Train Route Finder Assignment Help

You are to develop a train route finder program in C++.

The program is for a company which is in charge of five train stations in central England and users need to find journey times, routes (i.e., which stops link these five stations), and costs for journeys between the five stations. Information on routes (stops between stations) can only be added, or loaded from file, by an administrator when the program is running.

The following table provides the station names, costs and journey times for the journeys (first value cost in £, second value travel time in minutes; rows indicate the origin and columns the destinations: a journey from Leicester to Derby hence costs £13.00 while the return journey costs £13.70):

Train Stations	Leicester	Loughborough	Nottingham	Derby	York
Leicester	-	2.50/10	3.50/30	13.00/48	23.50/65
Loughborough	2.50/10	-	1.50/15	2.25/23	11.50/60
Nottingham	3.50/30	1.50/15	-	2.50/12	11.50/40
Derby	13.70/48	2.00/25	2.50/10	-	11.20/45
York	22.20/70	12.00/60	11.20/40	11.20/45	-

Your program should have an interface with seven options: Time, Price, Route, Split Ticket, Sort Routes, Admin and End (which terminates the program).
The Admin option takes the user to another (Administrator) interface (no login/password is required for entering the Admin menu) with the following four options: Input route; Save route; Retrieve route; Exit (back to the previous menu).

Functionality for each of the menu options is explained in the following:

• Time: Provides the time of travel between two stations presented in hours and minutes.
• Price: The cost of travelling between any two of the five stations. Note, that if the user is travelling on the last day of the month, the fare should be reduced by 10% (and a message displayed to say that this has been done). This is a discount scheme offered by the train company. The system will therefore need to ask the user the date on which they are travelling. While dates should be entered as numbers (e.g. 26/5/2015), the output should be more verbose with the name of the month written out (e.g. 26 May 2015).
• Route: Displays a list of stops that are made between two stations. These stops are added by using the Admin option menu or retrieving the information from a previously saved data file. When the program is first run, it should check for a default data file containing route information; if such a file does not exist, there will not be any stops between stations.
• Split Ticket: As you can see from the table, e.g. going from Leicester to Loughborough and from there onwards to Derby is cheaper than going from Leicester to Derby directly. This option should hence allow the user to search for such cheaper journeys by splitting it into two separate journeys with a combined lower price. Note, that in here you are expected to arrive at such splits programmatically and not by reading off such splits from the provided table and hardcoding them in the application.
• Sort Routes: Should list all (20) routes sorted by a criterion specified by the user. The program should allow sorting by price, time, and number of stops en route.
• Input route: Allows the administrator to add as many stops as they like between any two stations. For example, one might add ‘Barrow on Soar’, ‘Rothley’, and ‘Quorn’ as stops between Leicester and Loughborough. You could ask the user how many stops they wish to add before they enter each of the stops in turn.
• Save route: Save all the information on journey stops (i.e. all stops for all routes) to a file in a format of your choosing (you do not need to save costs and journey times as they are fixed and we assume that although we can add stops this does not affect the overall journey time). The Admin should be given the option to save this information either in the default data file used by the program or in another route information file.
• Retrieve route: Read in all the information on journey stops from a user selected file (a file saved using the previous option). This should overwrite any existing data in the program when it is running. 
Make sure that your program is able to cope appropriately with unexpected input (e.g. a user trying to find the cost of travel from station A to station A, or entering an invalid date), and that all the output is clear and neatly formatted.

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Causes Of Online Bullying

Causes Of Online Bullying

Introduction

Bullying is a by-product of the capitalist society that advocates for personal advancement over any other goals. From a young age, children are encouraged to be the best they can be. Instincts push people to achieve these results at any cost. The overriding instinct in most instances is personal survival and the need to dominate others. If an individual does not have the right values, they devise ways to intimidate othersout of the competition. In the past incidents of bullying were limited to the relatively few cases of face-to-face bullying. All this has changed in the information age. Proliferation of communication devices combined with the internet provides fertile ground for bullying. One reason that could explain the rise in Cyberbullying is the anonymity that the internet affords. People know that they do not have to account for their actions online and therefore tend to be more belligerent than usual. In the past the threat of physical confrontation in bullying was always present, however, the internet has largely diminished that threat.

Forms of cyber bullying

Cyberbullying refers to a range of activities done online that are harmful to the well-being of the victim (NoBullying.com). These may take the form of flaming where an argument between two people quickly spreads to include more people each taking one side of the argument and hurling insults to people on the other side. Another form is harassment, where a bully humiliates the victim by sending hurtful images, text messages, or emails about the victim. This form of bullying has grown with the recent trend of making memes. Memes are images containing a message meant to ridicule the victim. Denigration is another form of Cyberbullying; the bully attacks and tarnishes the victims through spreading false information about them.

Impersonation is another form of Cyberbullying. The bully assumes the identity of another person with malicious intent. Closely related to this is outing where someone gains personal information about the victim using dishonest means such as impersonation. The bully then publicizes that information with the aim of humiliating the victim.We also have stalking which involves following the victim online in an unjustified way. As illustrated,Cyberbullying involves a myriad of activities taking place in the online space. These activities involve both passive and active participation by victims and bullies (InDirect)

Causes of online bullying

Online bullying may happen for several reasons. First, bullying by popular kids happens because they want to maintain their popularity (Donegan 35). Such people use bullying to validate their popularity. Often, this requires the support of backers and henchmen who remain on the sidelines cheering actively and passively as the bully brings down the victim. This kind of bullying is likely to target famous people since attacking them provides the bully with potential for attracting more attention. In addition to popularity, hurting others makes such people feel powerful. The more people they bully the more powerful they become. Taking on famous figures boosts the power of such bullies to even greater heights (NoBullying.com).

The other group of online bullies is people who are less socially successful. This group forms the bulk of cyber bullies. They find solace in bullying as it helps them cope with their low self-esteem. Their objective is to fit in with their peers and bullying provides a chance to help them achieve thisgoal (InDirect). Cyberbullying requires even less courage than traditional forms of bullying. The internet with its anonymity helps people show their true colours. Cyber bullies might not be bullies in real life but since the internet provides them with anonymity, they take advantage of that to bully others (Donegan 37).

Effectsof Cyberbullying

Studies have shown that bullying causes emotional damage to its victims though most of these victims find it difficult to admit it. In a study involving over 3000 students, researchers learnt that out of all bullying victims, 38% felt vengeful, 37% were angry, while 24%felt helpless. Another study conducted by the Cyberbullying Research Centre using a sample size of 468 students drew almost similar conclusions. They found that out of all the female victims 39% felt frustrated, 36% felt angry and 25% felt sad about it, the males figures were 27%, 36% and 17% for each of those respective categories. Females seem to show high susceptibility to bullying than males. However,this is hardly surprising since males tend to admit emotional weakness less readily than their female counterpartsdo (Hinduja & Patchin 1).

