The transportation strategy must be aligned with the organization’s goals and be apart of the supply chain strategy. In planning organizational objectives items such as cost, service, and desired position in the market place must be taken into consideration.

In a minimum of 10 slides present a PowerPoint Presentation on what strategic decisions a transportation manager must make. The slides must be in APA format including a title page and reference page. Appropriate sources should be cited to back your work. Peer-review articles from the University, Government website, and/or GAO Report can be should only be used to support your work.

This presentation will be graded on content, grammar, and format.

Choosing a Framework(s)

Why do you need a theoretical and/or conceptual framework for your study? How do these two frameworks differ from each other? .

With these thoughts in mind:

Post your Approach Statement in the form of a bulleted list of the steps you will take to select an appropriate theoretical or conceptual framework for your study. Your Approach Statement should also address how to determine which is appropriate: a conceptual or theoretical framework (some studies contain one framework and others both), as well as how you will identify what the framework is. In support of addressing this question, you may consult with your future dissertation Mentor as to the best approach for your study.

Note: Your response should identify the type(s) of framework you will employ (conceptual v. theoretical). The actual elements of the framework do not need to be presented at this time but are expected to be included in the final Prospectus draft,Walden University Dissertation Prospectus What’s New in 2015 The 2015 edition of the Dissertation Prospectus guide contains additional material to support prospectus development. What has not changed are the basic expectations for the content of the prospectus and how it will be evaluated and approved. Specific new items in this guide include x discussion of the prospectus process in My Doctoral Research (MyDR); x added clarity in the outline annotations; x enhanced formatting for better presentation, including a separate Purpose section; x updated sample prospectus to include more recent research; x a new data-driven section on tips for writing a quality prospectus; x and the sample prospectus as captured in the historic alignment tool (HAT), which is introduced in Residency 3. For internal use only Walden University Academic Offices 155 Fifth Avenue South, Suite 100 Minneapolis, MN 55401 1-800-WALDENU (1-800-925-3368) Walden University is accredited by The Higher Learning Commission and a member of the North Central Association, www.ncahlc.org; 1-312-263-0456. © 2015 Walden University, LLC Dissertation Prospectus Page ii Contents What’s New in 2015…………………………………………………………………………………………………….. ii The Prospectus……………………………………………………………………………………………………………….. 1 Completing the Prospectus……………………………………………………………………………………………. 1 My Doctoral Research (MyDR) …………………………………………………………………………………….. 2 An Annotated Outline ……………………………………………………………………………………………………… 3 Sample Prospectus………………………………………………………………………………………………………….. 6 Quality Indicators………………………………………………………………………………………………………….. 16 Ten Tips for Writing a Quality Prospectus……………………………………………………………………….. 18 Sample Prospectus in the Historic Alignment Tool (HAT)…………………………………………………. 20 Dissertation Prospectus Page iii The Prospectus The Dissertation Prospectus is a brief document that provides preliminary information about your dissertation research and is used in two ways: x It serves as an agreed-upon plan for developing the proposal that is evaluated to ensure a doctoral-level project. x It serves as a step to finalize the structure of your dissertation supervisory committee, who will work with you on completing the dissertation. Completing the Prospectus The Dissertation Prospectus consists of several short sections, which are detailed in the annotated outline. Your goal for the prospectus is to create a plan for developing your dissertation proposal. Therefore, you need to have more information for the prospectus than for your earlier documents, such as the Dissertation Premise, but you do not need to know all the specific details of the study that you will ultimately conduct. For example, you may identify intelligence as a covariate in a quantitative study, but at this point, you do not yet need to identify the instrument that you plan to use to measure the covariate. Also, because every research project is unique, and because this outline is general, you may be asked to include additional information in your prospectus to help assure your supervisory committee that you are headed in the right direction. For example, feasibility will be one criterion for evaluating your prospectus, and if you are considering a very unique sample group, your committee may ask that you explore that aspect in more detail before moving forward. The Dissertation Prospectus should follow the guidelines in the sixth edition of the Publication Manual of the American Psychological Association and be saved as either a .doc, .docx, or .rtf file. As you work on the document, you may also want to review the Litmus Test for a DoctoralLevel Research Problem, which is available on the Research Resources page of the Center for Research Quality site, your historic alignment tool (HAT) from your academic residency experience, as well as the nine quality indicators included in this guide. Depending on your academic program, you will be in a course of some type that supports prospectus development and will work with your chair and second member to complete the document. See your specific program of study for more information on the type of course and the timing of it. Keep in mind that prospectus development is an iterative process and that you will receive feedback on working drafts, as will happen with the proposal and dissertation. When your supervisory committee members agree that your prospectus meets all the quality indicators discussed herein, they will endorse it for review by your academic program director or designee. After final approval of the prospectus and your supervisory committee is given by the program director or designee, you will start working on your proposal. This entire approval process will occur in My Doctoral Research (MyDR). Dissertation Prospectus Page 1 My Doctoral Research (MyDR) If you have not done so already, you should familiarize yourself with the MyDR system and other resources on the Center for Research Quality website. The MyDR system was designed to assist you and your committee in navigating your doctoral research journey, from the very beginning through the final approval. The various landing pages in MyDR will track your progress and will serve as a central location for resources to support that progress. The TaskStream element of the MyDR system is used to establish a process flow tool in which you exchange and store faculty evaluations and feedback of your work as you progress along that journey. You will be entered into the MyDR system when both your chair and second member nominees are approved by the academic program. At that point, you will be able to access MyDR from the homepage of your dissertation completion course in Blackboard. The first document that you will submit for approval in MyDR will be your prospectus. Dissertation Prospectus Page 2 An Annotated Outline The Prospectus document includes a title page (page 1) followed by pages containing the required elements in the prospectus. Please use the Prospectus template that is available on the Writing Center website. Title Page The recommended title length is 12 words or fewer to include the topic, the variables and relationship between them, and the most critical keywords. Double-space the title if over one line of type and center it under the word “Prospectus.” Please note that your dissertation title will likely change as the project evolves. Include your name, your program of study (and specialization, if applicable), and Banner ID number—double-spaced and centered under the title. Title Start with “Prospectus” and a colon, and then include the title as it appears on the title page. Double-space if over one line of type and center it at the top of the page. Problem Statement Provide a one- to two-paragraph statement that is the result of a review of research findings and current practice and that contains the following information: 1. A logical argument for the need to address an identified gap in the research literature that has current relevance to the discipline and area of practice. Keep in mind that a gap in the research is not, in and of itself, a reason to conduct research. Make sure to clarify the problem that led you to the gap. 2. Preliminary evidence that provides justification that this problem is meaningful to the discipline or professional field. Provide three to five key citations that support the relevance and currency of the problem. These references need not all be from peerreviewed journals but should be from reputable sources, such as national agency databases or scholarly books, and should ideally be from the past 5 years. Purpose Present a concise, one-paragraph statement on the overall purpose or intention of the study, which serves as the connection between the problem being addressed and the focus of the study. • In quantitative studies, state what needs be studied by describing two or more factors (variables) and a conjectured relationship among them related to the identified gap or problem. • In qualitative studies, describe the need for increased understanding about the issue to be studied, based on the identified gap or problem. • In mixed-methods studies, with both quantitative and qualitative aspects, clarify how the two approaches will be used together to inform the study. Dissertation Prospectus Page 3 • For other approaches, clarify why an alternative approach is needed and useful for this project. Significance Provide one or two paragraphs, informed by the topic in the problem statement, that describe the following: 1. How this study will contribute to filling the gap identified in the problem statement: What original contribution will this study make? 2. How this research will support professional practice or allow practical application: Answer the So what? question. 