Author: chris

� Select one UK retailer who interests you and put yourself in the shoes of the buyer of ONE department. The report should contain 2 parts:

o Part 1 a SWOT analysis of the Autumn/Winter 2011 range

o Part 2 a proposal of an initial launch of the Spring/Summer 2012 range

� The Department selected should not be too large as to make analysis unmanageable, but not too small that analysis is meaningless.

PART 1

� Based on store visits and internet research you are to produce a SWOT analysis of the Autumn/Winter 2011 range

� You need to conduct and demonstrate market research into your specific chosen product area, and show both primary and secondary sources

� You are asked to individually assess the specific retailers ranges for the relevance and value to their customers and visitors

� You will be expected to report on the breadth and depth of their offer, and its relevance to the market place for this current season.

� You should make use of attribute analysis to review ranges.

� Based on observation, store visits and store interviews you should aim to draw conclusions on best and worst selling styles.

� You are looking for gaps and opportunities, and are expected to make recommendations on improvements to their ranges and make comparisons to competitors and market trends

PART 2

� Based on your finings from Spring/Summer and your interpretation of the catwalk for Spring/Summer you should identify the key trends your department will focus on next season.

� This range should not only include new trends but recommendations on continuity and key lines that will continue from Autumn/Winter.

� Extensive use should be made of attribute analysis, in terms of price, trend, fashionability and colour and any other appropriate attribute. You are recommended to make effective use of charts for this analysis.

� Your proposal should identify your minimum credible offer for your smallest stores and which additional styles are required for larger stores (if required).

� You should consider this range proposal as if it was an initial sign off meeting with your B&M directors.

Is being successful and being liked by everyone the same thing? What is success? How would Machiavelli answer these questions? How would Abraham? How would Annette from Cruel Intentions answer these questions? What are your answers; with which of people we have read/read about during the second half of the semester are your ideas most closely aligned?

According to Machiavelli would Hamlet be a good prince? What would be Mohammed�s opinion? What would Abraham say? What do you think?

How would Machiavelli say a woman should conduct herself? How would he think she should wield personal and political power? How would Catherine of Cruel Intentions answer this question? How would Marie de France answer it? How would Mohammed answer it?

Looking back on the relationships you have had or hope to have, which of Marie de Frances� stories best represent how you believe lovers should conduct themselves? How could you use Machiavelli�s advice in a relationship? How could you use advice from the Koran? How might anything we have read since the midterm help you define your responsibility in a romantic relationship?

Imagine Machiavelli, Marie de France, Hamlet, Catherine and Annette from Cruel Intentions, Hamlet, Mohammed, and Abraham were stranded on an island. Who would take charge? Who would be the first to die? Who would hook up and would it last? Who would survive the longest?

(1) importance of partitioning and transmutation (P&T) of high level nuclear waste in back end fuel cycle management;

(2) international collaboration activities for advanced reactor and fuel cycle development on INPRO and GIF; and

(3) your own views or suggestions, how to better proceed international co-operation and collaboration for sharing knowledge end experience on nuclear energy development for building better world.

 

The purpose of the final paper is to focus your rigorous attention on the differences you see emerging among the improvised and often urgently issue-driven epistemologies that feminist, gay, and antihomophobic theorists have been devising over the past several decades. You are to focus your paper on three of the essays, listed below, and to include at least one close reading of a passage or paragraph from one of those essays in your paper.

If you are currently, or have recently been, enrolled in a science course, select a passage from one of your textbooks and analyze closely the epistemological framework within which it was written. What binary oppositions are deployed? How is the investigator or researcher represented implicitly or explicitly? Does s/he have a gender? A body? How is “nature” or the “reality” being investigated represented? How is either the overall goal of the field or of this particular chapter in the book conceptualized? Compare the figures, metaphors, and concepts you have closely analyzed in this passage with those developed by three of the authors we have read during the second half of the quarter. With these authors, too, focus on particular passages and use close reading to conduct your analysis.

 

1. Donna Haraway, ?Situated Knowledge?s: The Science Question in Feminism and the Privilege of Partial Perspective.?

2. Sandra Harding, ?Introduction: Beyond Post-colonial Theory: Two Undertheorized Perspectives on Science and Technology.?

3. Margherita Long, ?What Kind of Science? Reading Irigaray with Strengers.?

4. Amsco Chapter on Human Reprouction

You are to choose an online journal article that relates to a topic covered. In a short paragraph, summarize the main point of the article. In two pages, give your reaction to the article. Support your ideas using the information from the text, outside readings, and your personal experiences.

the ojective is to design transmission line work at 2.45 GHz and bandwidth 100 kHz and match it with antenna in small transmiting circuit.