Sociologist Robert Agnew developed the Great Strain Theory,which hypothesizes that victims of bullying can develop problematic emotions, which cause deviant behaviour. The victim goes through a vicious cycle and this can result to the victim developing antisocial behaviour as they try to process their emotions and find an outlet for their anger and frustration (Hinduja and Patchin 5).

Bullying also takes a toll on the bully. According to the Office of Juvenile Justice and Delinquency Prevention report, over 60% of males with bullying tendencies between grade six and nine were later convicted of at least one crime in their adult life. This is in comparison to 23% of people who did not bully. Forty per cent of these former bullies got at least three conviction by the time they were age 24 years; this is in comparison to 10% of those who were not bullies (Donegan, 37). When bullies use bullying as a coping mechanism it leads to development of a vicious cycle for both the victim and the bully (Oleus 8). Evidently,bullying has a heavy toll on the society, the effects of this habit are long lasting,and some individuals feel the repercussions throughout their life.

Cyberbullying and Legislation

Though the effects of Cyberbullying are evident, the legal situation is not as clear-cut as the social situation. Freedom of speech receives such a high degree of importance that even law enforcers prefer to err on the side of caution than be seen as curtailing this very important right(Wiseman). The anonymity of the internet makes the situation even more challenging. Prosecuting faceless people would prove to be a tall order for law enforcers.

Another challenge is lack of strong laws to address this situation. Even when cases of Cyberbullying are reported, the legal repercussions do not match the severity of the crimes committed(Donegan 38). Consider the case of New Jersey V Dharun Ravi, 2010 as narrated by NoBullying.com. In the summer of that year, Tyler Clementi started sharing that he was gay. Clementi’s roommate at Rutgers University was Dharun Ravi. One day Ravi used a webcam to stream footage of Clementi kissing another man. Ravi uploaded this video link online and instantly Clementi became the subject of ridicule within the campus. Due to this embarrassment, he committed suicide by jumping off a bridge. Less than a week later Ravi and Molly Wei, a hall mate whose computer Ravi had used, were charged with invasion of privacy. Wei entered a plea bargain to testify againstRavi who got a conviction and a sentence of 30 days in jail.

This case illustrates the typical Cyberbullying prosecution set-up. While the actions of Ravi led to the death Clementi, the legal repercussionswere nominal. After this case, the Tyler Clementi Higher Education Anti-Harassment act was passed requiring colleges to institute tough anti-harassment policies and expand their anti-bullying programs. This is another typical feature of Cyberbullyinglaws; they are mostly made after a high profile case has caught the attention of lawmakers (Donegan 39).

Recommendation

Solutions to Cyberbullying will come from solving the general problem of bullying since Cyberbullying is only a subset of the wider problem of bullying. Wiseman reports a study conducted in Nevada that identified six essential elements in dealing with bullying in schools; availability of a reporting procedure, integration in the curriculum, student-centred approach with students taking the initiative of stopping the practice, prevention rather than punishment, effective punishment to deter the practice, and keeping up with technology. A solution to bullying must incorporate all stakeholders involved in growth of a child starting with parents and teachers (Wiseman).

Conclusion

Capitalism subconsciously fosters bullying by placing pressure on individuals to succeed. However, this is not a reason to tolerate this vice. Competition is only good if it is fair and productive. The rise in bullying should be viewed in the context of moral decay of the society.Advances in information technology and emergence of social media have led to the evolution of bullying with new forms of bullying occurring in this new space. The toll of bullying in society is huge and steps must be taken to address this menace through legal and social means.

Philosophy Of Complex Event Processing

Philosophy Of Complex Event Processing

Question 1:

What are some typzzical uses for complex event processing applications? Give examples and elaborate on the possibilities.

Answer:

Some typical uses for complex event processing are air traffic control, stock market trading, business process management and fraud detection.

In stock market a buyer may place an order depending on many factors like average price over last hour, total turnover for the particular symbol, etc. All these are events which can be processed using a CEP suite like Esper.

It can also be used for making global policies based on events throughout the world.

Question 3:

What is the difference between doing aggregated queries (AVG/SUM/MAX/ETC) in standard databases and stream databases?

Answer:

In standard databases we get a single result when we do aggregated queries but in stream databases we get new result for each event which is the aggregate till that point.

Question 4:

For each non-overlapping 100 tick interval of the BTC stock, find the minimum and maximum weighted price in the interval.

Thoughts:

Esper is very easy for analyzing a set of events and we can filter by time or length.

Question 5:

Extend the previous query so that it now also shows the difference between the minimum and maximum weighted price for each interval.

Thoughts:

Aggregate functions can be used to generate statistics which add value to the business.

Question 6:

Find the total weighted price of all stock tick events in each non-overlapping 100 tick interval of the BTC stock.

Thoughts:

We can also find total over a period of time or number of events.

Question 7:

Find the dates and minimum weighted price for the BTC stock for each, non-overlapping 30 tick interval.

Thoughts:

We can find corresponding parameters for aggregate values.

Question 8:

What are patterns and pattern operators? What does the every and followed-by (->) patterns do?

Explain the difference between the following:

every A -> B

A -> every B

every A -> every B

every (A -> B)

Answer:

Patterns are rules for matching events very similar to the where clause of SQL but they are applied before the events are included in current batch window.

Pattern operators are used to combine patterns (and, or) and order them (->). We can also have custom pattern operators.

Differences:

every A -> B: It means for every event A followed by event B. The pattern restarts whenever event A is encountered.

A -> every B: It means for event A followed by every event B. The pattern restarts whenever event B is encountered.

every A -> every B: It means for every event A followed by every event B. The pattern restarts on encountering both event A and B.

every (A -> B): It means for every event A followed by event B. The pattern restarts after encountering event B.

Question 9:

Find all the start and stop dates with volume, when the weighted price of the BTC stock increases more than 100 times and volume increases by 40%.

Thoughts:

We can track changes in data between events using patterns.

Question 10:

What is technical analysis? What is algorithmic trading?

Answer:

Monitoring the market based on changes in price is called technical analysis. It is the study of supply and demand in the market in order to determine the trend or direction in future.

Algorithmic trading is use of advanced mathematical models for decision making in the market. It is used to optimize the time to place an order so that it makes minimal impact on the stock's price.

Question 11:

Thoughts:

We can combine multiple pattern using pattern operators to get desired results.

Question 12: Thoughts:

We can follow trend easily using Esper patterns.

Question 13:

What are pattern guards? Why cannot the timer:within pattern guard be used in simulated environments? What alternatives exist to control time and dates?

Answer:

Pattern guards limit the scope of the pattern to another quanity like time or condition.

timer:within pattern guard depends on actual latency between events but in simulated environments the events occur in quick succession and hence timer:within cannot be used.

We can use the WHERE clause of EPL to control time and date.

