consistency All the electric component e.g. electric motor provided the was observed consistent in both peers Major mechanical components such as bearings, x-y-z rods, axis-belt drive, pulley and shaft, provided by supplier was observed consistent. All major frame components Generally, the factors which affects systems consistency are labelling and specifications. Mechanical components parts such as nut were not threaded with precision; Part was observed to be excess. The following was observed a major factors responsible for systems ambiguity and opportunity for error in comparison with other peers. Too many component parts Part dimensional inaccuracy Poor labelling Too many axes Poor surface finish of parts. 4.0 Based on your observations suggest how the quality of the system as well the user experience could be improved. 4.0 Answers Based on my experience gained and observations made during the course of the study I suggest the following for system quality improvement. parts should be simplified to improve design optimisation Nozzle could be modified to lower dimension of 0.3mm or less for high quality surface finish Increase the number of extruder to differentiate support materials from printing material when printing or prototyping complex design. Improve the slice setting Increase speed Accurate parts labelling for easy and better assemblage. Frame rigidity could be supported by other methods of joining e.g. riveting to provide frame structure a solid rigidity. Post treatment (rework) of Huxley 3D printer parts could help to ensuring part are produced to standards e.g. uniform dimensions of frame rods, bolt and nuts. Thermoplastic mini-spool (printing material holder) should be inclusive in design parts to store sufficient amount of filament when the machine in operation. The x-carriage mounted fan should be designed in two parts for effective and speedy cooling of printing parts. An additional nuttraps in substitute of self-tapping screw with metal screw should be used for the carriage for better quality finish. In regards to user experience the expressions below are suggested; More practical sessions should be allocated to students offering this module to facilitate their real know-how technical skills of the subject matter. The assembly of the machine should be individual with group analyses, suggestion and assessment to ensure an independent knowledge transfer. Exhibition, seminar should be held and best student compensated to motivate students to go extra-ordinary. Part B Discus your personal experience for this project making specific reference to ethos captured by the terms; ‘zero defect’ as used by Philip Crosby ‘Fitness for purpose’ as used by Joe Juran ‘constant improvement’ as advocated by Bill Conway Answer The quality guru Philip Cosby defines quality with his four principles of quality management as follows; ‘quality is conformance to requirements, ‘defect prevention is preferable to quality inspection’, ‘quality is measured in monetary terms’ and ‘Zero Defect (ZD) as quality standard’ as main focus as concerned this article. The need of technological advancement and commercialization of 3D printing for all is observed a genuine requirement for 3D development but substandard finished parts, poor labelling and other defects observed during the machine assembly in the course of the practical study was as a results of a ‘no zero defect’. This factor of no zero defect with the Huxley 3D printer can be blamed on management. Perhaps, its worker are not motivated and recognised accordingly toward a personal interest in their job and or lacks production procedures where for every final parts produced requires an inspection to ensuring quality. The lack of ‘no zero defect’ was clearly observed in the bolts and nuts, frame rod, and thermoplastics frame parts. furthermore, since Huxley produces large volume of components part (mass production) they should adopt the principle of ‘zero defect’ primarily focusing on preventive methodology; zero defect’ of its worker towards a constant, cautious, and right attitude of work within its organization to ensuring quality at every level of production. This methodology if adopted will impact great benefits to the company’s general growth, brand recognition and improved their profit maximisation. The American-Romanian quality guru; Joseph Moses an advocator of quality and total quality management defines quality in term of fitness for purpose as ‘evaluation of how well a product perfumes’ for its intended use’. Since the primary function of the Huxley 3D printer is to print 3D designs preconceived from any computer aided design software (CAD) and as observed during the course of the study, it perform this function to satisfactory printing various component parts; simple and complex it can then be established that the fitness for purpose postulated by Joseph Moses is satisfied hence Huxley would need to fine-tune and improve on its current standards for quality with fitness of purpose because â€Å"without standard there is no logical basis for making a decision in taking actions† (Philip 2008) to provide its teaming customers with not just a 3D printing machine but one that can stand global competitive market in quality and functions. Although, it is assumed that Huxley already adopt this methodology in its production and quality management structures but it would do the company more benefit fine-tuning to achieving a more global qualitative product. William Bill Conway advocates for continuous improvement in product development for quality; a concept that put the American ford company into world breaking record in operational effectiveness. Huxley 3D printer was made an open source on the internet to serves as empowering tool for product improvement, the need to train and retrain its staff is another way a strategy to continuous improvement of product for quality. A company growth depends on the ability of its management strengths for a consistent improvement which further translate to efficiency and effectiveness in operations. It is conceived that Huxley Company applied this methodology via internet open source with continuous research as well. In this way, a substantial improvement on the component parts of the worked on Huxley 3D printer has been updated and new model are produced. With maintaining this methodology and exploring other related method constants product improvement can be sustained with enormous benefits. References Roberts, T. (2014): product development for quality EEB_7_877 [lecture note] quality gurus, Huxley 3D printer, LR-313, London South Bank University, 25th March, 2014. Available from http//:www.blackboard.ac.uk Wikipedia article (2014) online [accessed 28th 04, 2014] available from: http:// www.reprapro.com Google image (2014) online [accessed 30th, 2014] available from: http//www.google.com/image google article (2014) online [accessed 4th, 2014] available from: http//www.google.com