1.1 Transmission line type.
The main purposes of this section are discussing the type of transmission line which is more suitable for small system design and then match it with transmitter and antenna impedance. Transmission lines are designed to transfer electromagnetic power from transmitter to antenna without loss or radiation (Kaiser, 2006). It is clear that the mismatch between transmission line and transmitter or antenna will increase the level of reflections which decreases the radiated power by the antenna and standing waves will occur (Collin, 2001).
In this assignment, the transmitter impedance is 50 ohm which means the transmission line should be designed with characteristic impedance equal to 50 ohm. Moreover, the size of the system is very small which requires very small dimensions to design the transmission line and should be suitable for the system bandwidth 100 kHz at operating frequency 2.45 GHz. In our design, a microstrip transmission line is used. It has been stated by Chang (2005) that a microstrip line has wide bandwidth and can be used in high frequency range. Furthermore, it is a planar transmission line which allows controlling its characteristics by the dimensions in one plane (Chen et al., 2004).
1.2 Transmission line design.
As shown in Figure 1, a microstrip line is a conductor and ground plane separated by dielectric substrate where W is the width of conductor, h is the width of the dielectric substrate and ε_r is a dielectric constant (Chen et al., 2004).

Figure 1: Geometry of a microstrip line (Chen et al., 2004).
It has been introduced by Chen et al (2004) that the concept of effective dielectric permittivity ε_eff to find the parameters of the transmission line such as wavelength, phase velocity v_p and characteristic impedance Z_c:
λ_g=λ_0/(√ε_eff ) (1)
v_p=c/(√ε_eff ) (2)
Z_c=(Z_c^0)/(√ε_eff ) (3)
ε_eff=(ε_r+1)/2+ε_(r-1)/2 [1/(√(1+12⁄u) )+0.041(1-u)^2 ] (for u≤1) (4)
ε_eff=(ε_r+1)/2+(ε_r-1)/2 1/(√(1+12/u) ) (for u>1) (5)
Where c is the light speed, Z_c^0 is the characteristic impedance of the microstrip line when the dielectric is air and u=W/h is relative microstrip width.
To calculate Z_c of microstrip, these two expressions are given by Kaiser (2006):
Z_c=60/(√ε_eff ) ln(8h/W+0.25 W/h) if W/h ≤1 (6)
Z_c=377/(√ε_eff [W/h+1.393+0.667 ln(W/h+1.444)] ) if W/h ≥1 (7)
In our design, the characteristic impedance should be equal to 50 ohm to match the transmitter impedance. It has been stated by Steer (2010) that when W/h=2.056 and the dielectric is S_i O_2 or FR-4, the dielectric constant ε_r=4, the effective dielectric permittivity ε_eff=3.077 and Z_c=50 Ω so that the microstip transmission line is designed depending on these specifications.
The final design of the microstrip transmission line is:
W= 2.056 mm, h= 1 mm, ε_r=4 (The dielectric substrate is S_i O_2 or FR-4), ε_eff=3.077 and Z_c=50 Ω.
1.3 Transmission line impedance matching with antenna impedance.
It has been shown by Collin (2001) that the transmission line can be matched with load by using lumped element or stub. In addition, in lumped element technique, parallel and series elements will be connected to the matching circuit. However, stub circuit could be parallel or series and either open or short circuit. Moreover, a parallel and open-circuited stub is preferred to be used with microstrip. Therefore, to match the dipole antenna in our design, shunt stub is used and the calculations are done by using smith chart as below:
Normalized antenna impedance:
z_l=Z_L/Z_c =(20-j20)/50=0.4-j0.4
Locate z_l on smith chart.
Draw line from z_l passed through the Centre and draw a circle to intersect with the line to find the value of y_l.
y_l=1.25+j1.25
To find the location of stub, rotate y_l toward the generator until the first intersection with r=1 as shown on figure 2.
y_l^’=1-j1.13=1-jB
d= (0.25-0.182)+(0.334-0.25)=0.152 λ.
The imaginary part of y_l^’ is B=-1.13 and to match the load, the imaginary part should be equal to zero and to do that B=+1.13 will be added.
Locate this imaginary value on smith chart.
Now, to find the length of stub, rotate toward the load from +jB.
As shown on figure 2, the distance to y_sc is longer than that to y_oc and the shortest distance is preferred (to y_sc) because the size of the system is small.
l=(0.5-.365)=0.135 λ.
From equation (2) v_p=(3×〖10〗^8)/(√3.077)=1.71×〖10〗^8 m/s.
Find the wavelength: λ=v_p/f=(1.71×〖10〗^8)/(2.45×〖10〗^9 )=69.8×〖10〗^(-3) m/s.
Use this value to calculate the real values of the length of stub and its location from the load:
l=0.135×69.8×〖10〗^(-3)=9.423 mm.
d=0.152×69.8×〖10〗^(-3)=10.61 mm .
The final design of stub as shown in figure 3 is:
Open-circuited, length=9.423 mm and at distance from the antenna d=10.61 mm.

o Career goals and objectives

o Possible promotional opportunities for career growth

o Methods for career management

o An inventory of current skills, abilities, training, and education

o Job satisfaction attributes

o Identification of three action steps to reaching stated career goals and objectives

o Identification of potential barriers to reaching stated career goals

o An analysis of the affect of career training programs

t-test

This test is highly important in the determination of the significant differences of ADD- like behavior score for people of the male and female gender. The null and alternative hypotheses are:

H0: ?1 – ?2= 0

H0: ?1- ?2 0

is the mean male with ADD- like behavior score

is the mean female with ADD- like behavior score

In order to test the hypothesis above, three assumptions were made and these are:

(a) each data point is independent.

