Module Overview Summary of Module Description For full details, go to Module Descriptor. Aims The aim of this module is to: • Develop individuals for a career in business and management • Enhance and develop employability , professional and lifelong learning skills and personal development Learning Outcomes Learners will be able to critically evaluate the acquisition of a range of academic and professional skills using a number of theoretical frameworks. Assessment – Summary Category Assessment Description Duration Word Count Weight (%) Written Assignment Essay 1 Reflective Essay N/A 3000 45 For full details, go to Assessment. Additional Information Remember that a variety of Resources is available to support your learning materials.Skills and character audit This document provides an initial picture of your skills and character. It will also provide the basis of further documents that make up the first assignment on the module. It is based on the skills statements that form a fundamental part of your Masters programme which were approved by a validation panel that consisted of members of staff in the Business School, academic staff from other higher education institutions and employers. The statements in the form are there for you and you will not be judged on whether your responses are positive or negative. The responses should enable you to identify what you are good or bad at from which you can create a personal SLOT analysis (Strengths, Limitations, Opportunities, Threats). From this SLOT analysis you can then concentrate on developing certain areas that will enhance your academic and professional development. We would very much like to” get to know” you through this document and would encourage you to also complete the notes section. In this you could give us a rationale for your responses to the questions. As a guide to how you should gauge your response consider the following: Strongly agree – I have a wide range of experience in this area and have been commended by a tutor or employer for my efforts in this area Agree – I am comfortable with this aspect and have been able to demonstrate my ability Disagree – I am Ok with this but realise that I do need to improve Strongly disagree – I know I am weak in this area and need to focus on this as I could fine this weakness to be detrimental to my progression Explain why – please take the room to consider the reasons for your answer as this is the reflection that is of most value. Do not worry if your section spills onto the next page.   Intellectual (thinking) skills Strongly Agree Agree Disagree Strongly Disagree I am a creative person who can adapt my thinking to circumstances I am able to organise my thoughts, analyse, synthesise and critically appraise situations I can identify assumptions, evaluate statements in terms of evidence, detect false logic or reasoning, identify implicit values, define terms adequately and generalise appropriately Explain why: Professional/Vocational skills Strongly Agree Agree Disagree Strongly Disagree I use a wide range of techniques in approaching and solving problems. I am comfortable with a range of research techniques I am able to analyse and interpret quantitative data I am able to analyse and interpret qualitative data My leadership skills are well developed and I can adapt them to different situations I am able to manage people effectively Motivating myself and others comes easy to me I am aware of my responsibilities to myself, the organisation and other people I treat people with respect and consideration Explain why:   Key/Common skills Strongly Agree Agree Disagree Strongly Disagree I am able to use mathematical techniques to analyse data I can effectively interpret numerical data including tables and charts I am able to use a wide range of software on a PC I use a range Information Technology devices to communicate and access information I am a good listener I am able to communicate my ideas well in a face-to-face situation I can adapt my written style to suit an audiences needs I am comfortable presenting my ideas to an audience Whenever I have completed a task I always reflect on the experience with a view to seeking continuous improvement I manage my time effectively I am always prompt when asked to complete a task I am aware of the need to be sensitive to the cultural differences to which I have been exposed I am keen to learn about other people and their country and culture I enjoy working with others to complete a task I know my own character and am sensitive of this in a group situation I understand that a group is made of individuals and I am sensitive to the needs and preferences of others I will always ensure that I get my views across in a meeting I am willing to accept the viewpoint of others I always give 100% in a group task Explain why: SLOT Analysis Having responded to the statements above you should now be in a position to look forward and recognise those areas on which your development will be based. The SLOT analysis can help you to arrange this. Strengths – can be those skills and characteristics to which you have responded positively to in the previous section. It is worth noting that whilst you may be strong in these areas that does not mean you ignore their development. Indeed you may be able to utilise these strengths in the development of areas identified as weaknesses or to overcome strengths, this will enhance those skills and characteristics. Limitations – All of us can identify some sort of limitation to our skills. None of us should be afraid of doing this as this is the first stage on the improvement and development of these weaknesses. Opportunities – These arise or can be created. When thinking of this look ahead at opportunities that will arise in a professional, academic or social context within which your development can take place. Threats – Many threats from your development can come from within – your own characteristics e.g. poor time management can lead to missing deadlines. However we could equally identify a busy lifestyle as a threat to our development. Once again think widely in terms of where the threat will come from. Do not worry if you find that a strength can also be a limitation. This is often true as a characteristic you have may be strength in one situation but a limitation in another. E.g. you may be an assertive person, which is positive, but this could be negative in a group situation. Please try and elaborate this in the notes section at the foot of the table. SLOT Analysis (you may need to use two pages to set out this analysis) Strengths Limitations Opportunities Threats Analysis of the Bullet points in the SLOT table Objectives Having undertaken some analysis of your skills and characteristics the aim of this next section is to identify various aspects of your development during the course of this module, other modules on your course, and extra-curricular activities. Make sure the objectives are SMART:- S – Specific. Clearly identified from the exercises undertaken M – Measurable. The outcomes can be easily demonstrated (to yourself, and where possible others) A – Achievable. They can be done given the opportunities available to you R – Relevant. They form part of your development either on this award, in your employability prospects or in your current job role T – Timebound. They can be achieved within a given timescale Whilst there are 5 rows in the table below, please feel free to add more. However be sure that you need to do this development and that they fit within the scope of the above criteria. Area What I am going to do. How I am going to do it When I am going to do it by Force Field Analysis This technique was designed by Kurt Lewin (1947 and 1953). In the business world it is used for decision making, looking at forces that need to be considered when implementing change – it can be said to be a specialised method of weighing up the pros and cons of a decision. Having looked at your personal strengths and weaknesses we would like you to use this technique to become aware of those factors that will help/hinder, give you motivation for or may act against, your personal development. Whilst you could do this for each of your objectives we want you to think in terms of where you would like to be at the end of your Masters programme. In the central pillar, put in a statement of where you want to be at the end of the course. Then in the arrows either side look at those factors/forces that may work in your favour. Be realistic and please add as many arrows that you think may be necessary; use a separate page for the module if it makes it easier to structure your thoughts. Forces or factors working for achieving your desired outcome Where I want to be Forces or factors against working against you achieving your desired outcome

