Assessment Title

Assessment Title

Assessment Title:Design a networked computer system

AssignmentTutorOnline

Assignment Brief:

OPTINET Ltd is specialised in delivering IT infrastructure solutions to medium-sized organisations world-wide. With the expansion of the company, a newly acquired branch needs a network. Your manager is faced with the demands of business and plethora of technology challenges.

You have been recently hired as a Network Engineer and assigned the task of designing and implementing a network that is based on the requirements and specifications outlined by your manager.

Additionally, you are responsible for monitoring the network firewall, assessing the functionality of the network router, ensuring all Internet security software is updated regularly, developing and implementing company email policies and maintaining the company phone system.

Each group has been assigned the task of designing, implementing a network infrastructure for OPTINET Ltd by internetworking three departments which are as follows:

Finance: 10 PCs (or Laptops)& 1 printer Production: 45 PCs (or Laptops)&1 printer
Sales: 60 PCs (or Laptops) &1 printer IP Telephony (VoIP): all desktops have an associated telephone set.

The network consists of 4 Servers:

HTTP Email
DNS File

All servers are shared between all users.

Assessment Deliverables:

The IT Manager emphasised on scalability, availability and hence you are required to provide a complete network infrastructure design and implementation.OPTINET ltd will be using the following IP address: 192.168.10.0/24.

  1. Design a networked system to meet the given specifications. Use packet tracer software to design your network.
  2. Test and evaluate the design to meet the requirements. Install and configure network services and applications. Design a maintenance schedule to support the networked system.
  3. Use all the TCP/IP command lines to troubleshoot your designed network. At this stage you may need to identify the cause of any problem on your designed network and find a possible solution.
  4. Usually, implementing a possible solution involves making changes to the network, therefore, document and analyse the test results against expected outcomes.
  5. Recommend potential improvements for the networked systems. And finally, use critical reflection to evaluate own work and justify valid conclusions.

demonstrate an understanding

demonstrate an understanding

introduction: Write a clear introduction which frames the essay (approximately 10% of the word count)
Main body:
. demonstrate an understanding of 21st century teaching and learning o define 21st century teaching and learning o explain how it is different to 20th century teaching and learning
. identify and explain how globalisation and social change are driving education (your learning from weeks 1, 2, 3) o define globalisation, and . give two examples of how globalisation is changing education (one example that is a benefit and one example that is a challenge for education) . explain how the changes you’ve identified are impacting education
. define social change, and o give two examples of how social change is changing education (one example that is a benefit and one example that is a challenge for education) o explain how the changes you’ve identified are impacting education.
Conclusion: Conclude with a summary of the points you have made (approximately 1A% of the word count).

AssignmentTutorOnline

Assignment Brief

UNIVERSITY CENTRE CROYDON
Module — Assignment Brief Level 6 — Honours Level
Se—Vref
Course and year: BAD-Ions) Business with Marketing 2018-19 Module and code: Integrated Marketing Communications IMC600 Brief title: Samuel’s Furniture Store (6IRP30) c 2cstc c.,3 c–cc 5 ) Teaching staff: Aliya Mullani Module leader: Aliya Mullani Semester & mode: Semester ‘I Brief written by: Aliya Mullani Verified by: Emma Elliott
Please refer to the module specification in your Programme Handbook for the learning outcomes and to the assessment regulations contained in the current Academic & Assessment Regulations, which appear in full on the Student Intranet.
Task
Samuel Brown was excited. His new enterprise, Samuel’s Furniture Store, was about to open. Samuel had been in the furniture business for more than 10 years, first as a delivery and setup man and then as an in-store salesperson. This was his big chance to launch out on his own. Using some money that he inherited, various loans, and the investment of a silent partner, the mid-price-range retail furniture store was ready for business.
Samuel’s Furniture Store was located outside the town limits of a large urban area. The store was part of a large corner cluster. Samuel’s agreement with the other tenants was to stay out of the mattress and bedding business, because another retailer sold those items exclusively. For the same reason, he also agreed that he would not sell television sets or stereos. A “country-kitchen” chain restaurant was located across the parking lot from the retail stores. The entire shopping complex could be reached easily, because of its convenient location next to the motorway.
At the high end, there were likely to be suppliers who focused on attracting affluent customers. At the lower end, he faced large warehouse-style operations offering low prices and prompt delivery of lower-quality pieces. In the middle, several retail chains sold various furnishings. Specialty stores that focused solely on recliners were also close by.
Two advantages gave Samuel hope that his store would be a grand success. The first was his extensive knowledge of the retail furniture business. He knew how various stores competed, whether through price, quality, “deals,” or other tactics. His knowledge extended to the various manufacturers. Samuel knew which ones gave the best deals, which ones delivered merchandise on time (or late), and the quality levels of the pieces sold.
The second advantage was Samuel’s extensive potential customer base. Samuel had been