Comparing the Film Black Orpheus and the Original Greek Myth Essay

Comparing the Film Black Orpheus and the Original Greek Myth The story of Orpheus and Eurydice is one that has been retold countless times over the years. It started as a Greek myth, later being made into a movie titled Black Orpheus. After reading the myth and watching the movie, it is easy to see that there are far more differences in the two works than similarities. These differences are not only in the way the story is told, but also in the organization of the events that take place and in the description of the characters. The main differences in these two versions of the myth are the role of the characters, the main plot scheme, and the journey into the underworld. The characters in the movie, Black Orpheus, are significantly altered from the Greek myth. In the myth, Orpheus and Eurydice are together from the beginning and are completely in love. Everyone is happy for their love and the only thing that stands in their way is death. In the movie, however, this is notably changed. Orpheus begins as a streetcar conductor that was engaged to Mira, giving the idea that Orpheus was in love with another woman. We quickly see that this is not the case as Orpheus is always very curt and rude with his fiancà ©e. They are slated to get married, but there is an eerie feeling in the air that something is about to go wrong. The main difference with these characters is that in the movie, Orpheus cheats on his fiancà ©e. We soon see that Eurydice is the wildcard when it comes to Orpheus. It does not matter whether or not he is with another woman, she will do what it takes to win Orpheus’s love. This is where one of the main differences occurs. Contrary to the myth, Orpheus cheats on his fiancà ©e and gives his love and affection to Eurydic... ... Orpheus thinks that a trick is being played on him and turns around, causing Eurydice to be lost forever. This leads the viewer to believe that Orpheus was not really in the underworld and that this was just a fake journey into a nonexistent underworld. It seems quite odd that anyone can walk down a spiral staircase and be placed at the gates of Hades. This is the main reason the journey into the underworld appears to be a false one. Overall, the two versions of the story convey the same message, but in very different ways. From the differences in the characters to the plot variances, we can see that the similar messages can be portrayed in a variety of ways. The story of Orpheus and Eurydice is an ancient one that will forever be retold and altered. A prime example of this was shown in the differences between the original myth and that movie of Black Orpheus.

Business Policy

UNIVERSITY COLLEGE DUBLIN NATIONAL UNIVERSITY OF IRELAND, DUBLIN MASTER OF SCIENCE (SINGAPORE) Business Policy BMGT 4025S STUDY GUIDE MSc14/15 FT / Singapore Copyright October 2012 1 Author: Dr Yousef Eiadat and Dr Richard Tan (2012) This manual was prepared for University College Dublin as a comprehensive support for students completing the above mentioned Degree programme.  © This publication may not be reproduced, in whole or in part without permission in from University College Dublin. Module Co-ordinator: Dr Yousef Eiadat & Dr Richard Tan Contact details Mobile: TBA Office: TBA Email: [email  protected] om. sg 2 TABLE OF CONTENTS PAGE Welcome message 1. INTRODUCTION a. Background details b. Module aims 2. MODULE OUTLINE a. Module learning outcomes b. Themes and topics c. Learning supports 3. MODULE DELIVERY SCHEDULE a. Session arrangements b. Student engagement c. Office hours arrangements 4. ASSESSMENT DETAILS a. Assignments b. Module assessment components i. Pre module ass ignment ii. Group project iii. Examination 5. GRADING a. University grading policy b. Grade descriptors for assessment components 6. CONCLUDING COMMENTS APPENDICES 5 6 10 12 16 19 21 3Welcome message Welcome to this unit on Business Policy. Dr Yousef Eiadat will be joining me in teaching this course. In this unit we aim to build skills in Strategic planning – the analysis behind strategic decisions, the crafting of strategies and the implementation of them to ensure organisational success. Strategy involves managing the interface between an organization and its external environment. To this end, the first three topics develop skills in strategic analysis, leading to consideration of the positioning of an organisation in its strategic environment.These cover internal and external analysis, and the options in setting strategic direction. This analysis is critical to successful strategy because success depends upon finding the right fit between the strengths and weaknesses of th e internal workings of the organisation and the opportunities and threats in the external environment. We will spend time ensuring that you can apply the main tools and techniques to the real world situation outlined cases. Should you require clarification on any matter pertaining to the module, please do not hesitate to contact me.Dr Yousef Eiadat Dr. Richard Tan Module coordinator, BMGT4008S 4 PART 1: INTRODUCTION This Study Guide is designed to provide you with details of the module (Business Policy, BMGT4025S), the learning outcomes, delivery and assessment