Showing posts with label answer. Show all posts
Showing posts with label answer. Show all posts

Tuesday, 13 July 2021

Using Citation Generators Wisely

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While citation generators are a relatively new tool for writers, it has revolutionized writing. Painstakingly documenting every source used for a research paper is an unsurmountable task and often took up large chunks of time that could have been used to research more efficiently. Moreover, citing sources in different formats is taxing. You have to remember the rules of every form separately and apply them without error. Citation generators have made the work much more convenient for us. Merely adding the article's link cited on a citation generator and selecting the citation format will generate a citation for you in only seconds. Whether online or on MS-word, a citation generator can create the whole bibliography with just a few clicks, a task that used to take ages.

Citation generators are efficient and powerful and have altered how we write so dramatically that we educate ourselves about using them. Used carefully, with discretion, it makes writing more manageable and less tedious; however, used carelessly, it can use systematic errors that may pass unnoticed.

 

How Do Citation Generators Work?

Citation generators are programs that turn information about a source into a citation that you can use. Most citation generators work following a similar process:

1.            The generator receives information about a source from you. The generator can obtain information in two ways:

a.            Information about the source typed in by you

b.            A URL is copied and pasted by you from which the citation generator retrieves the sources itself.

2.            The generator processes this information according to the settings you specify.

3.            The generator produces a citation (or set of citations) that you can use.

Source: https://owl.purdue.edu/owl/research_and_citation/using_citation_machines_responsibly.html

 

 

How to use Citation Generators properly?

You may ensure that you are using a citation generator correctly in the following ways:

 

1.       Make sure to provide accurate information.

No citation generator can function correctly despite user errors, therefore if you input incorrect information into a citation generator you will receive an incorrect citation. The citation generator cannot bypass your errors, therefore make sure you input the information correctly.

 

2.       Spell the author's name correctly. Subtle things like capitalization and punctuation can also matter.

 

3.       Make sure you designate the correct medium, version, and edition for each source.

Citation generators can't judge whether the information they receive about a source "makes sense." They can't tell, for instance, if you're accidentally citing an academic journal article as a magazine article (and thus likely leaving out important information like volume number). Therefore, to avoid unnecessary confusion, double-check that you've indicated precisely the source you're using (and not a source that's "close, but no cigar").

 

 

4.       Make sure to use reputable, accurate sources.

Citation generators work with the sources you give them. They can't evaluate whether those sources are right or not. To avoid this, be sure to assess whether each source you use is accurate, reputed, and unbiased. Make sure:

•             Your source is source peer-reviewed.

•             You are using a primary source (i.e., directly from the person providing the information, if it is a secondary source, make sure the author is referencing primary sources when possible.

•             Judge whether the source comes from an organization with a vested interest in having an unbiased, authoritative reputation.

•             The source references clear, unambiguous evidence. This evidence well-documented (for instance, in a bibliography).

•             The source acknowledges a range of viewpoints even as it makes its argument.

•             The source does not use emotionally-charged language or make broad generalizations.

•       The source does not come from a lone individual, particularly an individual without a reputation for careful, objective, or well-reasoned claims (or a motivation to preserve that reputation).

•             The source is commercially sponsored. Does the sponsor have a vested interest in the audience's perception of the source's topic?

5.       Double-check the citation you receive against a reference.

After you've finished inputting information and you've received a citation, resist the urge to copy and paste the source into your document without first doing a quick check for accuracy.

•             Pay particular attention to the way the generator has handled capitalization and formatting.

o             Note, for instance, that there are different rules for capitalizing titles in MLA and APA styles.

o             Note also that different types handle numbering differently. For example, some require page ranges to include all numbers in the start and end pages (e.g., 267-268). Others allow the omission of redundant numbers(e.g., 267-8).

•             If you couldn't find any information (e.g.,  date), check to ensure that the information has been left out and not rendered as a generic placeholder (e.g., "[DATE]").

6.       Make sure you cite each source in the text in a way that makes sense.

Remember that bibliographies are not the end of the story when it comes to citations. You should also use citations in the text when you borrow information from a source.