AssignmentTutorOnline

Last year

Last year
Last year our laboratory made a breakthrough in design that really made our sales skyrocket. – 5 ptsYou will need to pin down Mr. Wang on what his plan of engagement will be with the new client. – 5 ptsRecent losses have us on the ropes now, but we expect to get out of the hole by the end of the year. – 5 ptsOur new Director was blunt, we need to stop beating around the bush and expand our training efforts. – 5 ptsWe will pull the plug on any of our new products that continue to flatline after 6 months. – 5 ptsMary Smith managed to restructure her approach towards customer service and made herself our latest rock-star. – 5 ptsNow that we have cut back on our telemarketing, we can beef up our radio advertising. – 5 ptsI told them for the umpteenth time, we need to address the parking problems at our present location. – 5 ptsYou are driving me crazy! Do you want to make the presentation or don’t you? – 5 ptsI suggested that Jack do something regarding the content of our staff meetings. I mean really, attending one is like watching paint dry. – 5 ptsRubricWeek 2: Rewriting Activity RubricWeek 2: Rewriting Activity RubricCriteriaRatingsPtsThis criterion is linked to a Learning OutcomeSentence 15 ptsExceeds ExpectationsStudent response identified word or phrase that would be unfamiliar to nonnative English speaker and provided a rewrite that is clear, complete, and understandable.3 ptsMeets ExpectationsStudent response identified word or phrase that would be unfamiliar to nonnative English speaker but was unclear in the rewrite they provided. Replacement sentence lacked good sentence structure.1 ptsBelow ExpectationsStudent response failed to identify the word or phrase that made the sentence unfamiliar to, or difficult to read, for nonnative English speakers.5 pts
This criterion is linked to a Learning OutcomeSentence 25 ptsExceeds ExpectationsStudent response identified word or phrase that would be unfamiliar to nonnative English speaker and provided a rewrite that is clear, complete, and understandable.3 ptsMeets ExpectationsStudent response identified word or phrase that would be unfamiliar to nonnative English speaker but was unclear in the rewrite they provided. Replacement sentence lacked good sentence structure.1 ptsBelow ExpectationsStudent response failed to identify the word or phrase that made the sentence unfamiliar to, or difficult to read, for nonnative English speakers.5 pts
This criterion is linked to a Learning OutcomeSentence 35 ptsExceeds ExpectationsStudent response identified word or phrase that would be unfamiliar to nonnative English speaker and provided a rewrite that is clear, complete, and understandable.3 ptsMeets ExpectationsStudent response identified word or phrase that would be unfamiliar to nonnative English speaker but was unclear in the rewrite they provided. Replacement sentence lacked good sentence structure.1 ptsBelow ExpectationsStudent response failed to identify the word or phrase that made the sentence unfamiliar to, or difficult to read, for nonnative English speakers.5 pts
This criterion is linked to a Learning OutcomeSentence 45 ptsExceeds ExpectationsStudent response identified word or phrase that would be unfamiliar to nonnative English speaker and provided a rewrite that is clear, complete, and understandable.3 ptsMeets ExpectationsStudent response identified word or phrase that would be unfamiliar to nonnative English speaker but was unclear in the rewrite they provided. Replacement sentence lacked good sentence structure.1 ptsBelow ExpectationsStudent response failed to identify the word or phrase that made the sentence unfamiliar to, or difficult to read, for nonnative English speakers.5 pts