arrangements. The Study Guide consists of 6 parts Part 1 gives background details to the subject area are provided and the broad aims of the module are set out. Part 2 consists of the module outline. In this part the (a) module learning outcomes, (b) the themes and topics to be explored are explained along with the (c) learning supports to be used.Part 3 gives details of the module delivery arrangements. It sets out the sessi on arrangements and the expectations in relation to your prior preparation and student engagement. Part 4 provides details of the assessment techniques used in this module explaining the assessment components, their rationale. Part 5 explains the UCD grading policy and grade descriptors drawing on the university document are given for each assessment component (i) Pre-module assignment, (ii) Main Assignment and (iii) Examination (closed book). Part 6 presents the concluding comments. a.Background to the Topic Strategic management is predominantly focused on creating effectiveness – it is concerned with the long-term compatibility between an organisation and its relevant external environment. Good strategies also create organizational flexibility. Managing the interface between the external environment and the organisation requires it to become flexible enough to respond to environmental changes. Strategic mistakes come from misinterpreting environmental trends or not reacting rapidly enough to changed industry conditions. The knowledge has a dramatic impact on a firm’s success. b.Module Aims The aim of this module is to provide students with an overview of the theory and practice of strategic management. The module is designed to deepen your awareness and 5 understanding of the factors that contribute to effective management of enterprises – large and small. The theory underpinning the firm and MNE is assessed and students are encouraged to develop an ability to critically evaluate its applicability in today's world. Among the topics covered on this course include: Theory and practice of business management. Theoretical developments are also evaluated for their relevance for the international manager.Key management issues and techniques related to business competitiveness. This includes varies variables that influence a firm’s competitiveness, role of culture, sourcing, doing business in specific regions in Pacific Rim etc. The modu le draws on the student’s prior learning and work experience, and combines insights from IB, Human Resource Management and other areas. The assessments have been designed with this in mind as detailed later in the study guide. PART 2: MODULE OUTLINE Module Title: Business Policy Module Code: BMGT 4025S No. of ECTS: 10 ECTS Learning Outcomes I.Undertake environment scanning processes and critically assess the impact on the organisation and their strategy. II. Identify and critically assess the significance of cultural issues on business and to critical evaluate the appropriate strategies to gain maximum competitive advantage. III. Critically assess the theoretical underpinnings of principal concepts, frameworks, and techniques of strategic management and describe the variety of factors that influence a firm's success. IV. Explain the strategic options available to firms in growth strategies and analyse the forces that affecting this decision.V. Identify emerging issues in mana gement. On completing the Business Policy module, students will be expected to be able to: i. Assess the potential of different strategies in the context of different cultures, risks and uncertainties. 6 ii. iii. iv. Expand on the complexities of Business. Identify business issues confronting companies planning to expand internationally. Illustrate how companies compete in markets. Module Text: Jones, G. R. , Hill, C. W. L. (2011), â€Å"Theory of Strategic Management with Cases†, International Edition, 10th Edn. Cengage.Learning Materials For this module, please read the assigned chapters in the prescribed text and the additional readings assigned (see list below). I. Hanson, D. , Dowling, P. , Hitt, M. , Ireland, D. , and Hoskisson R. , (2011), â€Å"The Management of Strategy Concepts†, 9th edn, Thomson Learning. II. Brooks, J. Weatherston and G. Wilkinson, (2011), The International Business Environment: Challenges and Changes, 2e Other useful sources: I. Academy of Management Journal II. Strategic Management Journal III. Journal of Marketing IV. European Journal of Marketing V. The Wall Street Journal VI.The Financial Times Students completing the International Business module are expected to participate in session discussions and learning activities and be familiar with recent developments in the business world. To facilitate this, the following source material is useful 1. The Economist 2. The South China Morning Post 3. The Straits Times 4. The Financial Times 5. Business Week 7 6. Fortune PART 3: MODULE DELIVERY SCHEDULE The module delivery relies on students’ ability to engage in prior preparation, to seek confirmation and clarification as appropriate and to be actively engaged during the sessions.Session Arrangements Each student is expected to attend and be prepared for all sessions. Table 1 below outlines the structure for the sessions. Table 1: Module Delivery Schedule – themes, readings, cases No. Theme /Topic title Te xt chapters articles/ Readings* Case / exercise TBA in lecture 1 1 Strategic Leadership: Managing the Strategy-Making Process for Competitive Advantage. Chap. 1 Dr Yousef Eiadat 2 External Analysis: The Identification of Opportunities and Threats. Chap. 2 Dr Yousef Eiadat 3 Internal Analysis: Distinctive Competencies, Competitive Advantage, and Profitability.Chap. 3 Dr Yousef Eiadat 4 Building Competitive Advantage Through Functional-Level Strategy. Chap. 4 Dr Yousef Eiadat 5 Building Competitive Advantage Through Business-Level Strategy. Chap. 5 Dr Yousef Eiadat 6 Business-Level Strategy and the Industry Environment. Chap. 6 Dr Yousef Eiadat 8 7 Strategy and Technology. Chap. 7 Dr Richard Tan 8 Strategy in the Global Environment. Chap. 8 Dr Richard Tan 9 Corporate-Level Strategy: Horizontal Integration, Vertical Integration, and Strategic Outsourcing. Chap. 9 Dr Richard Tan 10 Case Presentation/discussionTBA Dr Richard Tan 11 Corporate-Level Strategy: Formulating and Implementing R elated and Unrelated Diversification. Chap. 10 Dr Richard Tan 12 Corporate Performance, Governance, and Business Ethics. Chap. 11 Dr Richard Tan 13 Implementing Strategy in Companies that Compete in a Single Industry. Chap. 12 Dr Richard Tan 14 Implementing Strategy in Companies that Compete Across Industries and Countries. Chap. 13 Dr Richard Tan 15 Exam revision Dr Richard Tan 16 * Some chapters in the text are assigned for more than one theme. 