•             Here is an example. Suppose you would like to cite a chapter by the author Jane Smith. You input the source's bibliographic information into the citation generator; you indicate that you're using APA style, and you get the following in-text citation:

o             (Smith, 2015, pp. 122-128)

•             Now, you want to use this citation in the text, so you copy and paste it into a sentence where you're borrowing from Smith's source:

o             According to Smith, the world's first pies were developed by the ancient Egyptians (Smith, 2015, pp. 122-128), while later innovations were spearheaded by the Macedonians (Smith, 2015, pp. 122-128).

•             The uncritical copying and pasting you've just done have led you to make a few mistakes in your citation. When you provide the author's name in a signal phrase (like "According to Smith…"), you usually should not give it again in the parenthetical. You also should not provide a source's date multiple times in the same sentence. Finally, you should not provide vague page ranges when it's possible to pinpoint precisely where you found the information you're borrowing. The citation generator cannot judge the context of the sentence you're using the citation in, so it can't tell you to do any of these things. A much more sensible approach would look like this:

·                     According to Smith (2015), the world's first pies were developed by the ancient Egyptians (p. 123), while later innovations were spearheaded by the Macedonians (p. 127).

 

Common Errors in Citations from Citation Generators

While these are useful tools to get started with your citations, it is vital to check that these are correct as none of them are always 100% accurate.  Common errors found in citations from these generators include:

1.            Mis-capitalization of information

2.            Can be either over or under capitalizing

3.            Citing a source as the wrong type of source

4.            Many sources get cited as webpages when they are not. For example, you may find newspapers through the internet, but they are still newspapers, not webpages

5.            Leaving out information

6.            Inclusion of information that is unnecessary

For example,

Including newspaper, date ranges from library databases as part of the newspaper title, ex: New York Times (1851-2012)

When both a publisher and name for a website are required, putting the same name twice, ex: WebMD, WebMD.com

If no named author, creating a name, ex: Reporters, Telegraph 

Friday, 19 March 2021

Engineering and Mathematics Project

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FACULTY:                     Arts, Computing, Engineering and Sciences

DEPARTMENT:            Engineering and Mathematics MODULE TITLE:                             Project and Quality Management MODULE LEADER:                        Dong Zhang

TIME ALLOWED:          2 hours (plus 10 minutes reading time)


SOLUTIONS

Section A

 

1.        Consider a project with the information in Table 1.

 

Table 1


The project is budgeted with a fixed daily labour cost of £500 per day. There is no materials cost. For each activity there is an overhead of £500.

 


a).                      Construct the project network diagram using Activity-on- Node methodology, showing ESTs, LSTs, and total floats for each of the activity under normal time. Identify the project duration and the critical path under normal time.


 

3 marks for correct logic (positons of the nodes), 1 mark for including 'Start' and Finish', 2 marks for presentation (finish-to-start, arrow etc.)

 

The project duration is 10 days (2 marks), the critical path is B-C (1 mark)

 


a).                      Develop a full crashing schedule table for the project. Clearly show the action, the step cost, and the critical path after each crash.


(12 marks)



1 marks for C-1, 3 marks for B-1, 4 marks each for C-2, E-1 and C-3, F-1.

 


a).                      Identify the overall project cost when the project is fully crashed.


(4 marks)


 

S:           The labour cost = £500 X 6 = £3000 (1 mark) The overheads = £500 x 6 = £3000 (1 mark)

The crash cost = £1000+£1500+£1600+£1800 = £5900 (1 mark)

Sp the overall project cost = £3000+£3000+£5900 = £11900 (1 mark)

 


b).                     A performance review 2 days after the project started finds that activity A has been completed on time; activity B has also been completed, ahead of schedule; activities C, D and E are about to start. Calculate the probability that activity C being completed within the normal project duration.

 

*See next page for the z-table.


(5 marks)


 

S:           The normal project duration (as determined in part a).) is 10 days. 2 days have passed so there are 8 days available to complete activity C within the normal project duration.(1 mark)

 

σcp = √1/9 = 1/3 (1 mark)

z = (specified time - expected time)/ σcp = (8-7)/(1/3) = 3 (2 marks) find P(8) from the table where z = 3: P(Z=3) = 0.9987 (1 mark))

 


c).                      Based on the progress found in the performance review, calculate the Schedule Performance Index using the percentage rule.