Module Overview Summary of Module Description For full details, go to Module Descriptor. Aims The aim of this module is to: • Develop individuals for a career in business and management • Enhance and develop employability , professional and lifelong learning skills and personal development Learning Outcomes Learners will be able to critically evaluate the acquisition of a range of academic and professional skills using a number of theoretical frameworks. Assessment – Summary Category Assessment Description Duration Word Count Weight (%) Written Assignment Essay 1 Reflective Essay N/A 3000 45 For full details, go to Assessment. Additional Information Remember that a variety of Resources is available to support your learning materials.Skills and character audit This document provides an initial picture of your skills and character. It will also provide the basis of further documents that make up the first assignment on the module. It is based on the skills statements that form a fundamental part of your Masters programme which were approved by a validation panel that consisted of members of staff in the Business School, academic staff from other higher education institutions and employers. The statements in the form are there for you and you will not be judged on whether your responses are positive or negative. The responses should enable you to identify what you are good or bad at from which you can create a personal SLOT analysis (Strengths, Limitations, Opportunities, Threats). From this SLOT analysis you can then concentrate on developing certain areas that will enhance your academic and professional development. We would very much like to” get to know” you through this document and would encourage you to also complete the notes section. In this you could give us a rationale for your responses to the questions. As a guide to how you should gauge your response consider the following: Strongly agree – I have a wide range of experience in this area and have been commended by a tutor or employer for my efforts in this area Agree – I am comfortable with this aspect and have been able to demonstrate my ability Disagree – I am Ok with this but realise that I do need to improve Strongly disagree – I know I am weak in this area and need to focus on this as I could fine this weakness to be detrimental to my progression Explain why – please take the room to consider the reasons for your answer as this is the reflection that is of most value. Do not worry if your section spills onto the next page.   Intellectual (thinking) skills Strongly Agree Agree Disagree Strongly Disagree I am a creative person who can adapt my thinking to circumstances I am able to organise my thoughts, analyse, synthesise and critically appraise situations I can identify assumptions, evaluate statements in terms of evidence, detect false logic or reasoning, identify implicit values, define terms adequately and generalise appropriately Explain why: Professional/Vocational skills Strongly Agree Agree Disagree Strongly Disagree I use a wide range of techniques in approaching and solving problems. I am comfortable with a range of research techniques I am able to analyse and interpret quantitative data I am able to analyse and interpret qualitative data My leadership skills are well developed and I can adapt them to different situations I am able to manage people effectively Motivating myself and others comes easy to me I am aware of my responsibilities to myself, the organisation and other people I treat people with respect and consideration Explain why:   Key/Common skills Strongly Agree Agree Disagree Strongly Disagree I am able to use mathematical techniques to analyse data I can effectively interpret numerical data including tables and charts I am able to use a wide range of software on a PC I use a range Information Technology devices to communicate and access information I am a good listener I am able to communicate my ideas well in a face-to-face situation I can adapt my written style to suit an audiences needs I am comfortable presenting my ideas to an audience Whenever I have completed a task I always reflect on the experience with a view to seeking continuous improvement I manage my time effectively I am always prompt when asked to complete a task I am aware of the need to be sensitive to the cultural differences to which I have been exposed I am keen to learn about other people