9Preparation Required in Advance of Sessions / Seminars In addition to the pre-course assignment, you are expected to have read the following topics in advance of meeting the module coordinator / course lecturer at the seminars. Student Engagement During the sessions, students are expected to be able to discuss issues arising from the assigned chapters and readings for the topics as scheduled above. Session participation is a vital element in the design of this module. Therefore, all students are expected to engage in class discussion and d ebate in order to facilitate the formation of their critical judgements.To support your learning, Power-Point slides will be available which (on certain occasions) may need to be upgraded / modified during or following the sessions depending on the issues raised. Office Hours We will be available before and after each class session, should you wish to meet us individually to discuss any aspect of this module. PART 4: ASSESSMENT DETAILS Assessment is undertaken to establish the extent of student learning on completing a module and according to Biggs and Tang1 (2009) it is the senior partner of teaching and learning.This module has three assessment components with specific weightings and marks awarded totalling 1002. The purpose of each assessment is as follows: †¢ Assessment 1 (the Pre-Course Assignment) aims to introduce and appraise International marketing in the world setting. It is also designed to focus your learning in preparation for the face to face sessions. †¢ Ass essment 2 (Assignment) is designed to critically appraise issues in Business policy, International strategy and formulate strategies. Biggs, J. and Tang, C. 2009, Teaching for Quality Learning at University, Maidenhead: Open University/McGraw Hill. As the Overseas Programme modules are worth 10 ECTS they should be graded out of 200 marks. 1 10 †¢ Assessment 3 (Examination) is the formal examination, which aims to get insights on your understanding of issues (theory and practice) addressed in the module. Students are expected to complete all assignments ensuring that they are submitted by the specified date. All submissions must be typed, be well laid out, written in an academic style with appropriate headings (introduction, main part and concluding comments) and sections.Please ensure that all submissions are entirely your own work – for UCD’s policy on plagiarism click on the link below (please see Appendix 2 for further information on Plagiarism and the policy o n the Late Submission of Coursework): http://www. ucd. ie/registry/academicsecretariat/plag_pol_proc. pdf The weighting assigned for each component is shown in Table 2a below. (* I = Individual; G = Group) Table 2a – Assessment Components Assessment components 1. Pre-module Assignment 2. Assignment 3. Examination Weighting 10% 40% 50% I / G* I I I Table 2b – Assessment datelines Assignment Deadlines Pre Course Assignment (PCA) Main Assignment (MA)Date Assignment Due 29 Oct 2012 30 Nov 2012 11 Module Assessment Components In the following pages, further details of each assessment component are presented along with expectations in relation to prior preparation and completion. 1. Pre-Module Assignment Assignment: Case analysis This assignment is a case analysis. Students are to answer the following case questions. Case 1: Wynn Resorts (Print) Q1: What are Wynn Resorts’ distinctive resources and competencies? Q2: What is the industry structure in which in which Wynn Resorts operates? Case 2: APPLE in 2008 (Print) Q1: Historically, what were Apple’s major competitive advantages?Q2: Using Porter’s five forces model how has the structure of the personal computer industry changed over the last 20 years? Assignments Guidelines: This is an individual assignment. The aims is to introduce and appraise International business in the world setting This is an essay discussion paper. As an essay, your work must not contain any headings (other than the question itself), graphs or illustrations. The report should have a cover and its main discussion shall not exceed six (6) pages. The cover page shall contain the student’s number and full name, and the title of this course.The report shall be in plain white paper and stapled on the top lefthand corner, no file is required. Font – Times New Roman or Ariel 12 pts and line spacing is 1. 5. A good quality work will requires: o o o o o Evidence of wide & relevant (and correctly referen ced) reading and research; Presentation of a balanced and well considered argument; Originality; Knowledge and understanding of key concepts; Analysis and level of argument, Good use of appropriate frameworks, theory or models; Good understanding of the advantages and disadvantages of models used; 2 o o A logical conclusion fitting the arguments presented and, Demonstration of a clear and concise writing style. Please see page 18 for assessment and grading standards. Students should familiarize themselves with the University’s policy on the late submission of coursework. This Pre Course Assignment (PCA) must be submitted in hard copy. See the PCA deadline in table 2B above. Please read the Grade Descriptors in the PCA Grade Descriptor table. 2.Main Assignment: Case analysis Assignment: Case analysis This assignment is a case analysis. Students are to answer the following case questions. Case 16 – Alarm Ringing: Nokia in 2010 (in textbook). 