Begin your paper by describing an access control list for computing systems, servers, network equipment, and entry to restricted areas. Then, discuss implementation of some form of two factor authentication. This could be smart card, smart chip, biometric, or even key pads and cipher locks. Analyze the strength of these processes as well as their drawbacks. Conduct thorough research and use your research to discuss the various different access control mediums available in addition to your selected method. Disclose why you believe yours would be successful.
Your paper should be 2-3 pages in length
Include at least two scholarly references in addition to the course textbook.
Then locate 10 sources to evaluate, with at least 5 of them being credible/reputable.
Ten of your sources must be current, meaning no more than 5 years old.
4. At least four of the sources must have been published within the past year (no older than 12 months before the date this project is submitted).
At least five of your sources must be considered highly credible/reputable.
If you are using any resources such as the Center for Disease Control (CDC), then make sure that you are accessing information that has been updated recently.
PLACES TO LOCATE ARTICLES:
Reuters
Associated Press
Pew Research
NPR
Al Jazeera
C-SPAN (watch the original recordings yourself instead of relying on second-hand summaries)
THIS IS THE FORMAT FOR EACH OF THE 10 SOURCES:
CITATION – Source’s full citation per APA format (including authors, title, date, etc.)
CREDIBILITY? – Is this source reputable? Is it from an unbiased publication? A peer-review journal? Is the writer an expert in the field? Are there any concerns about the bias or reputability of this source (if so, what)? Is it from a publication that sells advertising; if so, does this indicate a potential bias?
FALLACIES? Does this article have any fallacies? If so, give at least one example.
CLARITY? Is the writing clear, or does it contain vagueness, ambiguity, jargon, etc.?
QUOTE ONE SENTENCE: If you had to select only ONE sentence to quote from this article, what would it be? List it here, and use quotation marks and note the page number in parentheses at the end of the quote.
JOURNALIST QUESTIONS
WHO? Who is this article about? Who are the people involved? List names of individuals (include their titles and organizations/associations when given). Also list any companies, organizations, or groups. Beside each name, note their role or importance in this topic/article.
Name, w/ any title or association Role or importance here
WHERE? Where is this article from or about? What country? If in the United States, what state, city, etc.? A specific organization? List all places.
WHEN? When did the events in the article take place? Is everything modern day/current? Are any details listed from a year ago or longer? Also note if any sequencing was important (this took place after a key event – showing a causal connection).
WHAT? What is this article about? What are the important details? What is the important information one takes away from this article? Use quotation marks around any direct quotes, including statistics.
HOW? How did things happen? If there was a study, how was it done? Was there an experiment? Did researchers observe individuals? Was this an accidental discovery? Is this in the lab, or in the field?
WHY? Why did the things in the article happen? What was the goal of the researchers or writers? Why were people motivated to do certain things?
SO WHAT? What’s the big deal here? What’s the point of article? What is the useful take-away? Why should anyone care about the specific details in this article? Is anything listed in the article a game-changer or solution?
WHAT’S NEXT? Does the article give any indication of looking ahead? What actions might happen next? Suggestions for additional research?
ANYTHING ELSE? List out any other relevant information that might be useful for writing a research paper, or for you to keep in mind regarding this source. As always, use quotation marks around any exact quotes.
Topic: Application of Statistical Process Control Control and Quality Inspection to Improve a Medical Device Manufacturing.
I am conducting a research study in a medical device manufacturing company where I identified stent catheters with exposed outside wires. I collected data on their outer diameters of sample size 50 each categorized in 10. I would like a tutor to help me in creating control charts for Statistical Process Control. That is calculate:
Upper specification limit
Lower Specification limit
Cp, and Cpk, mean
ANOVA
Test for Normality of the data and interpret.
OR work on Taguchi Methods
And any other values under Statistical Process Control. I will provide more information as sonn as Study Daddy contacts me
Topic: Application of Statistical Process Control Control and Quality Inspection to Improve a Medical Device Manufacturing.
I am conducting a research study in a medical device manufacturing company where I identified stent catheters with exposed outside wires. I collected data on their outer diameters of sample size 50 each categorized in 10. I would like to a tutor to help me in creating control charts for Statistical Process Control. That is calculate:
Upper specification limit
Lower Specification limit
Cp, and Cpk, mean
OR work on Taguchi Methods
And any other values under Statistical Process Control. I will provide more information as sonn as Study Daddy contacts me
a. A unity feedback control systems for a robot submarine has a plant with a third-order transfer function
G(s) = K / (s(s + 10)(s +50))
We want the overshoot to be approximately 7.5% for a step input and the settling time (with a 2% criterion) of the system be 400ms. Find a suitable phase-lead compensator by using root locus methods. Let the zero of the compensator be located at s = -15, and determine the compensator pole. Determine resulting Kv.
b. system of the form below with unity feedback has G(s) = K / (s+5)^2
b.We desire the steady-state error to a step input to be approximately 5% and the phase margin of the system to be approximately 45 degrees. Design a lag network to meet these specifications.