3. How the claim aligns with the problem statement to reflect the potential relevance of this study to society: How might the potential findings lead to positive social change? Background Provide a representative list of scholarship and findings that support and clarify the main assertions in the problem statement, highlighting their relationship to the topic, for example, “this variable was studied with a similar sample by Smith (2013) and Johnson (2014)” or “Jones’s (2012) examination of industry leaders showed similar trends in the same key segments.” Some of these resources may have already been mentioned in the first sections of the prospectus and can be included here, also. Framework In one paragraph, describe the theoretical/conceptual framework in the scholarly literature that will ground the study. Base this description on the problem, purpose, and background of your study. This theoretical or conceptual framework informs, and is informed by, the research question(s) and helps to identify research design decisions, such as the method of inquiry and data collection and analysis. Research Question(s) List the question or a series of related questions that are informed by the study purpose, which will lead to the development of what needs to be done in this study and how it will be accomplished. A research question informs the research design by providing a foundation for • generation of hypotheses in quantitative studies, • questions necessary to build the design structure for qualitative studies, and a • process by which different methods will work together in mixed-methods studies. Dissertation Prospectus Page 4 Nature of the Study Using one of the following terms as a subheading; provide a concise paragraph that discusses the approach that will be used to address the research question(s) and how this approach aligns with the problem statement. The subheadings and examples of study design are as follows: • Quantitative—for experimental, quasiexperimental, or nonexperimental designs; treatment-control; repeated measures; causal-comparative; single-subject; predictive studies; or other quantitative approaches • Qualitative—for ethnography, case study, grounded theory, narrative inquiry, phenomenological research, policy analysis, or other qualitative traditions • Mixed methods, primarily quantitative—for sequential, concurrent, or transformative studies, with the main focus on quantitative methods • Mixed methods, primarily qualitative—for sequential, concurrent, or transformative studies, with the main focus on qualitative methods • Other—for another design, to be specified with a justification provided for its use. Possible Types and Sources of Data Provide a list of possible types and sources of data that could be used to address the proposed research question(s), such as test scores from college students, employee surveys, observations of a phenomenon, interviews with practitioners, historical documents from state records, deidentified medical records, or information from a federal database. Sources of information that support and clarify the problem belong in the Background section. If you are thinking about collecting data on a sensitive topic or from a vulnerable population, an early consultation with the IRB (IRB@waldenu.edu) during your prospectus writing process is recommended to gain ethics guidance that you can incorporate into your subsequent proposal drafts and research planning. Find more information on the IRB Guides and FAQs page. Possible Analytical Strategies (Optional) Offer some possible ways to organize and analyze the results obtained by the research strategies detailed previously. A few examples of possible analytical strategies include multiple regression, content analysis, and meta-analysis. Keep in mind that data analysis approaches are generally decided after the research question and data collection approach are settled, so your strategy here may evolve and change as you develop your proposal. Other Information (Optional) Include any other relevant information, such as challenges or barriers that may need to be addressed when conducting this study. References On a new page, list your references formatted in the correct style (sixth edition of the Publication Manual of the American Psychological Association, modeled at the end of this guide) for all citations within the Dissertation Prospectus. Dissertation Prospectus Page 5 Sample Prospectus Dissertation Prospectus Page 6 1 Prospectus How Online Doctoral Students Develop a Dissertation Problem Statement Alpha B. Gamma General Studies program – General specialization A00000000 2 Prospectus: How Online Doctoral Students Develop a Dissertation Problem Statement Problem Statement Conducting a supervised independent research project is a unique feature of completing a doctoral degree (Lovitts, 2008; Luse, Mennecke, & Townsend, 2012). Contrary to the commonly held belief of a 50% all-but-dissertation (ABD) rate, only approximately 20% of doctoral students are unable to complete the dissertation after finishing their coursework (Lovitts, 2008; Wendler et al., 2010). The challenge of the dissertation is not a new phenomenon in higher education, but what is new is the growing number of students who complete their academic programs online (Allen & Seaman, 2007; Kumar, Johnson, & Hardemon, 2013). Although many students are ultimately successful in defining the central argument for a doctoral capstone, how this process occurs in a distributed environment has not been well researched. Highlighted in the book on doctoral education by Walker, Golde, Jones, ConklinBueschel, and Hutchings (2009) is the need to develop more “pedagogies of research” (p. 151) to support teaching graduate students to be scholars. Although a modest body of scholarship exists on research training in traditional programs, emerging research suggests that the online environment offers some unique challenges and opportunities for doctoral students (Baltes, Hoffman-Kipp, Lynn, & Weltzer-Ward, 2010; Kumar et al., 2013; Lim, Dannels, & Watkins, 2008). Of the many aspects of a research project, development of the problem statement is arguably a key step because it provides the rationale for the entire dissertation (Alvesson & Sandberg, 2013; Luse et al., 2012). 3 Purpose The purpose of this study is to improve the understanding of the process by which doctoral students in online programs arrive at a viable problem statement for their dissertations. To address this gap, the approach will use the mixed-methods paradigm and will be primarily qualitative. Assessments of the quality of problem statements will be used in conjunction with interviews to develop an understanding of students’ strategies for formulating problem statements. Significance This research will fill a gap in understanding by focusing specifically on development of problem statements by students in online doctoral programs. This project is unique because it addresses an underresearched area of higher education (Gardner & Barnes, 2014) among a group of learners that has expanded over the past decade (Bell, 2011). The results of this study will provide much-needed insights into the processes by which increasing numbers of new scholars work through the beginning phase of their research. Insights from this study should aid doctoral committees and academic programs in helping students to succeed in their final projects, thus supporting eventual degree attainment. Education has long been a force for social change by addressing inequities in society. Because a broad range of students attends online institutions, supporting their successful attainment of a terminal degree allows for increased diversity in the types of individuals in key academic and scholarly leadership positions. Background Selected articles relating to doctoral education and the process of learning to be a researcher are described here: 4 1. Baltes et al. (2010) and Bieschke (2006) provided information on research selfefficacy, which has been shown as a key predictor of the future research of doctoral students. 