Question 14:

Find the start date, stop date and weighted prices when the BTC stock value has decreased by three times within a 15 day period,

Thoughts:

We can analyze events based on trend in a fixed size time of length window.

Question 15:

What are variables in Esper and how can they be used to hold and change state? Give examples!

Answer:

A variable in Esper is an object, event or scalar value which is available for use after declaration. It can be used in patterns and other statements including output clauses.

Question 16:

Write your own trading algorithm and use it to find buy and sell dates. No hard-coding of dates or numbers are allowed! Use the knowledge you have on Esper to write your query of choice. If you want to change the Java files, you are allowed to, but you do not have to (e.g. needed for multiple queries).

Thoughts:

My trading algorithm is as follows:

We sell when the weighted price has risen for three days (not necessarily adjacent) and the volume has increased by 35% between first and third day.

We buy when the weighted price has fallen for three days (again not necessarily adjacent) and the volume has decreased by 45% between first and third day.

Question 17:

What did you struggle with during this exercise? Was it the provided code's fault, Esper's or your own fault? What was different from working with regular database systems?

Answer:

I struggled with the syntax and reverse flow of data during this excercise. The patterns and batch window concepts were new and after solving the problems seemed like essential to the philosophy of  Complex Event Processing.

It was not anyone's fault but just a learning curve and forgoing many deep rooted practices like getting a single result for a typical query like count(*).

In regular database system we mostly have data at a state and we run the queries whereas in Esper the queries are know beforehand and the data comes as and when.

This is a solution of Hospitality Contract And Event Management that describes about Developing business

Hospitality Contract And Event Management

Student Name & Number
Unit Lecturer:	Marco van Dyk
Group:	September 2013 Group September 2014 Group
Issue Date:	06/10/2015
Draft Submission:	17/11/2015
Final Submission:	20/11/2015 to turnitin by 5pm
IV Name & Date:

Unit Learning Outcomes:

LO1: Understand external factors that affect planning and management in the event and contract sectors

LO2Understand the operational issues which affect the success of event management

Assignment Brief:

You and your team (groups of 3 max) have been tendering for large scale corporate contracts in the Hospitality events sector. You are one of three businesses who have been shortlisted to potentially win a very big contract to provide hospitality services in a large company who owns Restaurants, Hotels and large event spaces. To assess each of the tendering businesses’ knowledge and expertise of the industry, they now require your team to write up an overview of the sector and possible constraints and issues that could be encountered. Should you be successful in your tender, you will need to write up a report discussing how you would deal with client relationships and financial processes (assignment 2).

Submission Format

This work must be submitted in the form of a sector review report, highlighting the key topics in the task sheet below. Your report must be between 3000-3500 words and include all the requirements of a report format. All research must be referenced according to the Harvard referencing System and must include a full complete bibliography. Your report must be submitted by one member of the team to TurnItIn only. Turnitin Class ID: 3005347 Password: marco

Key Task:
1.1 discuss the main characteristics of the contract and event catering sectors	Identify the diversity of the contract and event catering sectors and the various contexts that events and contracts are normally held in. This will include the different types of organisations, but also the different services on offer within events. Incorporate examples where possible.
1.2 assess external factors affecting planning andmanagement in the event and contract sectors	Investigate and explain the different external factors that may influence contracts and events. For this you may want to include a PEST analysis as an appendix.
2.1 discuss the elements of contract and event management which are necessary to ensure effective management of events	Explain the elements of project management that will need to be considered, which will ensure the success ofan event or contract. You may refer to existing practices in other businesses as a comparison.
2.2 discuss the type and level of service associated with a variety of events	Identify a variety of different events that could be facilitated and discuss services for at least 3 different event types. Some of this may be cross referenced with pc 1.1.
2.3 assess the health, safety and hygiene problems which can affect the operational success of an event	Investigate and assess the potential health, safety and hygiene problems that may affect the success of an event.
2.4 consider how marketing, human resources and quality control are applied in the organisation and delivery of a successful event	Identify the current issues that affect contracts and events in areas such as marketing, human resource, and quality control. This section could expand into other key areas where appropriate.

GRADING CRITERIA THIS ASSESSMENT TASK GIVES YOU THE FOLLOWING GRADING OPPORTUNITIES

Grade Criteria at a Pass:

1.1 discuss the main characteristics of the contract and event catering sectors

1.2 assess external factors affecting marketing planning and management in the event and contract sectors

2.1 discuss the elements of contract and event management which are necessary to ensure effective management of events

2.2 discuss the type and level of service associated with a variety of events

2.3 assess the health, safety and hygiene problems which can affect the operational success of an event

2.4 consider how marketing, human resources and quality control are applied in the organisation and delivery of a successful event

Grade Criteria at a Merit In addition to the above Pass criteria:

M1 - Identify and apply strategies to find appropriate solutions – Identify various possible research approaches to investigate perceived complex business problems with.

M2 - Select/design and apply appropriate methods/ techniques – the design of  the chosen research method /techniques has been justified using secondary research to support this

M3 – Present and Communicate appropriate findings – The appropriate structure (as per guidance) for a proposal has been submitted

Grade Criteria at a Distinction In addition to the above Merit criteria:

D1 - Use critical reflection to evaluate own work and justify valid conclusions – The validity of the research methods and choices have been justified

D2 - Take responsibility for managing and organising activities - substantial research methods for the given business problem have been planned, managed and organised

D3 - demonstrate convergent/lateral/ creative thinking – innovation and creative thought have taken place in creating the questionnaire for the research.

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Manage Innovation And Continuous Improvement

 BSBMGT608C Manage Innovation And Continuous Improvement

ASSESSMENT TASK 2

Qualification Name/Code BSB60407 - Advanced Diploma of Management

Competency Code/ Unit(s) BSBMGT608C Manage innovation and continuous improvement

Student’s full legal name:

Assessor’s name:

 TASK 2

Implement innovative processes

Instructions

This task will demonstrate your ability to use the information you have gathered in Task 1 and to implement the innovations you suggested.

You need to prepare a report 2500-3000 words for senior management outlining the measures that will need to be taken to implement the innovations you presented to them earlier. You will need to address the following in your report:

a)Discuss how you will promote continuous improvement and sustainability and why it is essential to doing business

b)Address the impacts of change and the consequences for people and the transition strategies you will implement

c)Discuss the objectives, timeframes, measures and communication plan that you will develop and put into place to manage the implementation

d)Develop contingency plans in the event of non-performance

e)Discuss how you follow up failure promptly and analysis of the causes and manage emerging challenges and opportunities effectively

f)Discuss how you will ensure that learning’s from activities are captured and managed to inform future work

g)Discuss the strategies you will put in place to regularly evaluate continuous improvement systems and process

h)Discuss how you will communicate costs and benefits of innovations and improvement to relevant groups and individuals.