1. Describe Nokia’s vi sion and mission for its organization and how was it implemented? What suggestions can you provide (if any) that would or would have strategically positioned them in a competitive market? 2. Using the competitive forces model, what alarms should Nokia have identified in their strategic pursuits? 3.In Nokia’s current situation, what strategy and techniques do you suggest to better position them for future growth? 4. What should Nokia have done to compete technologically? 5. What generic business level strategy should Nokia pursues today? What actions the company have to take at the functional level to support this strategy? 6. Nokia when into a strategic alliance with Microsoft, explain what possible competitive advantages could Nokia gain from this relationship. What is Nokia’s new competitive positioning. 13Assignments Guidelines: This is an individual assignment. The aim is to critically appraise issues in Business and corporate level strategies formulation for the f irm. The report should have a cover, content and its main discussion shall not exceed twenty (20) pages. The cover page shall contain the student’s number and full name, and the title of this course. The report shall be in plain white paper and stapled on the top left-hand corner, no file is required. Font – Times New Roman or Ariel 12 pts and line spacing is 1. 5.A good quality work will requires: o o o o o o o Evidence of wide & relevant (and correctly referenced) reading and research; Presentation of a balanced and well considered argument; Originality; Knowledge and understanding of key concepts; Analysis and level of argument, Good use of appropriate frameworks, theory or models; Good understanding of the advantages and disadvantages of models used; A logical conclusion fitting the arguments presented and, Demonstration of a clear and concise writing style. Please see page 18 for assessment and grading standards.Students should familiarize themselves with the Univ ersity’s policy on the late submission of coursework. This Main Assignment must be submitted to your Programme Manager in hard copy. See the deadline in table 2B. Please read the Grade Descriptors in the Main Assignment Grade Descriptor table. 14 4. Examination: 5. The examination (3 hours) will focus on module themes and the material covered in the text, cases, assigned readings, videos and class discussions. For this, students are expected to demonstrate their understanding of theory and practice addressed throughout the module.The examination question format will be designed to allow you show your understanding of the topics discussed and also reveal your learning (new and prior). More specific guidelines regarding the examination paper format and questions will be provided during the final session. 6. Students will have the opportunity to ask questions about its design and style and be advised the type of answers expected. 7. A recent past examination paper is included in Appendix 3 of this Study Guide, please be prepared for slightly different style of question PART 5: GRADINGThis section of the Study Guide provides students with details of the UCD grading system and also explains criterion referenced grading (UCD Policy). Under criterion referenced grading, students are graded on the quality of their work without reference to other students (norm referenced). For instance, the submission that meets the required guidelines in terms of writing style, analysis, description and / or summary will be awarded according to the standards set out. All students’ work is graded to indicate the standard attained using the criterion referenced approach.Table 3: UCD Grading System Grade A+ A AB+ B BC+ Very good Excellent Description Grade Point 4. 2 4. 0 3. 8 3. 6 3. 4 3. 2 3. 0 15 C CD+ D DE F G Good 2. 8 2. 6 2. 4 Acceptable 2. 2 2. 0 Marginal Fail (unacceptable, no compensation) Fail (Wholly unacceptable; no compensation) 1. 6 1. 0 0. 4 NG Fail (Wholly unacceptable; no relevant attempt) 0. 0 More specific grade descriptors are set out for your assessment components in the following pages. Table 4 below provides descriptors for the Pre-Module Assignment – please read them prior to submitting your work.Table 4: Grade Descriptors – Pre-Module Assignment Grade Criteria Paper is exceptionally well searched. Extremely detailed and accurate with critical evidence A3 from a wide variety of sources that is all properly cited. Strong evidences of wide & relevant originality, knowledge and understanding of key concepts, analysis and level of argument. Exceptionally critical, relevant and consistent connections made between arguments, evidence, subtopics, showing excellent analysis. Presentation of a balanced and well considered argument.Demonstration of a clear and concise writing style. Paper is well researched in detail with accurate & critical evidence from a variety of sources B that is properly cited. Evidences of wide & relevant originality, knowledge and understanding of key concepts, analysis and level of argument. Consistent connections made between While the criteria detailed above refer to A – D grades (inclusive) only, please note that all bands will be used (A+, A and A-; B+, B and B- etc) for grading assignments. 3 16 vidence, subtopics, arguments & thesis / topic showing good analysis Some aspects of paper is researched with some accurate evidence from limited sources with C some citations. Some connections made between evidence, subtopics, arguments & thesis / topic showing analysis. -limited information on topic with lack of research, details or accurate evidence D -limited connections made between evidence, subtopics, counterarguments & thesis / topic -lack of analysis Table 5: Grade Descriptors – Main assignment Grade Criteria Paper is exceptionally well searched.Extremely detailed and accurate with critical evidence A4 from a wide variety of sources that is all properly cited. Strong evidences of wide & relevant originality, knowledge and understanding of key concepts, analysis and level of argument. Exceptionally critical, relevant and consistent connections made between arguments, evidence, subtopics, showing excellent analysis. Presentation