Please see attached sheet for diagram No chegg answers please!! Need Matlab code for all parts!
Question: During the 1800’s, the British and Russian Empires vied for control of central Asia. This often resulted in acts of outright conflict. While this ‘war’ was undeclared, it was referred to as the “Great Game.” Do you believe that we are already in a Cyber War? Whether you answer yes or no, please reflect upon what that means for intelligence efforts and national security
Coursework Assessment Brief: Report (80%)FileThe purpose of this assessment is to enable students to demonstrate a number of skills that have been developed within the Module, in particular: • Good modeling capability of advanced powertrain control systems within the Matlab/Simulink environment • An appreciation of advanced propulsion and emission control strategies available to the automotive engineer • How best to specify and implement the chosen designs in order to optimize performance benefits. This will be achieved by writing a structured report (around 4000 words). Unless specified, the manuscript will report individual work. The report will contain three parts: 1. A review of advanced hybrid powertrains, their control strategies and how they may be implemented at particular speed and load points 2. The design and implementation of a realistic series or parallel hybrid powertrain. 3. The comparison of various idle speed control strategies The part 2 (powertrain model) should: • illustrate the mode based/rule based control of the power flow, in matlab/simulink • use of an operating point optimizing fuel consumption or the efficiency of the ICE, using Ricardo Wave or justifications. • follow the WLTP drive cycle • reflective analysis of the results The part 3 (Idle speed control) should: • Discuss a ICE implementation using Ricardo Wave (group work) • Illustrate the control via ignition timing (one member of the group work) • Illustrate the control via the intake valve timing and regulation of the air mass rate flow (one member of the group work) • • Illustrate the control via the bypass valve and regulation of the air mass rate flow (one member of the group work) • Illustrate the control via the throttle and regulation of the air mass rate flow (one member of the group work) • Compare and discuss the control methods and a reflective analysis of the results Note that it is required that the individual work (for each control strategy) has to be clearly identified in the report
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Enjoy Please Note-You have come to the most reliable academic writing site that will sort all assignments that that you could be having. We write essays, research papers, term papers, research proposals Good modeling capability of advanced powertrain control systems within the Matlab/Simulink environment
Coursework Assessment Brief: Report (80%)File The purpose of this assessment is to enable students to demonstrate a number of skills that have been developed within the Module, in particular: • Good modeling capability of advanced powertrain control systems within the Matlab/Simulink environment • An appreciation of advanced propulsion and emission control strategies available to the automotive engineer • How best to specify and implement the chosen designs in order to optimize performance benefits. This will be achieved by writing a structured report (around 4000 words). Unless specified, the manuscript will report individual work. The report will contain three parts: 1. A review of advanced hybrid powertrains, their control strategies and how they may be implemented at particular speed and load points 2. The design and implementation of a realistic series or parallel hybrid powertrain. 3. The comparison of various idle speed control strategies The part 2 (powertrain model) should: • illustrate the mode based/rule based control of the power flow, in matlab/simulink • use of an operating point optimizing fuel consumption or the efficiency of the ICE, using Ricardo Wave or justifications. • follow the WLTP drive cycle • reflective analysis of the results The part 3 (Idle speed control) should: • Discuss a ICE implementation using Ricardo Wave (group work) • Illustrate the control via ignition timing (one member of the group work) • Illustrate the control via the intake valve timing and regulation of the air mass rate flow (one member of the group work) • • Illustrate the control via the bypass valve and regulation of the air mass rate flow (one member of the group work) • Illustrate the control via the throttle and regulation of the air mass rate flow (one member of the group work) • Compare and discuss the control methods and a reflective analysis of the results Note that it is required that the individual work (for each control strategy) has to be clearly identified in the report
Assignment 1 Due Week 7 (During your midterm)You are a Quality Consultant for Diagnostic company X 1. Critically explain the role of Statistical Process Control in maintaining quality, quality improvement and determining process capability. Give examples of the types of control charts that can be used to monitor process stability. (20%) 2. Critically assess the role of validation within good Manufacturing Practice Outlining the stages of Validation and parameters required in a validation Report. (20%) 3000 Words • Incorporate a clear structure • Use Harvard System referencing (10%) • Use Arial or Calibri • Font – size 12 with 1.5 spacing Outline Introduction: c. 1000 words • Brief overview of SPC &Validation • Why & When to use apply SPC &Validation • Brief overview of Types of Control Charts used in SPC &(Sampling plans used in validation, risk assessment tools and examples of validation guideline– Red text will cover in Lecture 2 & 3) Body(Must include a hypothetical example of how to apply SPC in Validation of a process) c. 2000 words Conclusion: c. 1000 words ? Softcopy Due 11.59 on Sunday31st October 2021 ? Upload via Turnitin on Moodle ? Check Moodle for this assignment