Authorised by – Campus Manager	Doc Name – BSBMGT608C Assessment Task 2
Issue Date – 17 March 2015	Version 2, Page 1 of 3

 

 ASSESSMENT TASK 2

Qualification Name/Code BSB60407 - Advanced Diploma of Management

Competency Code/ Unit(s) BSBMGT608C Manage innovation and continuous improvement

Student’s full legal name:

Assessor’s name:

	Assessor’s checklist (Did the student demonstrate the following)							Satisfactory
								Yes/No
	Demonstrated ability to promote continuous improvement and sustainability as
	essential to doing business
	Demonstrated ability to address impact of change and consequences for people, and
	implement transition plans
	Demonstrated ability to ensure objectives, timeframes, measures and communication
	plans are in place to manage implementation
	Demonstrated ability to implement contingency plans in the event of non-
	performance
	Demonstrated ability to follow up failure by prompt investigation and analysis of
	causes and manage emerging challenges and opportunities effectively
	Feedback:
	Result:			 Satisfactory			 Unsatisfactory
	Assessor Declaration: I declare that I have			Student Declaration: I declare that I have been
	assessed this student in this task and have			assessed in this task and I have been given
	provided appropriate feedback.			appropriate feedback.
	Signature:	____________________________		Signature: ____________________________
	Date:	____/_____/_____		Date: ____/_____/_____

Authorised by – Campus Manager	Doc Name – BSBMGT608C Assessment Task 2
Issue Date – 17 March 2015	Version 2, Page 2 of 3

 

 ASSESSMENT TASK 2

Qualification Name/Code BSB60407 - Advanced Diploma of Management

Competency Code/ Unit(s) BSBMGT608C Manage innovation and continuous improvement

Student’s full legal name:

Assessor’s name:

Third Party Evidence Report

Instructions for Third Party Evidence Report

(To be completed by the student’s assessor)

		Check (X) the answer that
Did the student demonstrate the following tasks to enterprise standards:			applies
		Yes	No	N/A

analytical skills to identify improvement opportunities in relation to:

concepts and ideas developed

services or products delivered flexibility and creativity skills to think laterally

learning skills to develop options for continuous improvement

teamwork and leadership skills to foster a commitment to quality and an openness to innovation

Additional comments about the student’s overall performance in the workplace:

Authorised by – Campus Manager	Doc Name – BSBMGT608C Assessment Task 2
Issue Date – 17 March 2015	Version 2, Page 3 of 3

Business Skills

This is a solution of Business Skills For Proposals And Pitches that describes about Developing business

Business Skills For Proposals And Pitches

Week / Dates	Lesson Topic	Deadline (complete by this day)	Homework
Week 1 1.1 Mon 30th March 1.2 Weds 1st April 1.3 Friday 3rd April	NO CLASSES – COMPLETE HOMEWORK	- - -	- Read Units 10 & 11 (Hall) – business units & legal structure - Read ‘& complete the worksheet - deadline Weds 8th April
Week 2 2.1 Mon 6th April 2.2 Weds 8th April 2.3   Friday 10th April	No class – complete homework Assessment 1 / Business Proposals PESTEL / Product descriptions	- - ‘What is a business unit?’ sheet - Assessment 1.1	- Read Units 1 & 2 (Hall) - Complete Assessment 1.1 – deadline Friday 10th April - Read Unit 5 (Hall) / Complete Assessment 1.2a -  deadline Mon 13th April
Week 3 3.1 Mon13th April 3.2 Weds 15th April 3.3 Friday 17th April	Market segmentation / competition Porter’s 5 Forces USP / 4Ps marketing mix	- Assessment 1.2a - Assessment 1.2b,c - Assessment 1.2d	- Complete Assessment 1.2b&c – deadline Weds 15th April - Complete Assessment 1.2d – deadline Fri 17th April - Complete Assessment 1.3, Start 1.4a&b  – deadline Mon 20th April
Week 4 4.1Mon 20th April 4.2 Weds 22nd April 4.3 Friday 24th April	Promotion / pricing / distribution 7Ps marketing mix 4/7Ps / Mini-presentations	- Assessment 1.3, 1.4a&b - Assessment 1.4c - Assessment 1.4d	-Start Assessment 1.4c – deadline Weds 22nd April -Complete Assessment 1.4d – deadline Fri 24th April -Complete Assessment 1.4 – deadline Mon 27thApril
Week 5 5.1 Mon27th April 5.2 Weds 29th May 5.3 Friday 1st May	Review Assessment marketing plan Assessment feasibility Assessment tutorials	- Assessment 1.4 - - Assessment 1.5&6	-Complete Assessment 1.5&6 - deadline Friday 1st May -Complete Assessment 1 - deadline Friday 15thMay. See more : Scenario Assignment Help
Week 6 6.1 Mon 4th May 6.2 Weds 6th May 6.3 Friday 8th May	BANK HOLIDAY – NO CLASSES Business meetings / minutes Conduct Business meeting	- - Business Agenda	- Prepare agenda for Business meeting - deadline Friday8thMay - Write up minutes of meeting – deadline Mon 11th May
Week 7 7.1 Mon11th May 7.2 Weds 13th May 7.3 Friday 15th May	Business Presentation skills Persuasive Presentations Tutorials / Assessment 2	- Minutes of Meeting - Presentation ppt slides + ASSESSMENT 1 @ 23.59pm via Turnitin	- Prepare for group presentations - Complete powerpoint slides -  deadline Friday 15thMay
Week 8 8.1Mon18th May 8.2 Weds 20th May 8.3 Friday 22nd May	Assessment 2 – Group Pres Assessment 2 – Group Pres Assessment 3 – Reflective Task	ASSESSMENT2 slides,& ASSESSMENT 3 @ 23.59pm via Turnitin	- Complete Assessment 3 –  deadline Friday 22nd May 2015

Assessment	Assessment outline	Deadline
1 Individual business proposal	1000+ word Report discussing the feasibility of a business idea: ·         Description of a product or service ·         Aims and objectives of the chosen product/service ·         Rationale for the product/service chosen ·         Market analysis (competitors, prices, consumers, opportunity) ·         Marketing plan ·         Conclusion and recommendations	Week 8.3 Friday 15th May @ 23.59pm via Turnitin
2 Group presentation: business pitch	15-minute group presentation in groups of 3-4 outlining the chosen business idea: ·         Analysis of the choice of business idea (previously selected at formal business meeting) ·         Pitch of the business idea (aided by use of PowerPoint presentation, advertising material and/or promotional video) ·         Response to questions from the ‘investors’ **Students will be allocated a group mark for this assessment.	Presentation: Week 8 Slides: Week 8.3 Friday 15th May @ 23.59pm via Turnitin
3 Individual reflective task	300-word self-reflection report on the completion of the group presentation task: ·         Description of student’s role in the group ·         Evaluation of group performance ·         Critical self-reflection ·         Peer evaluation ·         Future action	Week 8.3 Friday 15th May @ 23.59pm via Turnitin

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Exception of Traditional Approach

This is a solution of Exception of Traditional Approach In Criminal Trials that describes about Developing business

Exception of Traditional Approach In Criminal Trials

The overriding concern is that a trial should be fair, and the presumption of innocence is a fundamental right directed to that end. The Convention does outlaw presumptions of fact or law but requires that these should be kept within reasonable limits and should not be arbitrary.