of a balanced and well considered argument. Demonstration of a clear and concise writing style. Paper is well researched in detail with accurate & critical evidence from a variety of sourcesB that is properly cited. Evidences of wide & relevant originality, knowledge and understanding of key concepts, analysis and level of argument. Consistent connections made between evidence, subtopics, arguments & thesis / topic showing good analysis Some aspects of paper is researched with some accurate evidence from limited sources with C some citations. Some connections made between evidence, subtopics, arguments & thesis / topic showing analysis. -limited information on topic with lack of research, details or accurate evidence D limited connections made between evidence, subtopics, counterarguments & thesis / topic -lack of analysis While the criteria detailed above refer to A – D grades (inclusive) only, please note that all bands will be used (A+, A and A-; B+, B and B- etc) for grading assignments. 4 17 NB All students are advised to read the UCD Business School Code of Practice for Group work – see Appendix 1. TABLE 6: Grade Descriptors – Formal Closed Book Examination Grade Characteristics Answers are extremely detailed and accurate with critical evidence from a wide variety of sources.Strong evidences of wide & relevant knowledge and understanding of key A concepts, analysis and level of argument. Exceptionally critical, relevant and consistent in addressing the question and made between arguments, evidence, subtopics, showing excellent analysis. Presentation of a balanced and well considered argument. Demonstration of a clear and concise writing style. Answers have goo d detail with accurate & critical evidence from a variety of sources. Evidences of wide & relevant originality, knowledge and understanding of key concepts, B nalysis and level of argument. Consistent in addressing the question and made between arguments, evidence, subtopics, showing good analysis. Demonstration of a clear and concise writing style. C Some aspects of answers have good detail with some accurate evidence from limited sources. Address some aspect of the question and made between arguments, evidence, subtopics, showing good analysis. -limited information on topic with lack of details or accurate evidence. D -limited connections made between evidence, subtopics, counterarguments & thesis / topic. lack of coherent analysis. PART 6: CONCLUDING COMMENTS This Study Guide is designed to assist and guide your learning for this module. It is important that you read it regularly and do so in conjunction with the core text, the assigned readings and session materials. Should you need clarification on issues covered, please let me know during the seminar sessions. I hope you enjoy the module and wish you good luck with the rest of your study and for the future. 18 Name of Module Co-ordinator, Dr. Richard Tan Date: Oct 2012 19 APPENDIX 1:You are advised to read the following important documents before you commence your studies on this module: 1. Guidelines for the Late Submission of Coursework This document provides a detailed outline of the rules and regulations surrounding the presentation, submission and marking of assignments. The guidelines provided must be adhered at all times to avoid an unnecessary loss of marks. Further details on www. ucd. ie/registry/academicsecretariat/late_sub. pdf 2. A Briefing Document for Students on Academic Integrity and Plagiarism.The University understands plagiarism to be the inclusion of another person’s writings or ideas or works, in any formally presented work (including essays, theses, examinations, projects, l aboratory reports, oral, poster or slide presentations) which form part of the assessment requirements for a module or programme of study, without due acknowledgement either wholly or in part of the original source of the material through appropriate citation. Further details please go to www. ucd. ie/registry/academicsecretariat/plag_pol_proc. pdf Plagiarism is a form of academic dishonesty.In any assignment, plagiarism means that you have presented information or ideas belonging to someone else falsely as being your own original thoughts on a subject. All assessments/projects submitted must be the result of your own work. The following statement must be included on the cover page of all assignments submitted: I declare that all materials included in this essay/report/project/dissertation is the end result of my own work and that due acknowledgement have been given in the bibliography and references to ALL sources be they printed, electronic or personal. Signed: Student name/s, stu dent number Date: 0 APPENDIX 2: Note to Students: Providing a copy of this paper does not signify that future papers will follow the exact same format. SEMESTER I EXAMINATION 210 Academic Year – 2009/10 MASTER OF SCIENCE (Singapore) MSc9/10 Full-Time BMGT 4025S Business Policy Professor John Benson Professor Brian Fynes Dr. Paul McGrath Professor Pat Gibbons* Mr. Richard Tan* Time Allowed: 2 Hours Instructions for Candidates Answer any TWO (2) questions. All questions carry equal marks. 21 Question 1 Write an essay explaining the concept of the Resource-based view in strategic planning and formulation.In your discussion explain and emphasise how resources and capabilities can lead to a competitive advantage. Also illustrate the five-steps describing the linkages between resource identification and strategic decisions that will lead to above-average returns. Illustrate your answer with reference to the Apple case study or from your group project. Question 2 In September 2001, two leading players in the global computer industry – Hewlett-Packard Company (HP) and Compaq Computer Corporation (Compaq) – announced their merger.HP bought Compaq for US$ 24 billion in stocks and it was the biggest deal in the history of the computer industry. However, the acquisition strategy to achieve strategic advantage and competitiveness did not succeed and the performance of the merged firms suffered. Identify and explain the reasons for HP’s