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ASSESSMENT 3 BRIEF Subject Code and Title PROJ6003 – Project Execution and Control Assessment Project Status Reporting Module 4-5 Discussion Forum Individual/Group Individual Length 1000 words (+/- 10%) or equivalent Learning Outcomes The Subject Learning Outcomes demonstrated by successful completion of the task below include: b) Critically reflect on the project leadership and communication skills required to maximise project outcomes in the execution, control and closure phases of projects. Weighting 20% Total Marks 100 marks Task Summary In this assessment, you will further analyse the case study that was introduced in Assessments 1 and 2. You will participate in the discussion with your classmates demonstrating your understanding of Project Status reporting by: Identifying effective project status reports and discussing their challenges and pitfalls, explaining the difference between the status reports provided for teams, sponsors, and steering committee considering their unique needs, as well as creating and justifying a sample of a status report that would be submitted to a chosen stakeholder of the project from the given case study. This assessment allows you to practice professional communication with peers, either face-to-face or virtually. Note: At the discretion of the Learning Facilitator, this assessment can be delivered in class as a presentation/discussion, using recordings or writing directly on the discussion forum. This might require to initiate the task ahead of the submission deadline and will be communicate by the Learning Facilitator. Please refer to the Task Instructions for details on how to complete this task. Context As a Project Manager, you are managing the execution and control of the project, but you are also ensuring that your stakeholders are aware of the project’s progress with the level of detail that they need. How would you communicate project progress and status to key stakeholders? How would you ensure that they have sufficient information to make key decisions and assist you in further progress of your project? This will depend on the stakeholder group, their power and interest and their communication preferences and requirements. Task Instructions To complete this assessment task, you must: 1. Ensure that you have read the given case study and resources from the subject, as all as any additional research you may find relevant and that will add value to your report. Review your subject notes, as well the Lecture slides and any other information provided by the Learning Facilitator in support of this assessment. Note: At the discretion of the Learning Facilitator, this assessment can be delivered in class as a presentation/discussion, using recordings or writing directly on the discussion forum. Options of can be combined to suit class size and schedule. 2. Prepare a script/essay for the main post/presentation to be submitted on the discussion forum of 850 words (+/-10%) containing: a) Identify, at least 3, effective status reports used in project management. b) Discuss challenges and pitfalls for each of these status reports. c) Explain the difference between the status reports provided for teams, sponsors, and steering committee considering their unique needs. d) Create and justify a sample of a project status report that would be submitted to a chosen stakeholder of the project from the given case study. OPTION 1 – Discussion in class – Presentation & Responses If presenting in class (F2F/Virtual/Online): 3. You will, then, present your script and respond to at least one (1) other classmate in class. • Students will have between 5-8 minutes to present their script. • Students can use a number of visual aids to support the presentation. • Students will provide a response between 2-3 minutes to another classmate’s presentation. • Students will be marked for the presentation and response to other classmates in class and the scripts they have submitted on the forum. OPTION 2 – Discussion in writing or as recording on Blackboard – Presentation & Responses If submitting on the discussion forum – recording/written post (F2F/Virtual/Online): 3. You will, then, present your script and respond to at least one (1) other classmate on the discussion forum directly, either in writing or as a recording, as instructed by the Learning Facilitator. a. If submitting a recording: i. Students will have between 5-8 minutes to present their script. ii. Students can use a number of visual aids to support the presentation. iii. Students will respond to at least (1) other classmate either in writing (250 words) or as a recording (2-3 minutes). iv. Students will be marked for the recording and response to other classmates on the forum and the scripts they have submitted on the forum. b. If submitting only a written discussion: i. Main post submission will contain 750 words (+/-10%). ii. At least one (1) responding post to a classmate of 250 words (+/- 10%). iii. Students will be marked for the main post and response to other classmates. 