(b) the sample is normally distributed

(c) The level of significance is 5 %

If t cal >t crit (1.66) reject Ho

If t cal ? tcrit (1.66) do not reject Ho

The following is the SPSS output for the ADD- like behavior score for female and male

From the SPSS output of the data, the ADD- like behavior score has a t -test calculated value of 5.192 with degree of freedom of 214 and a mean difference of 6.9945. The 95% confidence interval for the difference in means was 4.3389 to 9.6502 points. Based on the assumption that the variances are equal, we reject H0 since t calc > t crit (5.192 > 1.66).

Assuming that variances are not equal, the SPSS output of the data ADD- like behavior score has a t -test calculated of 5.203 with a degree of freedom of 210 and a mean difference of 6.9945. The 95% confidence interval for the difference in means was 4.3443 to 9.6448 points. We assume that,

If t calc > t crit (5.192 > 1.66), we reject H0. For equal variances

And if t calc > t crit (5.203 > 1.66), we reject H0. For unequal variances

Therefore, it can be concluded that there is sufficient sample evidence at the 5% level of significance to suggest that the ADD-like behavior score means for people of the male and female genders are not equal. The results of this test found that the male and female gender have a difference in ADD- like behavior scores and the difference does not matter whether we assume equal variances or not.

Analysis of Variance (ANOVA)

Analysis of Variance (ANOVA) is used to ascertain whether the mean of ADD-like behavior score for the people of the male gender is equal to the people of the female gender. The hypothesis will be as follows;

H0: ?1 = ?2

Ha: At least one of the means is different from the others

?_1 is the mean male with ADD- like behavior score

?_2 is the mean female with ADD- like behavior score

In order to test the hypothesis above, three assumptions were made and these include:

(a) data of the sample is independent

(b) the sample is normally distributed

(c) The level of significance is 5 %

Reject H0 if F calc > F crit (1.35)

Do not reject H0 if F calc ? F crit(1.35)

From the ANOVA analysis performed above, it is clear that the F calculated is 26.953. Comparing this value (1) with the value provided in the table, it can be observed that there is a difference between both values. From the provided table, the value of ANOVA F is 1.35 that is less than the value of the calculated value.

Since F calc > F crit (26.953 > 1.35), Thus the null hypothesis is rejected; there are differences in ADD- like behavior score of males from that of females.

Therefore, it can be concluded that there is sufficient sample evidence at the 5% level of significance to suggest that the means are different from each other. This means that the ADD- like behavior score for males from that of females is different and not the same

Correlations

The question to be examined is �If there are relationships between ADD – like behavior score and repeated grade, dropped out of high school, and social Adjustment problems in the 9th grade?� The hypotheses tested were: H0: ? = 0

H1: ? ? 0. ? is the Pearson correlation

In order to test the hypothesis above, three assumptions were made and these include:

(a) data of the sample is independent

(b) the sample is normally distributed

(c) The level of significance is 5 %

Reject H0 if -1 < ? <1

Do not reject H0 if ?= 0

From the correlation analysis using SPSS as shown above, the Pearson correlation for ADD – like behavior score and repeated grade is 0.269 while ADD – like behavior score and dropped out of high school is 0.248. The Pearson correlation for ADD – like behavior score and social Adjustment problems in the 9th grade is 0.337.

Since -1 < ? < 1, Thus the null hypothesis is rejected; there are relationships between ADD – like behavior score and repeated grade, dropped out of high school, and social adjustment problems in the 9th grade. From the Pearson correlation above, it can be inferred that there is a positive relationship between them and the relationship between ADD – like behavior score and social Adjustment problems in the 9th grade was strong as compared to the other variables used in this case.

Therefore, it can be concluded that there is sufficient sample evidence at the 5% and 1% level of significance that suggests that there is a positive relationship between variables. The strength of the relationship was found to be 26.9% of the variance in ADD – like behavior score and repeated grade is 0.269. The strength of the relationship was 24.8% of the variance in ADD – like behavior score and dropped out of high school and the strength of the relationship was 33.7% of the variance in ADD – like behavior score and social adjustment problems in the 9th grade.