(6 marks)


 

S:           Two activities have been completed so the overheads = £500 x 2 = £1000 (1 mark)

 

According to the budget, PV = £500 x 2 = £1000 + £1000 = £2000 (2 marks)

 

The Earned value is the value of work completed. The work of 3 days worth have been completed so EV = £500 x 3 = £1500 + £1000 = £2500 (2 marks)


 

SPI = EV/PV = £2500/£2000 = 1.25 (1 mark)

 


d).                     It is estimated that all activities in the project will benefit from a learning rate of 0.894427. Using the normal time in Table 1 as the starting point, calculate at which repetition the normal time of the project will be reduced by 2 days.


(5 marks)


 

S:           n = log(0.894427)/log(2) = -0.160964 (1 mark)

 

The target is 10 - 2 = 8 days (1 mark)

 

Taking the numbers to the function Yx = K∙Xn gives 8 = 10X-0.160964. Solving this gives X = 4 (2 marks)

 

Total

(4 marks)


 


 

 


 

Areas under the standardised normal curve for z ≥ 0


 

Note on grading for Section B:

The student is expected to consider the questions as titles for a mini discussion- based essay. In general, this is the standard expected for each grade:

 

80% +

This answer demonstrates a broad knowledge and understanding of the subject area. It is clearly set out and uses a logical approach to answering the question. The standard of work is excellent. It should exceed the requirements of the question. It demonstrates detailed understanding of course material and its application to practical examples. It should also provide information which indicates that the student has researched the subject and obtained a level of knowledge more detailed than would be achieved using lecture notes. This is an excellent answer.

 

70% - 79%

This shows a clear understanding of the subject and an understanding of the practical issues when implementing the theory. The standard of work is very good. This answer is clearly set out and uses a logical approach to answering the question. It is likely that the work should show limited evidence of knowledge which surpasses that taught in lectures. The arguments should be developed logically and supported with examples. However this is a less detailed answer than a 70% + answer. It could provide some evidence of gaps in knowledge and areas of misunderstanding. This is a very good answer.

 

60% - 69%

This answer is a relatively brief analysis of the subject area. There are likely to be some areas of misunderstanding and to be several gaps in the information provided. The discussion is less logical and links between the different areas of the subject are not clear. It demonstrates a basic level of understanding and the ability to apply some of the information to practical situations. However it should demonstrate enough understanding to indicate that the student, with some support, could practically apply the theory in a working environment. The student must demonstrate a reasonable but not extensive knowledge of the subject area and implementation issues. There is little, if any, evidence of knowledge gained from study of material which was not provided in lecture notes. This is an average - good answer.

 

50% - 59%

This is a very limited discussion which displays some understanding of the subject. It is unlikely to provide clear and structured discussion and shows a very basic understanding of the subject area. However it does show a level of understanding of the subject, which would suggest, that with significant support, the student could apply the theory. It demonstrates a basic knowledge of the subject. There is unlikely to be evidence of knowledge from study of material which was not provided in lecture notes. The answer is reasonably well presented. However there are several gaps in knowledge and areas of misunderstanding. This satisfies the learning outcome but is generally below average.

 

40% - 49%

This answer fails to demonstrate sufficient knowledge of the subject area. It achieves few if any of the objectives of the discussion. There is little, if any, evidence of the ability to apply theory to a practical scenario. The majority of the answer


 

demonstrates significant areas of misunderstanding and gaps in knowledge. There is some understanding. The information provided is not supported by detailed logical argument. This is a low quality answer and does not satisfy the passing criteria.

 

Less than 40%

This answer completely fails to achieve the objectives of the question and demonstrates minimal understanding of the subject area. It is an extremely low quality answer.

 

Solutions to individual questions now follow. Section B

2.           Critically evaluate the importance for organisations to develop coherence in managing and delivering projects.

 

S:     Coherence occurs where there is consistency between all the layers of the strategy process, shown in the figure below. It is worth pursuing as it means that all projects are working to the same strategy, and it is possible for individuals to then see how what they do contributes in some way to achieving that strategy.

 

Better answers will explore the impact of lack of coherence of project strategies, which may result in weak links between projects, lack of coordination, inevitable resource conflicts. The focus for each project therfore is to 'minimise the negative potential' of projects rather than seeking performance improvement.