and their country and culture I enjoy working with others to complete a task I know my own character and am sensitive of this in a group situation I understand that a group is made of individuals and I am sensitive to the needs and preferences of others I will always ensure that I get my views across in a meeting I am willing to accept the viewpoint of others I always give 100% in a group task Explain why: SLOT Analysis Having responded to the statements above you should now be in a position to look forward and recognise those areas on which your development will be based. The SLOT analysis can help you to arrange this. Strengths – can be those skills and characteristics to which you have responded positively to in the previous section. It is worth noting that whilst you may be strong in these areas that does not mean you ignore their development. Indeed you may be able to utilise these strengths in the development of areas identified as weaknesses or to overcome strengths, this will enhance those skills and characteristics. Limitations – All of us can identify some sort of limitation to our skills. None of us should be afraid of doing this as this is the first stage on the improvement and development of these weaknesses. Opportunities – These arise or can be created. When thinking of this look ahead at opportunities that will arise in a professional, academic or social context within which your development can take place. Threats – Many threats from your development can come from within – your own characteristics e.g. poor time management can lead to missing deadlines. However we could equally identify a busy lifestyle as a threat to our development. Once again think widely in terms of where the threat will come from. Do not worry if you find that a strength can also be a limitation. This is often true as a characteristic you have may be strength in one situation but a limitation in another. E.g. you may be an assertive person, which is positive, but this could be negative in a group situation. Please try and elaborate this in the notes section at the foot of the table. SLOT Analysis (you may need to use two pages to set out this analysis) Strengths Limitations Opportunities Threats Analysis of the Bullet points in the SLOT table Objectives Having undertaken some analysis of your skills and characteristics the aim of this next section is to identify various aspects of your development during the course of this module, other modules on your course, and extra-curricular activities. Make sure the objectives are SMART:- S – Specific. Clearly identified from the exercises undertaken M – Measurable. The outcomes can be easily demonstrated (to yourself, and where possible others) A – Achievable. They can be done given the opportunities available to you R – Relevant. They form part of your development either on this award, in your employability prospects or in your current job role T – Timebound. They can be achieved within a given timescale Whilst there are 5 rows in the table below, please feel free to add more. However be sure that you need to do this development and that they fit within the scope of the above criteria. Area What I am going to do. How I am going to do it When I am going to do it by Force Field Analysis This technique was designed by Kurt Lewin (1947 and 1953). In the business world it is used for decision making, looking at forces that need to be considered when implementing change – it can be said to be a specialised method of weighing up the pros and cons of a decision. Having looked at your personal strengths and weaknesses we would like you to use this technique to become aware of those factors that will help/hinder, give you motivation for or may act against, your personal development. Whilst you could do this for each of your objectives we want you to think in terms of where you would like to be at the end of your Masters programme. In the central pillar, put in a statement of where you want to be at the end of the course. Then in the arrows either side look at those factors/forces that may work in your favour. Be realistic and please add as many arrows that you think may be necessary; use a separate page for the module if it makes it easier to structure your thoughts. Forces or factors working for achieving your desired outcome Where I want to be Forces or factors against working against you achieving your desired outcome