decision to acquire Compaq. In your discussion provide insights as to the likely reasons for the poor performance after the firms merged. Question 3 When Apple launched its iPhone into the mobile phone market, many competitors responded and attacked. Describe and discuss why Apple was attacked by competitors.In your discussion you should consider and explain the concept of market commonality and resource similarity that increases the likelihood of an attack. Also offer insights into Apple’s competitor aware ness, motivation and ability that increases the likelihood of strategic action against others. Question 4 Strategic alliance is a primary type of cooperative strategy. This is an alternative strategy a firm could use to grow, develop value-creating competitive advantages, and create differences between them and competitors. Write an essay and explain in detail the 3 main types of strategic alliances.In addition, offer insights into the benefits for a firm entering into an alliance in the slow, fast and standard-cycle markets. Illustrate your discussion with any other examples you feel to be relevant. Question 5 Write an essay that explains in detail the concept of cost leadership strategy as a competitive strategy. In your discussion, explain and provide insights into the cost reduction strategies a company can adopt in order to achieve cost leadership within a strategic group. 22 Illustrate your answer with reference to competitive strategies in the Personal computer industry (Acer , Dell, etc) oOo 23

How Salt Melts Ice and Prevents Water From Freezing

How Salt Melts Ice and Prevents Water From Freezing Salt melts ice essentially because adding salt lowers the freezing point of the water. How does this melt ice? Well, it doesnt, unless there is a little water available with the ice. The good news is you dont need a pool of water to achieve the effect. Ice typically is coated with a thin film of liquid water, which is all it takes. Pure water freezes at 32 °F (0 °C). Water with salt (or any other substance in it) will freeze at some lower temperature. Just how low this temperature will be depends on the de-icing agent. If you put salt on ice in a situation where the temperature will never get up to the new freezing point of the salt-water solution, you wont see any benefit. For example, tossing table salt (sodium chloride) onto ice when its 0 °F wont do anything more than coat the ice with a layer of salt. On the other hand, if you put the same salt on ice at 15 °F, the salt will be able to prevent melting ice from re-freezing. Magnesium chloride works down to 5 °F while calcium chloride works down to -20 °F. Key Takeaways: How Salt Melts Ice Salt melts ice and helps keep water from re-freezing by lowering the freezing point of water. This phenomenon is called freezing point depression.Salt only helps if there is a little bit of liquid water available. The salt has to dissolve into its ions in order to work.Different types of salt are used as de-icing agents. The more particles (ions) formed when a salt dissolves, the more it lowers freezing point. How It Works Salt (NaCl) dissolves into its ions in water, Na and Cl-.  The ions diffuse throughout the water and block the water molecules from getting close enough together and in the right orientation to organize into the solid form (ice). Ice absorbs energy from its surroundings to undergo the phase transition from solid to liquid. This could cause pure water to re-freeze, but the salt in the water prevents it from turning into ice. However, the water gets colder than it was. The temperature can drop below the freezing point of pure water. Adding any impurity to a liquid lowers its freezing point. The nature of the compound does not matter, but the number of particles it breaks into in the liquid is important. The more particles that are produced, the greater the freezing point depression. So, dissolving sugar in water also lowers the freezing point of water. Sugar simply dissolves into single sugar molecules, so its effect on freezing point is less than you would get adding an equal amount of salt, which breaks into two particles. Salts that break into more particles, like magnesium chloride (MgCl2) have an even greater effect on freezing point. Magnesium chloride dissolves into three ions one magnesium cation and two chloride anions. On the flip side, adding a tiny amount of insoluble particulates can actually help water freeze at a higher temperature. While there is a bit of freezing point depression, its localized near the particles. The particles act as nucleation sites that allow for ice formation. This is the premise behind the formation of snowflakes in clouds and how ski resorts make snow when its slightly warming than freezing. Use Salt to Melt Ice - Activities You can demonstrate the effect of freezing point depression yourself, even if you dont have an icy sidewalk handy. One way is to make your own ice cream in a baggie, where adding salt to water produces a mixture so cold it can freeze your treat.If you just want to see an example of how cold ice plus salt can get, mix 33 ounces of salt with 100 ounces of crushed ice or snow. Be careful! The mixture will be about -6 °F (-21 °C), which is cold enough to give you frostbite if you hold it too long.Gain a better understanding of freezing point depression by examining the effect of dissolving different substances in water and noting the temperature required to freeze it. Good examples of substances to compare are table salt (sodium chloride), calcium chloride, and sugar. See if you can dissolve equal masses of each substance in the water in order to get a fair comparison. Sodium chloride breaks into two ions in water. Calcium chloride forms three ions in water. Sugar dissolves in water, but it doesnt break into any ions. All of these substances will lower the freezing point of water. Take the experiment a step further by exploring boiling point elevation, another colligative property of matter. Adding sugar, salt, or calcium chloride will change the temperature at which water boils. Is the effect measurable?