2. Gelso (2006), Holmes (2009), Hilliard (2013), and Kim and Karau (2009) provided different views of strategies to support the development of scholar practitioners during the capstone experience. 3. Ivankova and Stick (2006) and Kumar et al. (2013) offered models that align well with the possible methodologies used in this study and that involved online students. 4. Research by Lim et al. (2008) addressed the role of research courses in an online program. 5. Lovitts (2008), Gardner and Barnes (2014), and Werner and Rogers (2013) gave different views of the transition from student to researcher. 6. Articles focusing on the student experience of learning to conduct research include Ismail, Majid, and Ismail (2013); Spaulding and Rockinson-Szapkiw (2012); and Stubb, Pyhältö, and Lonka (2014). Framework The theoretical base for this study will be Perry’s (1970) theory of epistemological development. Because this theory addresses ways of knowing in adults, Perry’s theoretical work has been used extensively in all aspects of higher education, albeit more frequently with undergraduates than with doctoral students. The approach provides details on cognitive-structural changes that emerge as a result of development and learning. Further, subsequent research and application of Perry’s theory offer guidance on 5 ways to facilitate academic development, thus allowing for insight into the pedagogical challenge of the dissertation (Gardner, 2009). Research Questions 1. RQ1–Qualitative: For students with a high-quality problem statement at the dissertation stage, what themes emerge in their reports of the process that they used to develop it? 2. RQ2–Quantitative: Based on objective ratings by doctoral faculty, are significant differences evident in the overall quality of problem statements as students progress through the dissertation process? Nature of the Study The nature of this study will be mixed-method with a qualitative focus. Qualitative research is consistent with understanding how students approach the work of creating a successful dissertation problem statement, which is the primary focus of this dissertation. Keeping the focus on how students make sense of their dissertation research should be consistent with Perry’s (1970) epistemological expectations at this point in their development (Gardner, 2009). To elucidate how a viable research problem emerges, objective ratings of student work products will be examined across time. This quantitative analysis should help pinpoint the amount of growth from the beginning to end of the project. Possible Types and Sources of Data 1. Problem statements written at four key points in a doctoral student’s career: the premise, the prospectus, the proposal, and the dissertation writing stage. 2. Ratings of problem statements by an expert panel of doctoral faculty. 6 3. Interviews with a representative group of doctoral graduates who have successfully defended their dissertations and whose work was highly ranked by faculty. 4. A measure of epistemological development, consistent with Perry’s (1970) theory, as a possible covariate. 5. Interviews or surveys of doctoral faculty who have helped students to succeed, as a possible source for triangulation. 7 References Allen, I. E., & Seaman, J. (2007). Online nation: Five years of growth in online learning. Needham, MA: Sloan-C. Alvesson, M., & Sandberg, J. (2013) Constructing research questions: Doing interesting research. Los Angeles, CA: Sage Publications. Baltes, B., Hoffman-Kipp, P., Lynn, L., & Weltzer-Ward, L. (2010). Students’ research self-efficacy during online doctoral research courses. Contemporary Issues in Education Research, 3, 51–58. Bell, N. (2011). Graduate enrollment and degrees: 2000 to 2010. Washington, DC: Council of Graduate Schools. Bieschke, K. J. (2006). Research self-efficacy beliefs and research outcome expectations: Implications for developing scientifically minded psychologists. Journal of Career Assessment, 14, 77–91. http://dx.doi.org/10.1177/1069072705281366 Gardner, S. K. (2009). The development of doctoral students: Phases of challenge and support. ASHE Higher Education Report, 34, 1–127. Gardner, S. K., & Barnes, B. J. (2014). Advising and mentoring doctoral students: A handbook. San Bernardino, CA: CreateSpace Independent Publishing. Gelso, C. J. (2006). On the making of a scientist-practitioner: A theory of research training in professional psychology. Training and Education in Professional Psychology, S, 3–16. http://dx.doi.org/10.1037/1931-3918.S.1.3 Hilliard, A. T. (2013). Advising doctorate candidates and candidates’ views during the dissertation process. Journal of College Teaching & Learning, 10, 7–13. 8 Holmes, B. D. (2009). Re-envisioning the dissertation stage of doctoral study: Traditional mistakes with non-traditional learners. Journal of College Teaching and Learning, 6(8), 9–13. Ismail, H. M., Majid, F. A., & Ismail, I. S. (2013). “It’s complicated” relationship: Research students’ perspective on doctoral supervision. Procedia – Social and Behavioral Sciences, 90, 165–170. http://dx.doi.org/10.1016/j.sbspro.2013.07.078 Ivankova, N. V., & Stick, S. L. (2006). Students’ persistence in a distributed doctoral program in educational leadership in higher education: A mixed methods study. Research in Higher Education, 48, 93–135. http://dx.doi.org/10.1007/s11162- 006-9025-4 Kim, K., & Karau, S. (2009). Working environment and the research productivity of doctoral students in management. Journal of Education for Business, 85, 101– 106. http://dx.doi.org/10.1080/08832320903258535 Kumar, S., Johnson, M., & Hardemon, T. (2013). Dissertations at a distance: Students’ perceptions of online mentoring in a doctoral program. The Journal of Distance Education, 27(1), 1–12. Lim, J. H., Dannels, S. A., & Watkins, R. (2008). Qualitative investigation of doctoral students’ learning experiences in online research methods courses. Quarterly Review of Distance Education, 9, 223–236. Lovitts, B. (2008). The transition to independent research: Who makes it, who doesn’t, and why. Journal of Higher Education, 79, 296–325. http://dx.doi.org/10.1353/jhe.0.0006 9 Luse, A., Mennecke, B., & Townsend, A. (2012). Selecting a research topic: A framework for doctoral students. International Journal of Doctoral Studies, 7, 143–152. Perry, W. G., Jr. (1970). Forms of intellectual and ethical development in the college years: A scheme. New York, NY: Holt, Rinehart, & Winston. Spaulding, L. S., & Rockinson-Szapkiw, A. J. (2012). Hearing their voices: Factors doctoral candidates attribute to their persistence. International Journal of Doctoral Studies, 7, 199–219. Stubb, J., Pyhältö, K., & Lonka, K. (2014). Conceptions of research: The doctoral student experience in three domains. Studies in Higher Education, 39, 251–264. http://dx.doi.org/10.1080/03075079.2011.651449 Walker, G. E., Golde, C. M., Jones, L., Conklin-Bueschel, A., & Hutchings, P. (2009). The formation of scholars: Rethinking doctoral education for the twenty-first century. San Francisco, CA: Jossey-Bass. Wendler, C., Bridgeman, B., Cline, F., Millett, C., Rock, J., Bell, N., & McAllister, P. (2010). The path forward: The future of graduate education in the United States. Princeton, NJ: Educational Testing Service. Werner, T., & Rogers, K. (2013). Scholar-craftsmanship question-type, epistemology, culture of inquiry, and personality-type in dissertation research design. Adult Learning, 24, 159–166. http://dx.doi.org/10.1177/1045159513499549 Quality Indicators Nine key indicators have been identified to assure the overall quality of the dissertation project at this point in its development. Supervisory committee members will use these indicators to give ongoing feedback and to document their final evaluation of the Dissertation Prospectus in MyDR. Students should use these indicators to guide development of prospectus. Dissertation Prospectus Rubric A Dissertation Prospectus shows the potential of leading to a doctoral-quality dissertation only if the answer to all of the following standards is “Met” on the rubric. 1. Complete? Does the prospectus contain all the required elements? Refer to the annotated outline to see the required parts of the Dissertation Prospectus document. 2. Meaningful? Has a meaningful problem or gap in the research literature been identified? In other words, is addressing this problem the logical next step, given the previous exploratory and confirmatory research (or lack thereof) on this topic? It is not acceptable to simply replicate previous research for a PhD degree. 3. Justified? Is evidence presented that this problem is significant to the discipline and/or professional field? The prospectus should provide relevant statistics and evidence, documentable discrepancies, and other scholarly facts that point to the significance and urgency of the problem. The problem must be an authentic “puzzle” that needs solving, not merely a topic that the researcher finds interesting. 