Lord Bingham in Sheldrake v DPP [2004] All ER 169 Para 21

Critically analyse whether the courts have achieved this balance 

Introduction

The presumption of innocence(POI) is recognised in many jurisdictions as one of the most important constitutional foundation of this legitimacy. Its constitutional significance is that it recognises the vulnerability of the defendant faced with state prosecution and concomitant ‘inequality of arms’.In the 18^th century, Blackstone’s famous statement on the POI is that ‘’the law holds that it is better that ten guilty persons escape than that one innocent suffer. In the case of Coffin v U.S, Lord Gillies has conceive that ‘’the presumption is to be found in every code of law which has reason, religion and humanity for a foundation. In the case of Salabiaku v France, it has been said that ‘’presumption of fact or of law operate in every legal system. Clearly the convention does not prohibit such presumptions in principle. However, require… States to remain within certain limits in this respect as regards criminal law’’.

Traditional Approach in Criminal Trials

In a celebrated passage in Woolmington v DPP, Lord Sankey identified this maxim as the ‘Golden Thread’ of English justice. Lord Sankey concluded that in English criminal law: ‘… one golden thread is always to be seen, that it is the duty of the prosecution to prove the prisoner’s guilt subject to what I have already said as to the defence of insanity and subject also to any statutory exception’.

The principle (Golden Thread) that the burden remains on the prosecution, often expressed in terms of the POI, is viewed as a fundamental element of the criminal justice system and is seen as an attempt to acknowledge the inequality of bargaining power which lies at the heart of the criminal trial. The resources of the state and the prosecution far outweigh those of the accused and so it is considered an essential safeguard that the state bears the burden of proving the charge, rather than the accused having to prove their innocence. Read more about : Scenario Assignment Help

However, there are several reasons why the prosecution ought to bear the burden of proof(BOP). Firstly in ‘History of the Criminal Law, 1883, London, I-354’, as Fitzjames Stephen argued that society is much stronger than the individual and is capable of inflicting so very much more harm on the individual than the individual as a rule can inflict upon society, that it can afford to be generous. Secondly, it reduces the risk of wrongful conviction because correcting such errors can involve a profligate waste of time and money. Thirdly, a basic sense of fairness suggests that the balance ought to be tipped in favour of the individual, based on the profound inequality between the resources available to the state and to the individual. Additionally, it has been argued that a heavy onus borne by the prosecution can serve a symbolic function within the criminal justice framework.

Exception of Traditional Approach in Criminal Trials

First Exception (INSANITY)

In a study published in 1996, Ashworth and Blake leafed through Archbold, nothing all indictable offences in which the legislature at some point imposed a LB on the defendant.[11] Insanity is the only common law exception to the ‘golden thread’, by which a LB is placed on a defendant which is traceable to M’Naghten’s case[12] as Viscount Sankey LC pointed out in Woolmington[13].In this case, Tindal CJ concluded that all defendants must be presumed sane: ‘…until the contrary be proved to their jury satisfaction’.[14]

Second Exception (EXPRESS STATUTORY)

The second exception is where Parliament expressly provides for a reverse burden, which is not infrequent. One of the example is S.2(2) of Homicide Act[15] which defines the defence of diminished responsibility, states that ‘On a charge of murder, it shall be for the defence to prove that the person charged is by virtue of this section not liable to be convicted of murder’.[16] Another more frequently encountered, express statutory exception can be found in S.1 of the Prevention of Crime Act[17], whereby it is an offence to carry an offensive weapon in a public place: ‘…without lawful authority or reasonable excuse, the proof whereof shall lie on him’.[18]

Lord Steyn said that S.28 of the Misuse of Drug Act[19] regarded the defendant to prove lack of knowledge of his possession of the drugs. Knowledge is a form of mens rea and relates to the defendant’s moral blameworthiness. As such, it ought to be proved by the prosecution despite appearing as a form of defence. If the test of proportionality was not satisfied by the prosecution to place the LB on the accused, then the courts could invoke S.3 of the HRA[20] to read down the words of the provision from a LB to an evidential one.[21]

Third Exception (IMPLIED STATUTORY)

The third exception is where Parliament impliedly reverses the burden. Historically the starting point was what is now S.101 of the Magistrates’ Court Act[22], which covers situations where a defendant relies for his defence on an ‘exception, exemption, proviso, excuse or qualification’ whereby specified conduct was allowed in permitted circumstances.[23] This section applies to summary trials but at common law similar principles applied to trials on indictment and it was illustrated in the landmark cases held by the COA in R v Edwards[24] and confirmed by the HOL in R v Hunt[25]. In both cases it is arguable that the constitutional principle of the POI was secondary to policy considerations.[26]

In the leading case of Hunt[27], the HOL set out more fully the circumstances in which the courts would interpret legislation as permitting placing the LB on the defendant. Stein points out that the HOL in Hunt, while upholding Edwards, saw the issue as more complex.[28]

However in Edwards[29] the COA adopted what Stein called a ‘syntactical approach’ and classified defences on their syntactical status or sectional location in the statute and it held statutes could be interpreted to have impliedly shifted the burden for trials on indictment as well as summary offences, and that where the burden shifted it would be the legal, not simply the evidential burden. Similarly, in Oliver[30] it was held that it was for the defendant to prove that he had been granted a licence to sell sugar.[31]

As regards general guidelines these were as follows. First, the courts should recognise that Parliament can never lightly be taken to have intended to shift the BOP onto the defendant. Secondly, a factor of great importance was the ease or difficulty that parties met in discharging the probative burden. In cases of ambiguity in the statute, instead of relying unequivocally on the POI, their Lordships were prepared only to see the necessity of avoiding the imposition of ‘onerous burdens’ on the defendant.[32]

Criticism of Reverse Legal Burdens

The process of enacting both express and implied legal reverse BOP has proceeded apace since the Second World War.[33] However, Professors Andrew Ashworth and Meredith Blake found 219 examples of LB or presumptions operating against the defendant in 540 offences that were triable in the Crown Court. There at least 40% of all such offences had provisions that were contrary to the ‘golden thread’ presumption is some way[34]

As in year 1972 the Criminal Law Law Revision Committee’s controversial 11^th report on evidence was, ‘strongly of the opinion that, both on principle and for the sake of clarity and convenience in practice, burdens on the defence should be evidential only’.[35]