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1) The Hamiltonian ?̂=?̂0+?̂(1)(?)= 1 0 0 2 + 0 ∈ ∈ 0 , ?≪1 . a) Write the characteristic polynomial |?̂ − ??̂| and obtain the exact eigenvalues. Expand your result in series with respect to ? (keep track of all terms up to the second order in ?).

1) The Hamiltonian ?̂=?̂0+?̂(1)(?)= 1 0 0 2 + 0 ∈ ∈ 0 , ?≪1 . a) Write the characteristic polynomial |?̂ − ??̂| and obtain the exact eigenvalues. Expand your result in series with respect to ? (keep track of all terms up to the second order in ?).

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Nutrient molecules are used as building blocks or for energy. This best represents which characteristic of life? Select one: Living things acquire materials and energy from the environment. Living things are homeostatic. Living things are adapted. Living things grow and develop. Living things respond to stimuli.

Nutrient molecules are used as building blocks or for energy. This best represents which characteristic of life? Select one: Living things acquire materials and energy from the environment. Living things are homeostatic. Living things are adapted. Living things grow and develop. Living things respond to stimuli.

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Sex, Gender, and Popular Culture Spring 2015 Look through popular magazines, and see if you can find advertisements that objectify women in order to sell a product. Alternately, you may use an advertisement on television (but make sure to provide a link to the ad so I can see it!). Study these images then write a paper about objectification that deals with all or some of the following: • What effect(s), if any, do you think the objectification of women’s bodies has on our culture? • Jean Kilbourne states “turning a human being into a thing is almost always the first step toward justifying violence against that person.” What do you think she means by this? Do you agree with her reasoning? Why or why not? • Some people would argue that depicting a woman’s body as an object is a form of art. What is your opinion of this point of view? Explain your reasoning. • Why do you think that women are objectified more often than men are? • How does sexualization and objectification play out differently across racial lines? • Kilbourne explains that the consequences of being objectified are different – and more serious – for women than for men. Do you agree? How is the world different for women than it is for men? How do objectified images of women interact with those in our culture differently from the way images of men do? Why is it important to look at images in the context of the culture? • What is the difference between sexual objectification and sexual subjectification? (Ros Gill ) • How do ads construct violent white masculinity and how does that vision of masculinity hurt both men and women? Throughout your written analysis, be sure to make clear and specific reference to the images you selected, and please submit these images with your paper. Make sure you engage with and reference to at least 4 of the following authors: Kilbourne, Bordo, Hunter & Soto, Rose, Durham, Gill, Katz, Schuchardt, Ono and Buescher. Guidelines:  Keep your content focused on structural, systemic, institutional factors rather than the individual: BE ANALYTICAL NOT ANECDOTAL.  Avoid using the first person or including personal stories/reactions. You must make sure to actively engage with your readings: these essays need to be informed and framed by the theoretical material you have been reading this semester.  Keep within the 4-6 page limit; use 12-point font, double spacing and 1-inch margins.  Use formal writing conventions (introduction/thesis statement, body, conclusion) and correct grammar. Resources may be cited within the text of your paper, i.e. (Walters, 2013).

Sex, Gender, and Popular Culture Spring 2015 Look through popular magazines, and see if you can find advertisements that objectify women in order to sell a product. Alternately, you may use an advertisement on television (but make sure to provide a link to the ad so I can see it!). Study these images then write a paper about objectification that deals with all or some of the following: • What effect(s), if any, do you think the objectification of women’s bodies has on our culture? • Jean Kilbourne states “turning a human being into a thing is almost always the first step toward justifying violence against that person.” What do you think she means by this? Do you agree with her reasoning? Why or why not? • Some people would argue that depicting a woman’s body as an object is a form of art. What is your opinion of this point of view? Explain your reasoning. • Why do you think that women are objectified more often than men are? • How does sexualization and objectification play out differently across racial lines? • Kilbourne explains that the consequences of being objectified are different – and more serious – for women than for men. Do you agree? How is the world different for women than it is for men? How do objectified images of women interact with those in our culture differently from the way images of men do? Why is it important to look at images in the context of the culture? • What is the difference between sexual objectification and sexual subjectification? (Ros Gill ) • How do ads construct violent white masculinity and how does that vision of masculinity hurt both men and women? Throughout your written analysis, be sure to make clear and specific reference to the images you selected, and please submit these images with your paper. Make sure you engage with and reference to at least 4 of the following authors: Kilbourne, Bordo, Hunter & Soto, Rose, Durham, Gill, Katz, Schuchardt, Ono and Buescher. Guidelines:  Keep your content focused on structural, systemic, institutional factors rather than the individual: BE ANALYTICAL NOT ANECDOTAL.  Avoid using the first person or including personal stories/reactions. You must make sure to actively engage with your readings: these essays need to be informed and framed by the theoretical material you have been reading this semester.  Keep within the 4-6 page limit; use 12-point font, double spacing and 1-inch margins.  Use formal writing conventions (introduction/thesis statement, body, conclusion) and correct grammar. Resources may be cited within the text of your paper, i.e. (Walters, 2013).