4. Grounded? Is the problem framed to enable the researcher to either build on or counter the previously published findings on the topic? For most fields, grounding involves articulating the problem within the context of a theoretical base or conceptual framework. Although many approaches can ground a study in the scientific literature, the essential requirement is that the problem is framed such that the new findings will have implications for the previous findings. 5. Original? Does this project have potential to make an original contribution? Addressing the problem should result in an original contribution to the field or discipline. 6. Impact? Does this project have potential to affect positive social change? As described in the Significance section (see annotated outline), the anticipated findings should have potential to support the mission of Walden University to promote positive social change. Dissertation Prospectus Page 16 7. Feasible? Can a systematic method of inquiry be used to address the problem? The tentative methodology demonstrates that the researcher has considered the options for inquiry, selected an approach that has potential to address the problem, and considered potential risks and burdens placed on research participants. 8. Aligned? Do the various aspects of the prospectus align overall? The nature of the study should align with the problem, research questions, and tentative approaches to inquiry. 9. Objective? Is the topic approached in an objective manner? The framing of the problem should not reveal bias or present a foregone conclusion. Even if the researcher has a strong opinion on the expected findings, he or she must maximize scholarly objectivity by framing the problem in the context of a systematic inquiry that permits multiple possible conclusions. Dissertation Prospectus Page 17 Ten Tips for Writing a Quality Prospectus Prospectuses tend to be as unique as the students writing them, so specific strategies are hard to offer. Based on a recent institutional analysis, the following general tips are provided to support successful approval. Students should ask themselves the following questions. 1. Is it complete? One of the most common reasons that a prospectus is sent back is one of the simplest to fix: Some pieces are missing. You should ask yourself, “Did I effectively respond to every item on the annotated outline?” 2. Is it well written? Your prospectus is the first time that your scholarly writing style is on full display for your committee. The prospectus needs to be a preview of what they can expect when they agree to work with you. Certainly, if your writing is unclear, your supervisory committee will have a difficult time ascertaining whether you have met the quality indicators. If you need added support with your writing, now is the time to find it. The Walden Writing Center offers webinars and multimedia resources to assist students improve their academic writing, and the Academic Skills Center offers courses to help students improve their writing skills. If you need refreshers and support with key research concepts, the Center for Research Quality site has additional resources. 3. Are the parts and sections aligned? Of all the quality indicators, alignment tends to be one of the more challenging because it transcends the content in the prospectus. Some examples of misalignment are as follows: research on children has been reviewed when the study is concerned with adults, the intended sample group does not seem appropriate to provide information to answer the research question, and the study is labeled as qualitative even though the intention is to draw inferences from a statistical test of group differences. Importantly, all the parts need to align, not just some. 4. Is the topic relevant to my discipline and program of study? Doctoral students are encouraged to explore scholarship from a variety of disciplines as they formulate their questions. When choosing their actual research topic, however, they need to be especially careful to not go beyond their own disciplinary program of study area. 5. Did I answer the “So what?” question? Too often, what is obvious to the student is not always captured in what is written in the prospectus. Ironically, one area that seems to get neglected is the social change statement, because the writer assumes that the reader understands the full impact of the situation and how this research will have potential for a positive impact. Make sure you are clear on why so many people, including your committee and your participants, will need to invest their time in this project. Dissertation Prospectus Page 18 6. Is the prospectus presented in an objective manner? Students are encouraged to develop a deep understanding of the problem and the people affected by it. When coupled with experiences gained through one’s work as a practitioner, however, it is tempting to lose sight of researcher objectivity. It is certainly acceptable to have a hypothesis based on your understanding of the research literature, but you should not suggest an answer before you have started the study (“I want to prove this point”) or offer solutions before the study has been completed (“I know what needs to happen here”). 7. Did I do my “homework”? Although the prospectus sets the stage for a more in-depth examination of a research topic, students are still expected to conduct a preliminary literature review. Be careful to not equate “Here’s a gap in the research” with “I haven’t looked at the research.” Students are sometimes shocked at how much research has already been done on a topic, after they start digging into it, even if more research is eventually needed. 8. Have I identified a research question? A common mistake that new researchers make is to confuse the broader social problem with the research question that will be the focus of the dissertation, because the two are related. Although much is often known about the scope and nature of the social problem (e.g., incident rates, outcomes), less information may be available on how to address the social problem, or it would not be a problem. What is often lacking in the situation is some piece of information or understanding that can used to address the social problem. That question or gap is what your research will address. 9. Is my topic too broad? Most doctoral students have overly ambitious research goals at the beginning, and we rarely have to ask someone to “do more.” Usually, the struggle is to identify a focused, doable question that fits within in the expectations of a dissertation. Exploring the existing research literature for similar studies is one way to see how other researchers have shaped their questions. Keep in mind that a tightly conceived, well-executed study of one robust research question is better than a dissertation that tries to answer a bunch of tangentially related questions with a variety of methods. 10. Have you considered the feasibility of the study? The prospectus is a plan to develop the proposal, and the proposal is where many key research decisions are finalized. Still, it is never too early to start thinking about the feasibility of conducting the study, which is why it is one of the quality indicators. Like all the indicators, feasibility is a quality that you will revisit as the project evolves. At the prospectus stage, you need to show your supervisory committee that you are considering your choices in light of previous scholarship and what you have learned about the research process in your courses. Dissertation Prospectus Page 19 Sample Prospectus in the Historic Alignment Tool (HAT) The HAT is a tool that is introduced in Residency 3 to help students see the alignment in their prospectus and to track the changes they have made along the way. What follows is a HAT that might have been developed for the Sample Prospectus that appears in this guide. Problem Statement A dissertation appears to be challenging to complete for online students, and not much is known about how they start the process. Purpose To provide information on the types of strategies that successful online doctoral students use to define their problem statement Potential Significance Results may help promote the success of online doctoral students. Research Questions RQ1–Qualitative: For students with a high-quality problem statement at the dissertation stage, what themes emerge in their reports of the process that they used to develop it? RQ2–Quantitative: Based on objective ratings by doctoral faculty, are significant differences evident in the overall quality of problem statements as students progress through the dissertation process? Theories or Conceptual Frameworks Perry’s theory of epistemological development Method of Inquiry Mixed methods, predominantly qualitative Data Collection Interviews of doctoral students, ratings by faculty members, assessment of epistemological thinking Data Analysis Method To be determined Implications for Positive Social Change Online education has expanded the reach of higher education to a more diverse group of learners, many of whom serve in key leadership roles. These results may support their success and eventual advancement. Dissertation Prospectus Page 20