Glanville Williams was a Welsh legal scholar has critics of statutes that placed LB on defendants.[36]

The following is giving a reference by an author called Paul Roberts, found out that weighty principles and policies should be articulated clearly and any exceptions should carefully drawn so that specific principle or policy is served without weakening the general POI. Yet statutory provisions which reverse the BOP are frequently unsupported by any reasonable justification and Paul Roberts conclude that the current legislative practice is unjustifiable.[37] Click Here

Human Rights Act (HRA) & Ian Dennis 6 Principles

Article 6(2) of HRA [38] provides that everyone charged with a criminal offence shall be presumed innocent until proved guilty according to law. English Law has not consistently followed the ‘golden thread’ principle referred to in Woolmington v DPP[39]. Lord Hope in R v DPP [40] was of the opinion that even if an English provision breaches the POI it would not lead to incompatibility with Article 6(2) as each member state is given a margin of appreciation as national authorities one better placed to evaluate local needs and conditions, to enact legislation based on society’s needs and interest.[41] However Dennis has identified six elements that may be taken into account in reaching a decision where the court is faced with legislation that apparently reverse the BOP in any respect[42]

          The first element is a distinction between truly criminal (mala in se) and regulatory offence (mala prohibita). If an offence is truly criminal the courts will fell reluctant to shift the LB to the accused. This is because the failures on a part of accuse to satisfy tothe LB would be a conviction and it mirrors the discussion by Lord Bingham in AG Reference[43]. It is less reluctant to transfer LB to accuse because upon conviction the accused will not face a severe conviction. This approach was adopted by the COA in Davies[44] where the Court upheld S.40 of the Health and Safety at Work Act [45] as in defendant to prove that it had not been reasonably practicable to do more than he had done to ensure the safety of employees. This section would be a regulatory offence and therefore the courts would transfer a LB.[46]

A second element is the deference respect shown to parliament decision. For example, in R v DPP[47], Lord Hope said that such deference would be particularly appropriate where the issues involved question of social or economic policy. In Johnstone[48], parliament has the primary responsibility for deciding where the LB should lie, and the courts must simply this intention. The courts can only reach a different conclusion from that of parliament (court say EB and suppose to LB) it can be shown that parliament has attached in such POI. Any Act and Law post 2000, the parliament had subjected to express audit under S.19 of ECHR[49].[50]

The third element is based on a distinction between offence and defences. If the line of separation between offences and defences are clear a reversal will be justified. However, it would be unfair to ask the defendant to prove the defences if the distinction between offences and defence was unclear as per the case of Kebilene[51] by Lord Hope. Lord Steyn in Lambert[52] said that distinction would sometimes be ‘unprincipled and arbitrary’ and he felt that S.28(2) Misuse Drugs Act[53] related to a request of mens rea (knowledge). Previously in Sheldrake[54] , it face the same problem which is same of clarity between offences and defences however in HOL the distinction was clear, there was a clear distinction between offence and defence to be ceased by the accused.

Maximum penalties are the fourth elements. In Davies[55], Lord Tuckey said that the severity of punishment is undoubtedly with important and factor in deciding reversal of LB. In Lambert[56], the courts were reluctant to transfer the LB to accuse as year offence carried a max penalty. However in Johnstone[57] stated that the more serious the punishment the more compelling must be the reason to impose LB. But in Sheldrake[58] upheld a reverse onus where the maximum penalty for the offence was only six month’s imprisonment.

          The fifth element is ease of proof. The party who bear the lesser burden to prove a requirement odd to bear the LB. In L v DPP[59] the Divisional court upheld the traditional interpretation of S.139 of the Criminal Justice Act[60], saying that there was a strong public interest in bladed articles not being carried in public without good reason. Dennis has pointed out, there are very many cases where the accused’s state of mind is of crucial importance, but where the BOP is on the prosecution.[61]

The last element is the POI itself. The outcome of wrongful conviction is regarded as significantly worse than a wrongful acquittal. Lord Bingham in AG’s reference[62] where the S.11(1) Terrorism Act(TA) [63] said that this provision is sufficiently wide and uncertain as to include persons whose conduct might not be concluded as blameworthy and possible miscarriage of justice. In those circumstances his lordship though that there would be a clear breach of POI, which means an accused convicted under this section is innocent of blame worthy conduct.[64] In S.11(2) of the TA to impose only an evidential burden is opposed to a legal one on accused might not be intention of parliament but it was certainly the intention of parliament when enacting S.3 of HRA, this to ensure that legislation are convention compatible and does not infringe fundamental human rights.[65]

Conclusion

In conclusion, reverse onuses and POI have generated some complex and controversial law.United Kingdom with bills of right, it is possible to challenge the reverse onus clauses in the courts that they infringe POI. This is possible because POI is protected by the constitution which is higher law[66].It is now clear that the POI has embodied in the Convention and does not enable the courts to adopt Glanville Williams suggestion that statutes employing such language as ‘unless he contrary proved’ should always be taken to mean ‘unless sufficient evidence is given to the contrary’, which in turn requires only evidence thatcould be taken by a reasonable jury to support the defence.[67]HRA 1998 has equipped the courts more powers to strike a balance between the interests of the public and the fundamental rights of the accused. National Courts should view the Convention as an expression of fundamental principles rather than as a set of rules.Application of these principles will involve balancing compering interest to those of the individuals and those societies.

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DIGITAL FUNDAMENTALS

DIGITAL FUNDAMENTALS
Q1:In which of the following base systems is 123 not a valid number?
(a) Base 10
(b) Base 16
(c)Base 8
(d) Base 3
Answer: Base 3
Q2:.A NAND gate is called a universal logic element because
(a) it is used by everybody
(b) any logic function can be realized by NAND gates alone
(c) all the minimization techniques are applicable for optimum NAND gate realization
(d) many digital computers use NAND gates.
Answer: (b) any logic function can be realized by NAND gates alone