This criterion is linked to a Learning OutcomeSentence 55 ptsExceeds ExpectationsStudent response identified word or phrase that would be unfamiliar to nonnative English speaker and provided a rewrite that is clear, complete, and understandable.3 ptsMeets ExpectationsStudent response identified word or phrase that would be unfamiliar to nonnative English speaker but was unclear in the rewrite they provided. Replacement sentence lacked good sentence structure.1 ptsBelow ExpectationsStudent response failed to identify the word or phrase that made the sentence unfamiliar to, or difficult to read, for nonnative English speakers.5 pts
This criterion is linked to a Learning OutcomeSentence 65 ptsExceeds ExpectationsStudent response identified word or phrase that would be unfamiliar to nonnative English speaker and provided a rewrite that is clear, complete, and understandable.3 ptsMeets ExpectationsStudent response identified word or phrase that would be unfamiliar to nonnative English speaker but was unclear in the rewrite they provided. Replacement sentence lacked good sentence structure.1 ptsBelow ExpectationsStudent response failed to identify the word or phrase that made the sentence unfamiliar to, or difficult to read, for nonnative English speakers.5 pts
This criterion is linked to a Learning OutcomeSentence 75 ptsExceeds ExpectationsStudent response identified word or phrase that would be unfamiliar to nonnative English speaker and provided a rewrite that is clear, complete, and understandable.3 ptsMeets ExpectationsStudent response identified word or phrase that would be unfamiliar to nonnative English speaker but was unclear in the rewrite they provided. Replacement sentence lacked good sentence structure.1 ptsBelow ExpectationsStudent response failed to identify the word or phrase that made the sentence unfamiliar to, or difficult to read, for nonnative English speakers.5 pts
This criterion is linked to a Learning OutcomeSentence 85 ptsExceeds ExpectationsStudent response identified word or phrase that would be unfamiliar to nonnative English speaker and provided a rewrite that is clear, complete, and understandable.3 ptsMeets ExpectationsStudent response identified word or phrase that would be unfamiliar to nonnative English speaker but was unclear in the rewrite they provided. Replacement sentence lacked good sentence structure.1 ptsBelow ExpectationsStudent response failed to identify the word or phrase that made the sentence unfamiliar to, or difficult to read, for nonnative English speakers.5 pts
This criterion is linked to a Learning OutcomeSentence 95 ptsExceeds ExpectationsStudent response identified word or phrase that would be unfamiliar to nonnative English speaker and provided a rewrite that is clear, complete, and understandable.3 ptsMeets ExpectationsStudent response identified word or phrase that would be unfamiliar to nonnative English speaker but was unclear in the rewrite they provided. Replacement sentence lacked good sentence structure.1 ptsBelow ExpectationsStudent response failed to identify the word or phrase that made the sentence unfamiliar to, or difficult to read, for nonnative English speakers.5 pts
This criterion is linked to a Learning OutcomeSentence 105 ptsExceeds ExpectationsStudent response identified word or phrase that would be unfamiliar to nonnative English speaker and provided a rewrite that is clear, complete, and understandable.3 ptsMeets ExpectationsStudent response identified word or phrase that would be unfamiliar to nonnative English speaker but was unclear in the rewrite they provided. Replacement sentence lacked goo

stress path

stress path

Assignments (Submission is required)