Adverse Possession

Lisa and Danny are neighbors that live on Guerrero Street. Fifteen years ago Lisa built a gazebo. She frequently used the gazebo, but she was not aware that actually the gazebo was on property belonging to Danny. A month after the gazebo was built Lisa built a fence between her and Danny’s yard, and the gazebo was on Lisa’s side of the fence. Fifteen years later, Danny has a survey done, and he discovers that the gazebo is on his land. Danny brings a suit to evict Lisa from the land. Does Lisa have a defense? Assume that the state in question has an adverse possession period of ten years.

The requirements below must be met for your paper to be accepted and graded: •Write between 500 – 750 words (approximately 2 – 3 pages) using Microsoft Word. •Attempt APA style, see example below. •Use font size 12 and 1” margins. •Include cover page and reference page. •At least 60% of your paper must be original content/writing. •No more than 40% of your content/information may come from references. •Use at least two references from outside the course material, preferably from EBSCOhost. Text book, lectures, and other materials in the course may be used, but are not counted toward the two reference requirement.

Reference material (data, dates, graphs, quotes, paraphrased words, values, etc.) must be identified in the paper and listed on a reference page.Reference material (data, dates, graphs, quotes, paraphrased words, values, etc.) must come from sources such as, scholarly journals found in EBSCOhost, online newspapers such as The Wall Street Journal, government websites, etc. Sources such as Wikis, Yahoo Answers, eHow, etc. are not acceptable.

Application: Microskills I

Microskills are invaluable tools of the trade that you will use in future practice. The ability to identify and then effectively use these microskills will make you a more effective practitioner than would otherwise be the case. This effort takes time and patience. Viewing the media on the use of microskills in this week’s Learning Resources will provide you an opportunity to see an experienced therapist at work and to see how microskills are applied in practice. The microskills demonstrated this week include paraphrasing, active listening, reflection, reframing, and building the therapeutic alliance.

The assignment (2–3 pages) •Briefly describe specific instances from the video program in which each of the following microskills were effectively demonstrated: paraphrasing, active listening, reframing, and reflection. •In your description of each instance, explain how the therapist effectively demonstrated the microskill. Provide specific examples from the video program to illustrate your explanation.

Support your Application Assignment with specific references to all resources used in its preparation. You are asked to provide a reference list for all resources, including those in the Learning Resources for this course.

Find and join the following online communities: General community Interest-based social network Affinity community Create a 2- to 3-page document for grading that includes: The website URLs of the three communities you joined, specifically showing your individual page A discussion of the benefits of each of the communities and how you intend to utilize these communities going forward Submit your assignment to the Assignment Files tab above

The macroeconomic analysis paper should be a complete, polished artifact containing all of the critical elements of Final Project Part II, including Section III (Macroeconomic Policies) and Section IV (Macroeconomic Conditions and Company Performance), which have not been covered in the milestones.

In addition to covering all of the critical elements of Part II Milestone, the final submission should include the following elements, which cover Sections III and IV:

(a) Describe the current monetary and fiscal policies in the United States. Consider including how these policies affect your company and its products and services.

(b) Predict how possible changes in monetary and/or fiscal policy may impact the supply and demand of your product or service.

(c) Describe the trends of two previously selected company performance variables (e.g., sales, stock pricing, net income) over the past three years. Keep in mind these are the performance variables selected in the microeconomic analysis.

(d) Analyze the relationship between the two company performance variables and the three selected macroeconomic variables for the past three years using a correlation graph. Be sure to include the graph that represents the correlation.

(e) Assess how the current monetary policy and fiscal policy in the United States may impact your chosen company’s financial performance in the short term (six months to one year). Justify your response.

The final macroeconomic analysis paper should incorporate feedback from Part II Milestone and should also reflect the incorporation of feedback gained throughout the course.

 

 

 

 

 

 

 

Overview and Macroeconomic Variables

 

 

 

 

 

 

 

Tamara Solomon

Southern New Hampshire University

December 11, 2016

Dr. Pologeorgis

 

 

 

 

Description of Company

The organization being taken into consideration in the present scenario is the organization in the name of Bai. This organization was being founded by pioneer of coffee industries i.e. Ben Weiss and the organization was being launched in the hometown of the individual i.e. Princeton. The organization is being involved in providing health drinks to the people. In the course of health drinks being provided, the organization ensures that, the health drinks are anti-oxidant and does not create any kind of issue to the individuals in the course of consumption of the health drinks being taken into consideration at a particular point of time.

The organization was being launched in the year 2008, and the first case of the organization was being sold in the year 2009. First of the Bai 5 flavor was being established in the year 2010 and the organization also had its first distributor being established in the year 2010. The organization was also being involved in doing partnerships with various distributors and it had been able to ensure that, it expands its area of distribution to national level in the years of 2014 (Bai, n.d.). This way, the organization was being able to ensure that, it is being working well in an area in which the organization was being in the position to enhance its goals to a larger extent without any kind of issue or trouble arising to it.

Micro Economic Variables

There are certain micro economic variables which are likely to do influence to supply and demand of the product being provided by the organization. In this area, the variables will include income of customers, rate at which prices are rising and change in tastes and preferences of the customers. The customers are going to demand higher of the products when, there income level rise, the prices go down and the employment rates of the customers are regarding purchase of the products. This is going to work well for the customers in a way that, better results are being generated. If there is other way around in the course of these three variables, it is going to be a scenario in which the organizational product sale and demand for the product is going to go down to a certain extent.

Trends in the Variables

The trends in the variables are being taken into consideration regarding the three economic variables being taken into consideration. In the course of these variables, it can be said that, there has not been much change in the economic conditions at a particular point of time in the last 3 years. Therefore, there is not much change in this area regarding the changes being made in change in demand and supply for the products being taken into consideration at this point.