buy custom Business and Consumer Transaction essay

buy custom Business and Consumer Transaction essay Kompact Scooter Ltd (KS), the leading designers and manufacturers of electric scooters with the rechargeable batteries, plans to counter competition by completely blocking any possible entry of its competitors into the common market that is has already permeated in both United Kingdom and France. Its proposed terms to the intermediary sales companies (FR and SP) as contained in its five year agreements with the two companies grossly contravenes Article 101 of the Treaty of the Function European Union (TFEU) in a number of ways. Article 101 TFEU prohibits any agreement between two or more undertakings as well coordinated practices that might bear a direct economic impact between the member states and in turn restricts healthy competition within the segments of the common market. KS demonstrates a number of such prohibitions in its agreements with the distributor companies, FR and SP. It singlehandedly fixes the retail and purchase prices of its products and other terms of trade without involving the FR and SP. In their decisions and agreement involving the undertakings, the manufacturer imposes sort of monopoly by secluding its distributors from establishing any form of connections or dealings with other suppliers and consumers of the same product (electric scooter) outside their authorized area of operations. As such, the restrictions KS impose on its undertakings by the use of a faulty trade agreement hinder competition. In this case, Regulation 330/2010 can only apply if the agreement made between the undertakings, decision made by associations of undertakings, or concerted practice directly contribute towards enhancing production or circulation of the scooter within the common market or ensure consumer and regional economic benefit without necessarily eliminating competition. It is most notable that similar exemptions of the Article 101 (1) TFEU by the Regulation 330/2010 is also evident in Belgium whereby the law of distribution innocuous set of agreements brewers and pubs excluded foreign beers from the Belgian pubs. This only applies when an imminent competition from the outside seems overwhelming to allow the growth of local or regional industries. Buy custom Business and Consumer Transaction essay

Has the American Dream changed Essay Example | Topics and Well Written Essays - 750 words

Has the American Dream changed - Essay Example under the American Dream dogma is that the aforementioned benefits of being an American are available to anyone, regardless of where they hail from, and are distributed according to a person’s motivations and unique talents and abilities (Library of Congress 1). The conception of the American Dream has changed significantly from the 1960s to today, as what constitutes success and happiness, as well as freedom, is now underpinned by new social, professional and economic ambitions which were not dominant needs or ambitions in 1960s society. In the 1960s, the American Dream, as iterated by the venerated Martin Luther King, Jr., were the achievement of social equality and freedom from various types of oppression that were guaranteed in the U.S. Constitution that all men are created equal (Armitage 16). During the 1960s, it was not just African-Americans being oppressed, but many diverse ethnic groups and population subsets (for example homosexuals) that continued to be socially ostracized by other members of majority society. The American Dream, therefore, for those living in the 1960s, was ensuring achievement of true liberty and putting an end to social subjugation for failing to comply with the norms of society which asserted that being different from the majority was an opportunity to dominate and oppress. In today’s America, my personal American Dream is the achievement of wealth through self-governance of lifestyle and profession which underlines the ability to maintain a better quality of life. More wealth, from my perspective, brings opportunities for travelling, living in a top quality home, and procuring products and services that enhance one’s image, both physically and socially. In the 1960s, King saw the American Dream as ending the plight of â€Å"disinherited children of God† who were rising up to bolster the American Dream as related to â€Å"the most sacred values in our Judeo-Christian heritage† (Kloppenberg 147). Further reasserting the 1960s

The Impact of Social Network in Tourism Thesis

The Impact of Social Network in Tourism - Thesis Example A number of studies have tried to find out how social networking are used by travelers as well as travel companies in this tourism market. Travel agencies are also increasingly realizing the need for promoting their services through social networking sites as membership of various social networking sites are increasing significantly day by day. This study aims at examining the impact of social networking site on tourism. Has employed case study method along with a questionnaire survey to find out how social working is affecting the decision making process regarding traveling. The study has found that social networking sites have become more popular among travelers that official websites of travel agencies and travel agencies have also realized this changing trend and hence promoting their activities through these sites as well along with their own official websites. 2.1 Background of the study: In the age of social networking the Travel and Tourism industry is growing rapidly. There are thousands of traveling operators who have their websites through which one can book his tickets, hotels or plan his holiday anywhere in the world at just a mouse click. These social networking sites not only enable the tourists to get in touch with his or her respective tourist operator but also to communicate with the previous users of those sites. The latter helps the new users to get first hand information about the operator and making a right choice. Previously the travelers had to depend on many tour organizing intermediaries such as the traveling agents for their travel related queries (Akehurst, 2009). But with the growing popularity of internet usage and social networking this trend is changing. The whole pattern of information searching and decision making is much different for the new age travelers. Therefore the Tourism industry has almost completely become internet and social network oriented. As far as the internet use and online dealing is concerned this industry is ranked at the lead by Werthner and Ricci (2004 pp. 103-104). The websites have proved to be quite an effective way to reach the customers because people can access them 24 hours a day and from anywhere in the world (Lin & Huang p. 1205). It is seen that social networking is quite popular, particularly with Free and Independent travelers (FIT) and backpackers. Because these travelers not merely visit different places but like to meet the local people as well as other travelers on their journey. They wish to experience new cultures, foods and activities while touring (Hyde & Lawson pp.16-18). These travelers are not only interested in gathering information about different traveling destination but also sharing them with other people over internet. Thus the medium of blogging has been used extensively by them. They share their traveling stories through blogging on their personal websites, operator’s sites or on any other social networking sites. Within a couple of years blogging has emerged a