AssignmentTutorOnline

Q4. Explain, using stress path plots, why the unconsolidated undrained (UU) triaxial test can either underestimate or overestimate the undrained shear strength su of soil. State the conditions under which the su value of a soil can be overestimated or underestimated.
Q5 A large embankment is to be constructed on a site with the typical soil profile as shown in Figure Q5. The effective overburden stress, o’v0, profile and the preconsolidation stress, �’p, profile are also shown in Figure Q5. Before the construction of the embankment, a laboratory study using the isotropic consolidated undrained triaxial compression (CIUC) tests has established a su/o’v0 versus OCR relationship for the clay layer as su/o�v0 = 0.23 OCR0.75, where su is the undrained shear strength and OCR is the overconsolidation ratio.
Referring to Figure Q5, calculate the su values of the soil at depths of 2 m and 9 m before and after the soil has been consolidated. The contact pressure at the base of the embankment is 200 kPa.

Assignment Brief

Assignment Brief

lied knowledge
STUDENT NAME AND 1D NUMBER Qualification
ACADEMIC YEAR Unit 7 (Optional Unit)
UNIT TUTOR
Assignment Title
Type of Assignment
Weighting
Issue Date
Formative Submission Date
Summative Submission Date
Assessor IV
Assignment Brief
Pearson liTEC Level 4 Higher National Certificate and Level 5 Higher National Diploma in I lospitality management SEPT 18 — AUGUST 19 Unit 7: Managing 1 lospitality Services Mr lrshad Jamaldeen The accommodation industry and you As specified in the activities below addressing LOl and L02 50% 29/10/2018 13/12/2018 15/02/2019 Mr Irshad Jamaldeen Mr Husam Helmi
Student Declaration To protect the integrity and reputation of its qualifications, GBS requires that each learner taking PEARSON QUALIFICATION undertakes that this is the learner’s own work. A vital way of giving this assurance is for you to sign the authenticity statement below to confirm ownership of the work that may be presented to external examiner prior to certification. In so doing you are confirming that there has been no cheating or copying in producing the work and that where other sources of information have been used, they have been properly referenced.
Students should also be aware of the GBS guidance and regulations in concerning plagiarism. All submissions should be your own, original work. The Harvard Referencing System must be used. The Wikipedia website must not be referenced in your work. You have the right to appeal against assessment decisions made regarding your submitted assignment.
Student Statement To ensure certification of your achievement, before submitting your assignment for marking, please read and tick the box, then sign the box below. My submitted assignment is my own work without any help except acceptable support from my Assessor(s) By signing this document I confirm I have read and understood the above learner declaration and verify my above learner statement regarding my submitted assignment to be true. 1—1
Student’s Signature:

AssignmentTutorOnline

Pushing Integers to the Stack

Pushing Integers to the Stack

il MUM
where num is 4.1 push 4.1.1 Pushing Integers to the Stack
I) Nan integer possibly with a suggesting a negative value. -Here, •-(i’ should be regarded as ‘0’. Entering this expression will simply push num onto the stack. For example,
ill Pa PliSh 5 push -0
stark
If num is not an integer, only push the error literal (:error:) onto the stack instead of pushing num. For example,
input stack push 5 :error: push 2.5 :error: push -x _ 5
4.1.2 Pushing Strings to the Stack
push string
where string is a string literal consisting of a sequence of characters enclosed in double quotation marks, as in “this is a string”. Executing this command would push the string onto the stack:
input
stack
push “dvacipool” push “batman” push “this is a string “
this this a string batman cheadpool
Spaces are preserved in the string, ie any preceding or trailing whitespace must be kept inside the string that is pushed to the stack:
input stack pus i lea( p on push “this is a string ” 1 is.., 1 s,a_string_ deadp_ool
You can assume that the string value would always be legal and not contain quotations or escape sequences within the string itself, i.e double quotes nor backslashes will appear inside a string.
3
Scanned by CamScanner