Impact of the Trends

The trends as seen above are the same and these trends are not going to make any kind of impact. The trends are the same. If there was any kind of change then, it could have had been a scenario that the changes could have had arisen. Here, the situation is the same, therefore, there would not be any kind of impact in the course of the changes which are being made in the present scenario.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

References

Bai. (n.d.). Retrieved December 19, 2016 from www.drinkbai.com

MBA 502 Final Project Part II Guidelines and Rubric Overview For this second part of the final project, you will produce a macroeconomic analysis paper related to the publicly traded company and its product or service that you chose for your microeconomic analysis. First, you will select three macroeconomic variables for the United States that directly impact the supply and demand of the company’s product or service you previously selected. Second, you will analyze the extent to which macroeconomic conditions in the United States have affected the financial performance of your chosen company over the last three years using macroeconomic and company performance data. Finally, you will evaluate how current monetary and/or fiscal policies in the United States are likely to impact your chosen company’s financial performance in the near future. This project addresses the following course outcomes:  Assess how macroeconomic variables and policies impact the supply and demand of a company’s products or services based on trends in economic data  Evaluate the effects of macroeconomic variables and policies on the financial performance of companies in the United States The project includes one milestone, which will be submitted in Module Eight to scaffold learning and ensure quality final submissions. The final macroeconomic analysis paper will be submitted in Module Ten. Part II Prompt Your macroeconomic analysis paper should respond to the following prompt: Analyze the extent to which the macroeconomic environment in the United States impacts the supply and demand of your chosen company’s product or service and assess the effects of macroeconomic conditions on your company’s financial performance. Specifically, the following critical elements must be addressed: I. Overview: Provide an overview consisting of a brief description of the chosen company, your chosen product or service, and annual sales. II. Macroeconomic Variables For this section, you will utilize macroeconomic variables such as GDP growth, inflation, unemployment, and so on to relate trends in data to the supply and demand of your product or service. Include all calculations in an Excel file. a) Select three macroeconomic variables in the United States that impact the supply and demand of your chosen product or service. Justify your selections. b) Interpret the trends of the three selected macroeconomic variables for the past three years. Be sure to include gathered data. Based on the trends of the three macroeconomic variables, assess how they will impact the supply and demand of your chosen product or service. III. Macroeconomic Policies a) Describe the current monetary and fiscal policies in the United States. Consider including how these policies affect your company and its products and services. b) Predict how possible changes in monetary and/or fiscal policy may impact the supply and demand of your product or service. IV. Macroeconomic Conditions and Company Performance a) Describe the trends of two previously selected company performance variables (e.g., sales, stock pricing, net income) over the past three years. Keep in mind these are the performance variables selected in the microeconomic analysis. b) Analyze the relationship between the two company performance variables and the three selected macroeconomic variables for the past three years using a correlation graph. Be sure to include the graph that represents the correlation. c) Assess how the current monetary policy and fiscal policy in the United States may impact your chosen company’s financial performance in the short term (six months to one year). Justify your response. Milestones Part II Milestone: Overview and Macroeconomic Variables In Module Eight, you will submit the overview (Section I) and macroeconomic variables (Section II) components of your macroeconomic analysis paper. This milestone is a two-page paper structured as follows: First, it provides an overview consisting of a brief description of the chosen company, your chosen product or service, and annual sales. Second, it describes three macroeconomic variables in the United States that impact the supply and demand of your chosen product or service. Third, using graphs in Excel, it interprets the trends of the three selected macroeconomic variables for the past three years. Fourth, based on the trends of the three macroeconomic variables, it assesses how the trends will impact the supply and demand of your chosen product or service. Include all calculations in an Excel file. This milestone will be graded with the Part II Milestone Rubric. Part II Final Submission: Macroeconomic Analysis Paper In Module Ten, you will submit your complete macroeconomic analysis paper. It should be a complete, polished artifact containing all of the critical elements of Final Project Part II, including Sections III and IV. The final submission should first describe the current monetary and fiscal policies in the United States. Consider including how these policies affect your company and its products and services. Second, it should predict how possible changes in monetary and/or fiscal policy may impact the supply and demand of your product or service. Third, it should describe the trends of two previously selected company performance variables (e.g., sales, stock pricing, net income) over the past three years. Keep in mind these are the performance variables selected in the microeconomic analysis. Fourth, it should analyze the relationship between the two company performance variables and the three selected macroeconomic variables for the past three years using a correlation graph. Be sure to include the graph that represents the correlation. Finally, it should assess how the current monetary policy and fiscal policy in the United States may impact your chosen company’s financial performance in the short term (six months to one year). Justify your response. The final macroeconomic analysis paper should incorporate feedback from Part II Milestone and should also reflect the incorporation of feedback gained throughout the course. This submission will be graded with the Final Project Part II Rubric. Final Project Part II Rubric Guidelines for Submission: Your final macroeconomic analysis paper should adhere to the following formatting requirements: 5–6 pages, double-spaced, using 12-point Times New Roman font and the most current version of APA formatting. Instructor Feedback: This activity uses an integrated rubric in Blackboard. Students can view instructor feedback in the Grade Center. For more information, review these instructions. Critical Elements Exemplary (100%) Proficient (90%) Needs Improvement (70%) Not Evident (0%) Value Overview Meets “Proficient” criteria and expertly balances key detail with brevity Provides an overview consisting of a brief description of the chosen company and product or service, including annual sales Provides an overview consisting of a brief description of the chosen company and product or service, including annual sales, but overview has gaps in accuracy or detail Does not provide an overview consisting of a brief description of the chosen company and product or service, including annual sales 5 Macroeconomic Variables: Impact Meets “Proficient” criteria and demonstrates a nuanced understanding of the effects of macroeconomic variables on the supply and demand of the company’s product or service Selects and logically justifies three macroeconomic variables in the United States that impact the supply and demand of product or service Selects and justifies three macroeconomic variables in the United States that impact the supply and demand of product or service but selection has gaps in accuracy or justification is illogical Does not select three macroeconomic variables in the United States that impact the supply and demand of product or service, justifying selections 11.25 Macroeconomic Variables: Trends Meets “Proficient” criteria and demonstrates a nuanced understanding of the meaning behind trends in macroeconomic variables Logically interprets the trends of the three macroeconomic variables for the past three years, including gathered data Interprets the trends of the three macroeconomic variables for the past three years, including gathered data, but interpretation is illogical or data has gaps in accuracy or detail Does not interpret the trends of the three macroeconomic variables for the past three years, including gathered data 11.25 Macroeconomic Variables: Assess Meets “Proficient” criteria and shows sophisticated insight into the effects of macroeconomic variables on supply and demand of products or services Assesses how macroeconomic variables will impact supply and demand of product or service based on trends Assesses how macroeconomic variables will impact supply and demand of product or service but with gaps in accuracy or relevance to trends Does not assess how macroeconomic variables will impact supply and demand of product or service 11.25 Macroeconomic Policies: Monetary and Fiscal Policies Meets “Proficient” criteria and description includes key details about how U.S. policies affect companies Describes current monetary and fiscal policies in the United States Describes current monetary and fiscal policies in the United States but with gaps in accuracy or detail Does not describe the current monetary and fiscal policies in the United States 11.25 Macroeconomic Policies: Possible Changes Meets “Proficient” criteria and shows keen insight into how monetary and/or fiscal policies impact supply and demand Logically predicts how possible changes in monetary and/or fiscal policy may impact supply and demand of product or service Predicts how possible changes in monetary and/or fiscal policy may impact supply and demand of product or service but with gaps in logic or detail Does not predict how possible changes in monetary and/or fiscal policy may impact supply and demand of product or service 11.25 Conditions and Company Performance: Variables Meets “Proficient” criteria and demonstrates a nuanced understanding of recent company performance variable trends Describes trends of two company performance variables over the past three years Describes trends of two company performance variables over the past three years but with gaps in accuracy Does not describe trends of two company performance variables over the past three years 11.25 Conditions and Company Performance: Relationship Meets “Proficient” criteria and demonstrates a nuanced understanding of the relationship between company performance variables and macroeconomic variables Analyzes relationship between company performance variables and selected macroeconomic variables over the past three years, including graph of correlation Analyzes relationship between company performance variables and selected macroeconomic variables over the past three years, including graph of correlation, but with gaps in accuracy or necessary detail Does not analyze relationship between company performance variables and selected macroeconomic variables over the past three years, including graph of correlation 11.25 Conditions and Company Performance: Policy Impact Meets “Proficient” criteria and shows keen insight into how current monetary and fiscal policies in United States may impact company’s financial performance in the short term Logically assesses how current monetary and fiscal policies in United States may impact company’s financial performance in the short term, justifying response Assesses how current monetary and fiscal policies in United States may impact company’s financial performance in the short term, justifying response, but assessment or justification has gaps in logic or detail Does not assess how current monetary and fiscal policies in United States may impact company’s financial performance in the short term and justify response 11.25 Articulation of Response Submission is free of errors related to citations, grammar, spelling, syntax, and organization and is presented in a professional and easy-toread format Submission has no major errors related to citations, grammar, spelling, syntax, or organization Submission has major errors related to citations, grammar, spelling, syntax, or organization that negatively impact readability and articulation of main ideas Submission has critical errors related to citations, grammar, spelling, syntax, or organization that prevent understanding of ideas 5 Total 100%