The objectification of women has been a very controversial topic … Read More...
EXPERIMENT 6 FET CHARACTERISTIC CURVES ________________________________________ Bring a diskette to save your data. ________________________________________ OBJECT: The objective of this lab is to investigate the DC characteristics and operation of a field effect transistor (FET). The FET recommended to be used in this lab is 2N5486 n-channel FET. • Gathering data for the DC characteristics ________________________________________ APPARATUS: Dual DC Power Supply, Voltmeter, and 1k resistors, 2N5486 N-Channel FET. ________________________________________ THEORY: A JFET (Junction Field Effect Transistor) is a three terminal device (drain, source, and gate) similar to the BJT. The difference between them is that the JFET is a voltage controlled constant current device, whereas BJT is a current controlled current source device. Whereas for BJT the relationship between an output parameter, iC, and an input parameter, iB, is given by a constant , the relationship in JFET between an output parameter, iD, and an input parameter, vGS, is more complex. PROCEDURE: Measuring ID versus VDS (Output Characteristics) 1. Build the circuit shown below. 2. Obtain the output characteristics i.e. ID versus VDS. a. Set VGS = 0. Vary the voltage across drain (VDS) from 0 to 8 V with steps of 1 V and measure the corresponding drain current (ID). b. Repeat the procedure for different values of VGS. (0V, -0.5V, -1V, -1.5V, -2V, -2.5V, -3.0V, -3.5V, -4.0V). 3. Record the values in Table 1 and plot the graph ID vs. VGS. VGS 0 -0.5 -1.0 -1.5` -2.0 -2.5 -3.0 -3.5 -4.0 VDS ID ID ID ID ID ID ID ID ID 0 0 0.002mA 0.002mA 0.002mA 0.002mA 0.002mA 0.002mA 0.002mA 0mA 1 0 0.7 mA 0.7 mA 0.66 mA 0.6 mA 0.6 mA 0.5 0.1mA 0mA 2 0 1.5 mA 1.3 mA 1.3mA 1.2 mA 1.1 mA 0.7 0.1mA 0mA 3 0 2.1 mA 2.6 mA 1.9 mA 1.8 mA 1.5 mA 0.8 mA 0.1mA 0mA 4 0 2.7 mA 2.6 mA 2.5 mA 2.4 mA 1.7 mA 0.8 mA 0.1mA 0mA 5 0 3.4 mA 3.3 mA 3.1 mA 2.8 mA 1.8 mA 0.9 mA 0.1mA 0mA 6 0 4.1 mA 3.4 mA 3.7 mA 3.2 mA 1.9 mA 0.9 mA 0.1mA 0mA 7 0 4.7 mA 4.5 mA 4.2 mA 3.4 mA 1.9 mA 0.9 mA 0.1mA 0mA 8 0 5.3 mA 5.1 mA 6.6 mA 3.5 mA 2.0 mA 0.9 mA 0.1mA 0mA Table 1. vds=0:8; id=[0 6.2e-3 9.7e-3 11.3e-3 11.9e-3 12.2e-3 12.3e-3 12.3e-3 12.32e-3]; plot(vds,id);grid on;hold on id2=[0 5.23e-3 8.05e-3 9.15e-3 9.57e-3 9.77e-3 9.88e-3 9.9e-3 9.92e-3]; plot(vds,id2);grid on;hold on id3=[0 4.29e-3 6.41e-3 7.17e-3 7.46e-3 7.60e-3 7.67e-3 7.73e-3 7.76e-3]; plot(vds,id3);grid on;hold on ________________________________________ Measuring ID versus VGS (Transconductance Characteristics) 1. For the same circuit, obtain the transconductance characteristics. i.e. ID versus VGS. a. Set a particular value of voltage for VDS, i.e. 5V. Start with a gate voltage VGS of 0 V, and measure the corresponding drain current (ID). b. Then decrease VGS in steps of 0.5 V until VGS is -4V. c. At each step record the drain current. VDS = 5 V VGS ID 0 3.42 mA -0.5 3.36 mA -1.00 3.27 mA -1.50 3.12 mA -2.00 2.79 mA -2.50 1.84 mA -3.00 0.71 mA -3.50 0.11 mA -4.00 0 mA Table 2. 2. Plot the graph with ID versus VGS using Excel, MATLAB, or some other program. Discussion Questions—Make sure you answer the following questions in your discussion. Use all of the data obtained to answer the following questions: 1. Discuss the output and transconductance curves obtained in lab? Are they what you expected? 2. Are the output characteristics spaced evenly? Should they be? 3. What are the applications of a JFET?