AssignmentTutorOnline

integrate several datasets

integrate several datasets

For this assessment, you are required to write Python (Python 2/3) code to integrate several datasets into one single schema and find and fix possible problems in the data Input and output of this assessment are shown below:
Table 1. The input and output of the task
Inputs
.rar, Vic_suburb_boundary.zip. GTFS_Melbourne_Train_Infor mation.zip
Output Jupyter notebook
solution.csv
Task 1: Data Integration (65%) In this task, you are required to integrate these 7 datasets into one with the following schema.
Table 2_ Description of the final schema COLUMN DESCRIPTION Property_id A unique id for the property lat The property latitude Ing The property longitude addr_street The property address suburb (151100) The property suburb. Default value: not available”
price The property price
property_type The type of the property

AssignmentTutorOnline

FINAL Project

FINAL Project

Cpr E 281 FINAL PROJECT ELECTRICAL AND COMPUTER ENGINEERING IOWA STATE UNIVERSITY
FINAL Project
Project #2: 8-bit Booth’s Multiplier See the grading RUBRIC below before starting with the design.
As you learned earlier in the semester, multiplication is effectively repeated shifting and addition. This understanding can be used to reduce the area of a hardware multiplier by implementing a sequential multiplication circuit. Unfortunately, this means that for each bit of the multiplier there is both an add and a shift, even for cases like *0 where no adds are necessary. Therefore, you are tasked with designing an 8-bit sequential multiplier based on Booth’s algorithm (https://en.wikipedia.org/wiki/Booth%27s multiplication algorithm). Your Booth’s algorithm multiplier should have an FSM for controlling the algorithm and a datapath that includes a register file, a modified adder-subtractor circuit (needs selective sign extension), and some single flip-flops to represent P[4]/carries/signs.
The register file has two read ports, a single write port, and contains just four 8-bit registers (multiplicand–m, lower result–P[7:0], upper result–P[15:8], and count).
Behavior: Step 1: Initialization * Load the multiplicand from toggle switches 0-7. * Load the multiplier into the lower result register from toggle switches 8-15. * P[-1] is initialized to 0. Step 2: Multiplication * Read P lower and check the value of p[0:-1]: If 01 add a sign-extension of m to P (this is a multi-step process since P is a 16-bit value). If 10 add a sign-extension of -m to P (this is a multi-step process since P is a 16-bit value). If 00 or 11 don’t add or subtract. * Right shift P (use an arithmetic shift where P’s sign doesn’t change). * Repeat these steps until they have been done 8 times. Step 3: Display result * Display the result (i.e., P[15:0]) on the 7-segment display using pushbutton 0 to toggle between the upper and lower half.
Example of Booth’s Multiplication of two 5-bit numbers:

AssignmentTutorOnline

text data

text data
  1. When processing text data, it is often important to recognize the presence of certain keywords, Write a function that takes a character string as input and returns a vector of the days of the week that are found in the character string. The function should have the following characteristics:
    • Its name is
    days .found
    • It has exactly one formal argument called string with default value “”
    • It returns a vector of class character Note that the function character( . . .) can be used to create a character vector.
    • if more than one day of the week is found, then the return vector contains all of the days found in the typical order, i.e., “Sunday” would come before “Monday” , which would come before “Tuesday” , and “Saturday” would come last. Note that the clays returned should have full spelling and proper capitalization. • If no matching days are found, then it returns a vector of length zero. • If multiple instances of the same day of the week are found, then it only returns that day of the week once, • Its search is case insensitive.
    • It does not match partial clays of the week, c,g,, “Sat” and “thurs” would not be matches for “Saturday” and “Thursday” . It does not match misspellings.
    Sonic examples of the function’s output are shown next: > days.found(string = “Lunch on Monday, tuesday, Wed, or Tursday?”) [1] “Monday” “Tuesday” > days. found (string 4 “Appointment on thursdays”) [1] “Thursday”
    1