4. The essay/script should consist of the following structure: a. A brief Introduction paragraph that will also serve as your statement of purpose for the discussion—this means that you will tell the reader what you are going to cover in the discussion. b. Body paragraphs in which you will cover all four (4) requirements listed above (a to d). This section will contain the information that is required to demonstrate your understanding of the case study and key Project Management concepts under discussion by applying them into your project. i. Any visual aids – tables/diagrams/illustrations – can be used to support the discussion. c. A brief Conclusion paragraph summarising any findings or recommendations from the discussion. i. There should not be any new information in the conclusion. d. A list of References providing every source cited within your report. i. Only cited sources are listed in the References. ii. They should be listed alphabetically. iii. They need to be valid and linked with the topic/content provided within the report. Referencing It is essential that you use appropriate APA style for citing and referencing research. Please see more information on referencing here in the Academic Writing Guide found via the Academic Skills website. Submission Instructions In submitting the written portion of your Assessment 3, you will use the Assessment link in the main navigation menu in PROJ6003 – Project Execution and Control. The link will take you to the discussion forum where you will select the existing thread created by the Learning Facilitator and reply to the first post by the Learning Facilitator and write directly on the forum (do not attach files). The Learning Facilitator will provide feedback via the Grade Centre in the LMS portal. Feedback can be viewed in My Grades. If submitting recording/pictures: If your submission includes items (illustrations, recordings), you may attached them by clicked to add content and selecting to insert local files, click ‘Browse Your Computer’ to attach your extra files. Academic Integrity All students are responsible for ensuring that all work submitted is their own and is appropriately referenced and academically written according the Academic Writing Guide. Students also need to have read and be aware of Torrens University Australia Academic Integrity Policy and Procedure and subsequent penalties for academic misconduct. These are viewable online. Students also must keep a copy of all submitted material and any assessment drafts. Assessment Rubric Assessment Attributes Fail (Yet to achieve minimum standard) 0-49% Pass (Functional) 50-64% Credit (Proficient) 65-74% Distinction (Advanced) 75-84% High Distinction (Exceptional) 85-100% Identify different status reports and critically analyse their challenges and pitfalls Percentage for this criterion = 20% Fails to contribute to the identification of different status reports and their challenges and pitfalls by: • Identifying other project reports that are not status reports. • Critical analysis of their challenges and pitfalls are missing. • Key components are missing from the discussion. Demonstrates limited awareness of project status reporting. • A generic discussion of status reports focused on aspects and not format/use/content – e.g. only based on frequency. • Challenges and pitfalls are addressed for status reports in general and not specific to the ones identified. Shows some understanding of project status reporting. • Provides a discussion of different status reports. • Challenges and pitfalls are addressed for each specific status reports with minor errors present in the analysis. Presents a coherent and detailed analysis of project status reports. Well demonstrated capacity to explain status reports and their challenges and pitfalls, including making connections with the case study. Critically analyses and evaluates project status reports with detailed challenges and pitfalls that are well linked with the case study and its key stakeholders. Contribution is comprehensive and advances the class discussion. Explain the difference between key stakeholders in regards to their information needs Percentage for this criterion = 20% Fails to demonstrate knowledge in stakeholders and communication management by: • Not addressing stakeholders in the discussion. • Lack of explanation of the differences of each stakeholder. Limited awareness of stakeholders and communication management principles. Resembles a recall or summary of key ideas. No link between the analysis of stakeholders and the status report suited for them. Demonstrates awareness of the communication needs and preference of key stakeholders. Link between the analysis of stakeholders and the status report suited for them is ill-developed. Demonstrates advanced knowledge of the communication needs and preference of key stakeholders. Link between the analysis of stakeholders and the status report suited for them is well-developed. Demonstrates high level of communication and stakeholder analysis by identifying the uniqueness of each key stakeholder with added insights into how to engage them. Link between the analysis of stakeholders and the status report suited for them is very welldeveloped, including examples to support discussion. Develop and justify a sample project status report for the given case study Percentage for this criterion = 20% Limited application/recommendat ions based upon analysis. No status report sample is provided. Resembles a recall or summary of key ideas. Provides a sample status report that is generic and not aligned with the case study or its stakeholders. Little to no justification provided for the sample. Demonstrates a capacity to explain and apply relevant concepts into the development of the status report. Justification of the report is ill-developed or unclear in regards to the stakeholder of the case study. Well demonstrated capacity to explain and apply relevant concepts into the development of the status report. Justification of the report is well-developed and aligned with the stakeholder from the case study. Highly sophisticated and creative application of concepts into the developed of the status reports, including the use of trending software in the field. Justification of the report is very well-developed and presents additional insights