EXPERIMENT 6 FET CHARACTERISTIC CURVES ________________________________________ Bring a diskette to save your data. ________________________________________ OBJECT: The objective of this lab is to investigate the DC characteristics and operation of a field effect transistor (FET). The FET recommended to be used in this lab is 2N5486 n-channel FET. • Gathering data for the DC characteristics ________________________________________ APPARATUS: Dual DC Power Supply, Voltmeter, and 1k resistors, 2N5486 N-Channel FET. ________________________________________ THEORY: A JFET (Junction Field Effect Transistor) is a three terminal device (drain, source, and gate) similar to the BJT. The difference between them is that the JFET is a voltage controlled constant current device, whereas BJT is a current controlled current source device. Whereas for BJT the relationship between an output parameter, iC, and an input parameter, iB, is given by a constant , the relationship in JFET between an output parameter, iD, and an input parameter, vGS, is more complex. PROCEDURE: Measuring ID versus VDS (Output Characteristics) 1. Build the circuit shown below. 2. Obtain the output characteristics i.e. ID versus VDS. a. Set VGS = 0. Vary the voltage across drain (VDS) from 0 to 8 V with steps of 1 V and measure the corresponding drain current (ID). b. Repeat the procedure for different values of VGS. (0V, -0.5V, -1V, -1.5V, -2V, -2.5V, -3.0V, -3.5V, -4.0V). 3. Record the values in Table 1 and plot the graph ID vs. VGS. VGS 0 -0.5 -1.0 -1.5` -2.0 -2.5 -3.0 -3.5 -4.0 VDS ID ID ID ID ID ID ID ID ID 0 0 0.002mA 0.002mA 0.002mA 0.002mA 0.002mA 0.002mA 0.002mA 0mA 1 0 0.7 mA 0.7 mA 0.66 mA 0.6 mA 0.6 mA 0.5 0.1mA 0mA 2 0 1.5 mA 1.3 mA 1.3mA 1.2 mA 1.1 mA 0.7 0.1mA 0mA 3 0 2.1 mA 2.6 mA 1.9 mA 1.8 mA 1.5 mA 0.8 mA 0.1mA 0mA 4 0 2.7 mA 2.6 mA 2.5 mA 2.4 mA 1.7 mA 0.8 mA 0.1mA 0mA 5 0 3.4 mA 3.3 mA 3.1 mA 2.8 mA 1.8 mA 0.9 mA 0.1mA 0mA 6 0 4.1 mA 3.4 mA 3.7 mA 3.2 mA 1.9 mA 0.9 mA 0.1mA 0mA 7 0 4.7 mA 4.5 mA 4.2 mA 3.4 mA 1.9 mA 0.9 mA 0.1mA 0mA 8 0 5.3 mA 5.1 mA 6.6 mA 3.5 mA 2.0 mA 0.9 mA 0.1mA 0mA Table 1. vds=0:8; id=[0 6.2e-3 9.7e-3 11.3e-3 11.9e-3 12.2e-3 12.3e-3 12.3e-3 12.32e-3]; plot(vds,id);grid on;hold on id2=[0 5.23e-3 8.05e-3 9.15e-3 9.57e-3 9.77e-3 9.88e-3 9.9e-3 9.92e-3]; plot(vds,id2);grid on;hold on id3=[0 4.29e-3 6.41e-3 7.17e-3 7.46e-3 7.60e-3 7.67e-3 7.73e-3 7.76e-3]; plot(vds,id3);grid on;hold on ________________________________________ Measuring ID versus VGS (Transconductance Characteristics) 1. For the same circuit, obtain the transconductance characteristics. i.e. ID versus VGS. a. Set a particular value of voltage for VDS, i.e. 5V. Start with a gate voltage VGS of 0 V, and measure the corresponding drain current (ID). b. Then decrease VGS in steps of 0.5 V until VGS is -4V. c. At each step record the drain current. VDS = 5 V VGS ID 0 3.42 mA -0.5 3.36 mA -1.00 3.27 mA -1.50 3.12 mA -2.00 2.79 mA -2.50 1.84 mA -3.00 0.71 mA -3.50 0.11 mA -4.00 0 mA Table 2. 2. Plot the graph with ID versus VGS using Excel, MATLAB, or some other program. Discussion Questions—Make sure you answer the following questions in your discussion. Use all of the data obtained to answer the following questions: 1. Discuss the output and transconductance curves obtained in lab? Are they what you expected? 2. Are the output characteristics spaced evenly? Should they be? 3. What are the applications of a JFET?