 

(30 marks)

 

3.           Discuss whether it is possible or not to eliminate risks through careful project planning.

 

S:     It is not possible to eliminate risk from a project regardless of planning. The role of risk management is to identify and analyse potential risks associated with a project. Once risks have been identified, preventative action or contingency plans


 

may be established to reduce the impact of the risk on the success of the project. While this presents a way to help control the effects of risk, it does not eliminate risk from the project management equation.

 

Better answers will argue that though risk can not be eliminated, it is important to approach risk in a systematic way. The prioritisation of risks planning makes the process manageable, and when done properly, will prevent a situation of overkill. The careful planning does not ensure that all risks will be identified or that the right contingencies will be created. All the same, the benefits of taking part in risk management far outweigh the danger of not preparing for potential problems.

(30 marks)

 

4.           Discuss why it is difficult to implement a perfect project control system.

 

S:     Control is the measurement of progress towards desired outcomes, assimilation of the information, and application of corrective action where needed to keep the project on‐track.The difficulty in implementing a perfect control system requires firt the understanding of the meaning of 'perfect'. Idealy a perfect control system should be able to detect any variations to important characteristoics of a project in a timely mananer and allow the project manager the opportunity to instigate correction actions to bring the project back on track. It should not only provide feedback but also feedforward. All these should then come at a cost not greater than the project benefit.

 

Better answers will explore the issues in social connotation in the context of control being a paradox and seemed as a negative idea. There is also an issue of how control could be used to capture and respond to positive deviation to the plan.

 

(30 marks)

 

5.           Evaluate the role of project review in the process of continuous improvement for organisations.

 

S:     The simple answer is that reviews look for opportunities for process improvement, at particular aspects of how projects are managed. This contributes to the learning by doing process and enables organisations to think about project maturity and longer-tern reflection.

 

Better answers will discuss the importance of projects for organisations in the strategic context - as quoted in the text "project management can be regarded as an essential menas of turning strategic objectives into organisational ventures".

(30 marks)

 

 

END


 

S:           See table below for full schedule


Tuesday, 9 March 2021

Digital Business Management and Emerging Technologies

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Specifications and Marking Criteria

General Information

 

•                      This is an individual assessment.

•                      Each student must only submit their work online using ONLY Weblearn Turnitin link. Please follow the instructions provided in Weblearn’s “Online Assessment” folder. Your work will NOT be assessed if you failed to submit online before 3pm on 25th Jan 2021.

•                      Note: Your digital report submissions must contain the Harvard referencing.

•                      You will be marked as fail if you have missed the deadline for online submission.

•                      Your assignment will be scanned by a plagiarism detecting tool (turnitin). Your assignment must be a piece of personal and genuine work.

 

Specific Instructions

 

•                      You are expected to do much background reading from textbooks and other academic journal articles, news mediums as well as conduct adequately research evidence to support your review and discussion.


•                      Reference style must follow Harvard Reference Systems. The university library web site has “A guide to academic referencing” at https://student.londonmet.ac.uk/media/london- metropolitan-university/london-met-documents/professional-service-departments/library- services/referencing/HarvardReferencingGuideFull2016-05.pdf

 

 

 

Assessment Tasks

Firstly, you must research and select a company website which has not been selected by your peers.

•                      Note: Please do not start work on the company website until it has been approved by your seminar tutor. Please email your seminar tutor about your choice of company.

•                      The chosen company website will be allocated to students on a first come first serve basis.

This assignment requires each student choose a website of a company and research on their websites and online business strategies and,

 

1.                  Identify the E-business model that the website pursues (week 1 topic) Consider E-business concepts and approaches to comment on specific strengths and weaknesses of your chosen website..

2.                  Identify competitive strategy and digital business strategy the company has followed and provide recommendations/suggestions with clear justifications (week 2 topic).

3.              Identify their digital marketing strategies and options and provide recommendations/suggestions with clear justifications (week 4 topic).

4.              Using similar web market intelligence platform (similarweb.com) please discuss the customer traffic data and provide recommendations/suggestions for further improvement with clear justification (week 4 topic).

5.              Identify the company’s e-CRM and social network channels linked with the website and provide recommendations/suggestions for further improvement with clear justification (week 5 topic).

6.            Identify the cyber security measures the company website has in place discuss if the company website comply with e-business ethics and provide recommendations/suggestions with justification (week 9 and10 topic).

 

**** Please use theories or concepts from academic sources to support your discussion, recommendations, justifications and reference them using Harvard referencing style.