that contribute to further learning. Effective Communication Adheres to structure of report and word count requirements. Appropriate use of terminology, paragraphs, sentence construction, spelling, and grammar. Presents using a range of techniques to engage and sustain audience’s interest. Specialised language and terminology from Project Management is rarely or inaccurately employed. Meaning is repeatedly obscured by errors in the communication of ideas, including errors in structure, sequence, spelling, grammar, punctuation and/or the acknowledgment of sources. Difficult to understand for audience, no logical/clear structure, poor flow of Generally employs specialised language and terminology from Project Management with accuracy. Meaning is sometimes difficult to follow. Information, arguments and evidence are structured and sequenced in a way that is not always clear and logical. Some errors are evident in spelling, grammar and/or punctuation. Presentation is sometimes difficult to follow. Information, arguments and evidence are presented in a Accurately employs specialised language and terminology from Project Management. Meaning is easy to follow. Information, arguments and evidence are structured and sequenced in a way that is clear and logical. Occasional minor errors present in spelling, grammar and/or punctuation. Presentation is easy to follow. Information, arguments and evidence are well presented, mostly Accurately employs a wide range of specialised language and terminology from Project Management. Engages audience interest. Information, arguments and evidence are structured and sequenced in a way that is, clear and persuasive. Spelling, grammar and punctuation are free from errors. Engages audience interest. Information, arguments and evidence are very well presented; the presentation Discerningly selects and precisely employs a wide range of specialised language and terminology from Project Management. Engages and sustains audience’s interest. Information, arguments and evidence are insightful, persuasive and expertly presented. Spelling, grammar and punctuation are free from errors. Engages and sustains audience interest. Expertly presented; the presentation is logical, Percentage for this criterion = 20% ideas, argument lacks supporting evidence. Limited use of engaging presentation techniques. (e.g. posture; eye contact; gestures; volume, pitch and pace of voice) way that is not always clear and logical Sometimes uses engaging presentation techniques (e.g. posture; eye contact; gestures; volume, pitch and pace of voice) clear flow of ideas and arguments. Uses engaging presentation techniques (e.g. posture; eye contact; gestures; volume, pitch and pace of voice) is logical, clear and wellsupported by evidence. Confidently and consistently uses a range of engaging presentation techniques (e.g. posture; eye contact, expression; gestures; volume, pitch and pace of voice; stance; movement) persuasive, and well- supported by evidence, demonstrating a clear flow of ideas and arguments. Dynamic, integrated and professional use of a wide range of engaging presentation techniques (e.g. posture; eye contact, expression; gestures; volume, pitch and pace of voice; stance; movement) Constructive feedback to peers Percentage for this criterion = 10% Fails to offer any feedback. No support or encouragement to peers. No awareness or sensitivity to diversity amongst peers. Offers feedback but rarely constructive or useful. Feedback is not always clear or specific to guide peers. Little support or encouragement to peers. Demonstrates little awareness of and/or sensitivity to diversity amongst peers. Offers feedback that is sometimes constructive or useful. Feedback is provided with examples to guide peers. Some support and encouragement to peers. Demonstrates some level of awareness of and sensitivity to diversity amongst peers. Offers constructive feedback regularly. Formulates the merits of alternative ideas or proposals and communicates them to peers. Offers support and encouragement to peers. Demonstrates a high level of awareness of and sensitivity to diversity amongst peers. Always offers detailed constructive feedback that is specific and appropriate. Expertly articulates the merits of alternative ideas or proposals and communicates them effectively to peers. Provides expert assistance, support, and encouragement to peers. Consistently demonstrates a high level of awareness of and sensitivity to diversity amongst peers. Correct citation of key resources and evidence Percentage for this criterion = 10% Demonstrates inconsistent use of good quality, credible and relevant resources to support and develop ideas. Referencing is omitted or does not resemble APA. Different formats are provided and references do not align with content. Demonstrates use of credible and relevant resources to support and develop ideas, but these are not always explicit or well developed. Referencing resembles APA, with frequent or repeated errors. Different formats are provided and references do not fully align with content. Demonstrates use of credible resources to support and develop ideas. Referencing resembles APA, with occasional errors. References align with content. Demonstrates use of good quality, credible and relevant resources to support and develop arguments and statements. Shows evidence of wide scope within the organisation for sourcing evidence. APA referencing is free from errors. References align with content. Demonstrates use of highquality, credible and relevant resources to support and develop arguments and position statements. Shows evidence of wide scope within and outside the organisation for sourcing evidence. APA referencing is free from errors. References align with content
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