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Task 4 – Learning Outcome 2.1 Apply dimensional analysis to energy and mass transfer relationships a. The Reynolds number (Re) is a function of density, viscosity, and velocity of a fluid and a characteristic length (diameter of the pipe). Establish that Re = C (Vdr/m )-d by dimensional analysis and suggest appropriate methods to obtain constants C and d.

Task 4 – Learning Outcome 2.1 Apply dimensional analysis to energy and mass transfer relationships a. The Reynolds number (Re) is a function of density, viscosity, and velocity of a fluid and a characteristic length (diameter of the pipe). Establish that Re = C (Vdr/m )-d by dimensional analysis and suggest appropriate methods to obtain constants C and d.

The third task : Tutorial Topic 5 – IT and Information Systems Search business magazines and other sources of information for recent articles that discuss the use of information technology in delivering significant business benefits to an organisation. Use other sources to find additional information about the organisation. For the tutorial, prepare a brief report on your findings, and identify the application area(s) in the organisation that IT has supported. HOW TO DO THIS: 1. Identify an organisation big enough to have material published about it. 2. Write short introduction/description of the organisation 3. Identify business magazines that publish articles about IT 4. Other sources of information could be the organisations website 5. Or the company that is selling the information technology 6. Brief report – what is a report? what is the writing style of a report? Examples of information sourses: 1. http://www.infoworld.com/about 2. http://www.emeraldinsight.com/learning/management_thinking/articles/?subject=ebusiness 3. http://www.computerworlduk.com/it-business/ 4. http://www.businessweek.com/reports 5. http://www.informationweek.com/ 6. http://www.webroot.com/us/en/business/resources/articles/ or search for Business IT articles

The third task : Tutorial Topic 5 – IT and Information Systems Search business magazines and other sources of information for recent articles that discuss the use of information technology in delivering significant business benefits to an organisation. Use other sources to find additional information about the organisation. For the tutorial, prepare a brief report on your findings, and identify the application area(s) in the organisation that IT has supported. HOW TO DO THIS: 1. Identify an organisation big enough to have material published about it. 2. Write short introduction/description of the organisation 3. Identify business magazines that publish articles about IT 4. Other sources of information could be the organisations website 5. Or the company that is selling the information technology 6. Brief report – what is a report? what is the writing style of a report? Examples of information sourses: 1. http://www.infoworld.com/about 2. http://www.emeraldinsight.com/learning/management_thinking/articles/?subject=ebusiness 3. http://www.computerworlduk.com/it-business/ 4. http://www.businessweek.com/reports 5. http://www.informationweek.com/ 6. http://www.webroot.com/us/en/business/resources/articles/ or search for Business IT articles

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