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Q3: Most of the digital computers do not have floating point hardware because
(a) floating point hardware is costly
(b) it is slower than software
(c) it is not possible to perform floating point addition by hardware
(d) of no specific reason.
Answer:  floating point hardware is costly
Q4: Positive logic in a logic circuit is one in which
(a) logic 0 and 1 are represented by 0 and positive voltage respectively
(b) logic 0 and, -1 are represented by negative and positive voltages respectively
(c) logic 0 voltage level is higher than logic 1 voltage level
d) logic 0 voltage level is lower than logic 1 voltage level.
Answer: (d) logic 0 voltage level is lower than logic 1 voltage level.
Q5: Among the logic families, the family which can be used at very high frequency greater than 100 MHz in a 4 bitsynchronous counter is
(a) TTLAS
(b) CMOS
(c)ECL
(d)TTLLS
Answer: ECL
Q6: SR Flip flop can be converted to T-type flip-flop if ?
(a) S is connected to Q
(b) R is connected to Q
(c) Both S and R are shortened.
(d) S and R are connected to Q and Q' respectively 
Answer: (d) S and R are connected to Q and Q' respectively
Q7: Register is a?
(a) Set of capacitor used to register input instructions in a digital computer
(b) Set of paper tapes and cards put in a file
(c) Temporary storage unit within the CPU having dedicated or general purpose use
(d) Part of the auxiliary memory
Answer: (c) Temporary storage unit within the CPU having dedicated or general purpose use
Q8: For which of the following flip-flop the output clearly defined for all combinations of two inputs?
(a) Q type flip-flop
(c) R S type flip-flop
(b) J K flip-flop
(d) T flip-flop
Answer: J K flip-flop 
Q9: What is a digital-to-analog converter?
(a) It allows the use of cheaper analog techniques, which are always simpler.
(b) It takes the digital information from an audio CD and converts it to a usable form.
(c) It converts direct current to alternating current.
(d) It stores digital data on a hard drive.
Answer: (c) It converts direct current to alternating current.
Q10: The output of an OR gate is LOW when ________.
(a) all inputs are LOW
(c)  any input is LOW
(b) any input is HIGH
(d) All inputs are HIGH
Answer: (a) all inputs are LOW
Q11: (a) What are minterms and maxterms? Minimize the Boolean function F=(X+X’ .Y)
Minterm- A minterm is a Boolean expression resulting in 1 for the output of a single cell, and 0s for all other cells in a Karnaugh map, or truth table.
Maxterm- A maxterm is a Boolean expression resulting in a 0 for the output of a single cell expression, and 1s for all other cells in the Karnaugh map, or truth table.
Q12: (a) Show how a full-adder can be converted to a full-subtractor with the addition of one inverted circuit.
All that has to be done is to put an inverter on the B input. Then tie the Cin input high to provide the "and then add one".
Below is a full adder circuit.

Full-subtractor with the addition of one inverted circuit.

Q13: (a) Explain the different triggering techniques of flip-flops.
The various triggering techniques are; high level triggering, low level triggering, positive edge triggering and negative edge triggering

1. High level triggering

The high level triggering technique is used when a flip flop is needed to respond at its HIGH state. It is mostly identified from the straight lead from the clock input.

2. Low level triggering

The low level triggering is used when a flip flop is required to respond at its LOW level.

3. Positive Edge Triggering

Positive edge triggering is used when a flip flop is required to respond at a LOW to HIGH transition state.

4. Negative Edge Triggering

Negative edge triggering is used when a flip flop is required to respond during a HIGH to LOW transition state.

(b) Explain the working of a T flip flop.
The ‘toggle’ or T flip flop is a kind of flip flop that changes its output on every clock edge thereby giving an output of half the frequency of the signal to the T input. Below is how the characteristic table for a T flip flop looks like.

T	Q	Q+	Operation
0	0	0	Hold
0	1	1	Hold
1	0	1	Toggle
1	1	0	Toggle

The first column consists of the value of T which is a control input. The second column comprises of the value of the current state which the current value is being output by Q. The third column (Q⁺) represents the next state. A T flip flop has two possible values .The first one is when T=0.At this value the flip flop does a hold which means that the output Q is the same as it was before the clock edge. The second possible value is when T=1.At this value, the flip flop does a toggle. This means that the output is negated after the clock edge. Therefore, in a T flip flop, the current state value for another cycle can be maintained or can be toggled (negated) at the next clock edge.

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Q14: Discuss the following in detail:
(a) Shift-registers.                                           (b) Multiplexers.
Shift registers
Shift registers are registers capable of shifting binary information in one or both directions.  Shift registers consist of a series of flip flops cascaded together with the output of one flip flop connected to the input of the other flip flop.  All flip flops receive common clock pulses that initiate the shift from one stage to the next.  They are generally provided with a Clear or Reset connection so that they can be "SET" or "RESET" as required.  A shift register is controlled with certain clock pulses by inhibiting the clock from the input of the register if shift is not required.  A shift register is also able to provide extra circuits to control the shift operation through the D inputs of the flip flops rather than the clock input.
Multiplexers
A Multiplexer is a combinational logic circuit or device that acts as a multiple-input and single output switch. There are different types of multiplexers. They include: wavelength division, frequency division and time division multiplexers. Multiplexers are applied in computer memory and telephone network

(b) Discuss the differences between combinational circuits and sequential circuits.
Combinational circuits has no memory elements while sequential circuits has memory elements
The present values of the outputs of combinational circuits are determined by the present values of their inputs while the present values of the outputs of sequential circuits are determined by the present values of their inputs and their past state.
The behaviour of combinational circuits is described by the set of the output functions while the behaviour of sequential circuits is described by the set of next state and output functions.
Q1. (a)Obtain the logic diagram of a master- slave J-K  flip flop with AND and NOR gates.

(b)  Design a counter with the following binary sequence 0, 1, 3,7,6,4 and repeat .use T flip-flop.
The number of flip flops required:
Log₂6=3 flip flops
Drawing the state table:

Q2 (Present State)	Q1 (Present State)	Q0 (Present State)	Q2+ (Next State)	Q1+ (Next State)	Q0+(Next State)	T2(Excitation)	T1(Excitation)	T0(Excitation)
0	0	0	0	0	1	0	0	1
0	0	1	0	1	1	0	1	0
0	1	0	X	X	X	X	X	X
0	1	1	1	1	1	1	0	0
1	0	0	0	0	0	1	0	0
1	0	1	X	X	X	X	X	X
1	1	0	1	0	0	0	1	0
1	1	1	1	1	0	0	0	1

T2=Q2Q1’+Q2’Q1
T1=Q1Q0’+Q1’Q0
T0=Q2Q0+Q2’Q0’
Q2. (a)What is mantissa and exponent? Give suitable example.
Mantissa is the decimal part of a logarithm. A suitable example is in the logarithm 1.556, the mantissa is 0.556.
Exponent shows the number of repeated multiplication to be carried out. It is usually written as a superscript. For example 5 exponent 3 means 5³, implying 5*5*5
Q3. (a) Answer the following.

• What do you mean by minterm & maxterm

Minterm- A minterm is a Boolean expression resulting in 1 for the output of a single cell, and 0s for all other cells in a Karnaugh map, or truth table.
Maxterm- A maxterm is a Boolean expression resulting in a 0 for the output of a single cell expression, and 1s for all other cells in the Karnaugh map, or truth table.

• What is a four bit binary parallel adder?

A four bit binary parallel adder is a circuit, consisting of four full adders, which will add four-bit binary numbers.
(b) Give the block diagram of processor unit and explain the function of different blocks.

1. Execution Unit

The execution unit consists of the arithmetic and logic unit (ALU).It is also made up of the hardware that fetches, decodes and executes instructions.