Week 5Discussion 1

Prior to beginning this discussion please read “Language and Literacy in Educational Settings” (pp. 169-178), “Neuroscience of Reading” (pp. 179-184), “Learning to Read” (pp. 185-191), and “Reading Comprehension: Reading for Learning” (pg. 192-197) in your required text.

Based on your resources this week, choose three areas of language and reading acquisition that you found most interesting and that were unknown to you prior to this week. Explain the theoretical perspectives of each of these chosen areas. Apply skeptical inquiry to a brief discussion about why language acquisition is an important area for scholars and educators to understand when developing learning opportunities. Apply the concept of language and reading acquisition to your own academic success. Has your own language development affected your success as a student? As an employee? How? Based on the resources and your current knowledge, do you believe you could develop areas personally that would be beneficial to you, your loved ones, or your friends? Your initial post should be 450 to 600 words in length and thoroughly discuss each of the elements in the prompt.

Week five Discusson 2

Prior to beginning this discussion, please read “Writing, Early” (pp. 212-219) and “Writing, Advanced” (pp. 220-226) in your required text as well as “Using Blogs to Improve Students’ Summary Writing Abilities” and “An Adjective Is a Word Hanging Down From a Noun: Learning to Write and Students With Learning Disabilities” in your required articles.

Based on your resources this week, explain the theoretical perspectives of early versus late writing development. Apply skeptical inquiry to a brief discussion about why language acquisition is an important component of learning how to write. Apply the concept of writing acquisition to your own academic success. Has your own development for language and for writing affected your success? How? Based on the evidence suggested in “An Adjective Is a Word Hanging Down From a Noun: Learning to Write and Students With Learning Disabilities,” only 25% of students can be classified as proficient writers (Harris & Graham, 2013). Apply ethical principles and professional standards of learning and cognition psychology to this complex and growing concern by playing the role of the expert. What suggestions do you have, based on empirical evidence and theory, for increasing the competency of writers in this country? As a scholar, how important is it to encourage competent writing in others? What strategies could you employ to improve your own writing? Your initial post should be 450 to 600 words in length and thoroughly discuss each of the elements in the prompt.

Week five Journal

Prior to beginning this journal entry, read “First Language Acquisition” (pp. 198-204) and “Second Language Learning” (pp. 205-211) in your required text, as well as the required article, “Understanding Reading Anxiety: New Insights from Neuroscience.” It is important for you to have already completed your initial discussion posts before you complete this journal entry.

Part 1: As you were reading this week, what vocabulary was used that was unfamiliar to you or might be to your peers? Identify three to five words from this week’s content and research each word in the context of learning and cognition. Explain, in your own words, what each word means and how it is used in the context of learning and cognition.

Part 2: Based on the week’s discourse and content, you will access the Ashford University Library and research one scholarly article pertaining to “reading comprehension and second language” published within the last ten years. Provide a summary explanation of the findings in the context of your article. What implications should scholars consider based on this information? Support your explanation utilizing your course sources and your researched article.

Part 3: Consider the events from the past week of your life. How does the ability to read and write effectively affect our behaviors, actions, and knowledge development? Describe one personal real-life example of an occurrence that indicates the possible consequences when reading and writing acquisition are not well-developed or when language development creates boundaries, such as educational or employment opportunities. As you share this information, consider and apply the professional standards found in “12.06 Anonymity of Sources”found in the AERA Code of Ethics

 

Assignment Fall 2016
Module: Digital Communication (ELEC 20004) ID NUMBER
Level: 2 Max. Marks: 100
Session: All
Assignment Outcomes
Differentiate the types of pulse modulation techniques implemented in communication systems;
Critically evaluate the baseband demodulation and detection techniques;
Critically evaluate digital modulation techniques including multi-level digital modulation.
Guidelines:
Please add front title page with your answers uploaded on Moodle.
Each question carries 20 marks.
Assignment answers must be computer typed. Please do not write question statement. Just mention the question number.
Font – Times New Roman
Font – Style – Regular
Font – Size – 12
Soft copy of the assignment is to be submitted online in Moodle through turnitin.
Each student has to do the assignment individually.
Explain with suitable diagrams wherever required.
The final assignment must have a Title Page, table of contents, references/ bibliography and page number.
Heading should be with Font Size 14, Bold, and Underline.
You can refer books in Library or use internet resource. But you should not cut and paste material from internet nor provide photocopied material from books. The assignment answers should be in your own words after understanding the matter from the above resources.
Rules & Regulations
If any coursework assessment is found to be copied from other candidates using unacceptable means, then it shall be cancelled and the total marks awarded will be zero. No chance of resubmission or appeal will be given*.
Your source of information should be mentioned in the reference page clearly. (For example: If it’s from book, you have to mention the full details of the book with title, author name, edition and publisher’s name. If it is from the internet you have to mention the correct URL). Otherwise the assignment will be considered as plagiarized*.
The students may be asked to appear for a viva voce to validate the assignment solutions submitted. The viva voce does not carry any marks.
Title Page must have Assignment Name, Module name, your name, ID, Section and the name of the faculty.
For late submission, 5% of the awarded marks will be deducted for each working day.
For plagiarism, please refer to student guide and clarification uploaded on Moodle.
Refer MIG for feedback dates on assignment.
No assignment will be accepted after one week from the date of submission*.
Date of submission 27/12/2016
* Refer to the MIG for MEC policy on academic integrity and late submission.

A waveform that is band limited to 50 k Hz is sampled every 10µs. Show graphically that these samples uniquely characterize the waveform. (Use a sinusoidal example. Avoid sampling at points where the waveform equals zero.) (6 Marks)
If the samples are taken 30µs apart instead of 10µs,show graphically that the waveforms other than the original can be characterized by the samples.
(6 Marks)
A Sinusoidal voice signal s(t)=cos?(6000pt) is to be transmitted using either PCM or DM. The sampling rate for PCM is 8kHz and for the transmission with DM,the step size ? is decided to be of 31.25mV.The slope overload distortion is to be avoided.Assume that the number of quantization levels for a PCM system is 64. Determine the signaling rates of the both the systems and also comment on the result. (8 Marks)

A compact disc(CD) records audio signals digitally by using PCM. Assume that the audio signal bandwidth equals 15kHz.
If the Nyquist sample are uniformly quantized into L=65,536 levels and then binary-coded, determine the number of binary digits required to encode a sample.
If the audio signal has average power of 0.1 W and peak voltage of 1 V. Find the resulting ratio of signal to quantization noise (SQNR) of the uniform quantizer output in part (i).
Determine the number of binary digits per second (bit/s) required to encode the audio signal and minimum bandwidth required to transmit the encoded signal.
Practically signals are sample well above the Nyquist rate. Practical CDs use 44100 samples per second.If L=65536,determine the number of bits per second required to encode the signal,and the minimum bandwidth required to transmit the encoded signal. (10 Marks)
Given an analog waveform that has been sampled at its Nyquist rate, fs using natural sampling, prove that a waveform (proportional to the original waveform) can be recovered from the samples, using recovery technique shown in figure 2. The parameter mfs, is the frequency of local oscillator, where m is an integer.
(10 Marks)

(Hint: ? x?_p (t)=?_(n=-8)^8¦C_n e^(j2pnf_s t) x_s (t)=x(t).x_p (t)))

Consider the signals shown below Figure 1.

Figure 1
Each of the signals shown in Figure 1 can be written using the form Asin(2p ft +f). For each signal, determine the values of A,f and f.
Consider a composite signal which contains each of the four signals shown in Figure 1 added together. Show the combined signals amplitude versus frequency-domain plot. What is the equation for this combined signal? What is the bandwidth of this signal?
If the composite signal from part (ii) was passed through a special filter that removes its DC component, what would be the bandwidth of the filtered signal?
(12 Marks)
Coherent detectors are used to detect FSK signal with a rate of 2Mbps. Assuming AWGN channel with the noise power spectral density No/2 = 10-20W/Hz. Determine the probability error. Assume the amplitude of the received signal is 1µV. (8 Marks)
Imagine you wish to transmit the last four digits of your ID no. First you will need to convert your student ID from its decimal (base 10) representation into a 28-bit binary (base 2) representation. Using clearly labeled diagrams, show an encoding of your ID using:
[14 Marks]
NRZ-L signal,
NRZ-AMI
Bi-Ø-L
Delay Modulation
(Note that ASCII Conversion sheet provided to you)
A binary communication system transmits signals si(t) (i=1,2).The receiver test statistic z(T)=ai+n0 ,where the signal component ai is either a1=+1 or a2=-1 and the noise component n0 is uniformly distributed, yielding the conditional density functions given by

and
Find the probability of a bit error, PB for the case of equally likely signaling and the use of an optimum decision threshold. (6 Marks)
Show that for a bit stream b(t) =011011100001, the MSK waveform has phase continuity with the help of suitable mathematical analysis and waveforms. (20 Marks)
Assume that m=5 for f_H=(m+1) f_b/4
f_L=(m-1) f_b/4

need you to create the demand and supply of the labor market and demand and supply of the goods market using the production function and consumption utility function given. Solving the equations and graphing the models have to be through excel and word.
For production function: assume numbers for data for the parameters.
For the consumption function: check past papers estimation of the elasticities to estimate the parameters.
The utility functions will be provided in a word file attached that explains the methodology that you must do.
The effects will be studied in a general equilibrium model by creating a consumption utility function for households and using the Cobb-Douglas production function for firms.
The consumption function comes from the consumer maximizing utility and the production function is the input of the firm’s profit maximization problem. Through the consumer problem, by maximizing the household utility function, subject to the budget constraint, the solution to this problem will give me the labor supply curve and goods demand curve.
(1) U(C,l)=C^(1-?)/(1-?)+l^(1-?)/(1-?)
Here, the household consumption utility function is shown where C denotes consumption and l denotes leisure.
(2) pC+wl=M+wL ¯
Here, the budget constraint is given where C denotes consumption, p denotes price, w denotes wage, l denotes leisure, M denotes non-labor income, and L ¯ denotes total leisure time.
From the goods demand curve after the value added tax, we will be able to analyse whether people in the UAE are demanding less of the goods domestically and we may find that they would substitute the goods elsewhere.
For firms, the producer problem involves maximizing profits. Therefore, we maximize price x output, where output is given from the Cobb Douglas, and subtracting cost of the inputs, capital and labor. This means that solving for profits will give me the goods supply function and labor demand function. After completing the labor and goods markets, the macroeconomic model of the UAE needed for the research would be established and ready to add the changes of the value added tax.

(3) Y=K^a h^(1-a)
Here, output given as a function of capital and labor using the Cobb Douglas production function. K denotes capital and h denotes labor.
(4) Profit=pK^a h^(1-a)-rK-wh
Here, profit is given as revenues (price times output) minus the cost. p denotes price, r denotes rental rate of capital, and w denotes wage.
Once the value added tax is added, the budget constraint for household consumption becomes:
(5) (1-t)pC+wl=M+wL ¯,
where t would be the 5 percent value added tax.
The data for the parameters of the utility function for households will be based on consumer preferences between leisure and labor. Preferences will be inferred from observed people’s behavior like income elasticities which we will take from past papers.