2. Register set

The register set allows an operation to read all inputs from the register file at the same time rather than having to read them one at a time.

3. Control Logic

The control logic determines when instructions can be executed. It also controls the sequences of operations required to execute each instruction. 
Signals & Systems 
Q1 State whether the following statements are true or false and justify your statement?
The series interconnection of two linear time-invariant systems is itself a linear, time-invariant system?
Yes. Consider two systems S₁ and S₂ connected in series. Assume that if x₁( t ) and x₂( t ) are inputs to S₁ , then the outputs are y₁( t ) and y₂( t ), respectively. Also, assume that if y₁( t ) and y₂( t ) are inputs to S₂ , then the outputs are z₁( t ) and z₂( t ), respectively. Since S₁ is linear we know that for constants a, b;
ax₁ (t) + bx₂ ( t )      s₂          ay₁(t) + by₂ (t)
Since S₂ is linear we know that
ay₁ (t) + by₂ ( t )        s₂           az₁(t) + bz₂ (t)
Hence;
ax₁ (t) + bx₂ ( t )      s₁  s₂           az₁(t) + bz₂ (t)

• The series interconnection of two nonlinear systems is itself nonlinear?

Consider the following;
y(t) = x(t) + 1
z(t) = y(t) – 1
if they are connected in series, the z(t) = x(t) which is linear. Hence the interconnection of two non linear systems can be linear.
Q2 A particular first-order casual and stable discrete-time LTI system has a step
response whose maximum overshoot is 50% of its final value. If the final value is
1, determine a difference equation relating the input x[n] and output y[n] of this filter?
Q3 The Laplace transform X(s) of a signal x(t) has four poles and an unknown
number of zeros. The signal x(t) is known to have an impulse at t = 0. Determine
what information, if any, this provides about the number of zeros and their locations?
Q4 Let x(t) be a signal that has a rational Laplace transform with exactly two poles,
located at s = -1 and s = -3. If g(t) = e^2t x(t) and G (jw) [ the Fourier transform of
g(t)] converges, determine whether x(t) is left sided, right sided, or two sided?
Q5 Let x[n] be an absolutely summable signal with rational z-transform X(z). If X(z)
is known to have a pole at z= ½, could x[n] be

• a finite-duration signal?
• a left-sided signal?
• A right-handed signal?
• A two-sided signal?

Answer: Two-sided signal
Q6 Consider a feedback system, either in continous-time or discrete-time, and suppose that the Nyquist plot for the system passes throughthe point -1/K. Is the feedback system stable or unstable for this value of the gain? Explain your answer?
The feedback system is stable because the nyquist plot has circled the point (-1,0)
LINEAR CIRUCUITS
Q1 (A) WHICH IS THE FASTEST ADC AND WHY?
Flash ADC is the fastest because change in it takes place simultaneously but not sequentially.
Q2 (A) WHAT IS THE RANGE OF MODULATING INPUT VOLTAGE APPLIED TO A VCO?
3 to 6 volts
(B) DRAW THE CIRCUIT OF A PLL AM DETECTOR AND EXPLAIN IT’S OPERATIONS.

The input signal Vi with an input frequency fi is passed through a phase detector. A phase detector is basically a comparator which compares the input frequency fi with the feedback frequency fo .The phase detector provides an output error voltage Ver (=fi+fo),which is a DC voltage. This DC voltage is then passed on to an LPF. The LPF removes the high frequency noise and produces a steady DC level, Vf (=Fi-Fo). Vf also represents the dynamic characteristics of the PLL.
The DC level is then passed on to a VCO. The output frequency of the VCO (fo) is directly proportional to the input signal. Both the input frequency and output frequency are compared and adjusted through feedback loops until the output frequency equals the input frequency. Thus the PLL works in these stages – free-running, capture and phase lock.
Q3 (A) GIVE THE CONVERSATION TIME FOR

• COUNTING ADC

T _con= (n/f) + T
Where f =clock frequency
n= Number of clock pulses
T= Propagation delay

• SUCCESSIVE APPROXIMATION ADC

7 sec, 10 bit
(B) SHOW WITH THE HELP OF CIRCUIT DIAGRAM AN OP-AMP USED AS
(i) SCALE CHANGER,

(ii) PHASE SHIFTER

(iii) INVERTING ADDER

(iv)NON INVERTING ADDER

Q4 (A) WHAT ARE THE MODES OF OPERATIONS OF A TIMER?
The modes of operations of a Timer are: Astable mode, monostable mode and bistable mode.

1. Astable mode

An astable circuit has no stable state. The output of this mode continually switches state between low and high without an intervention from the user.

2. Monostable mode

Monostable circuit produces one pulse of a set length in response to a trigger input. The output of this mode stays in low state until there is a trigger input.

3. Bistable mode

This mode has two stable states both high and low. A low state input makes the circuit output go into the higher state. A reset input low makes the output of the circuit go into the low state.
(B) WHAT IS THE PRINCIPLE SWITCH MODE POWER SUPPLIES?DISCUSS IT’S ADVANTAGES AND DISADVANTAGES.
Switch mode power supply
Switch mode power supply is an electronic power supply that is integrated with the switching regulator for the purposes of converting the electrical power efficiently from one form to another with the desired characteristics.
Advantages of Switch mode power supply

• There is greater efficiency. This is because the switching transistor dissipates little power when outside its active region.
• Switch mode power supply has a lighter weight and smaller size.

Disadvantages of Switch mode power supply

• Greater complexity
• High amplitude and frequency energy that the low pass filter must block to avoid electromagnetic interference.

Q5 (A) DESIRE THE TRANSFER FUNCTION OF A SECOND ORDER BP FILTER USING OTA’S.

Volatge transfer function;
High pass filter;
The realization conditions are
V₁=V₂=0, V₃=V_i, g₂ = 2 g₁
The eqn. (1) becomes
Band pass filter;
The realization conditions are
V₁=V₃=0, V₂=V_i, g₂ = 2 g₁
The eqn. (1) becomes
All pass filter;
V₂=0, V₂=V₃= V_i, g₂ =2 g₁
(B) EXPLAIN THE OPERATION OFFER SQUAR WAVE GENERATOR BYE DRAWING THE CAPACITOR AND OUTPUT VOLTAGE WAVEFORMS.
Square Wave Generator
This square wave generator is like the Schmitt trigger circuit in that the reference voltage for the comparator action depends on the output voltage.

Square Waveform:

Q6 (A) LIST THE NON-IDEAL dc CHARACTERISTICS OF AN OP-AMP.

• Finite common-mode rejection ratio
• dc error sources (offset current, input bias current, offset voltage)
• Output voltage, maximum current limits, slew rate.
• Common-mode input resistance

(B) WHAT IS BODE PLOT?
Bode Plot is a graphical representation of a linear, time-invariant system transfer function.
(C) WHAT ARE THE DIFFERENT LINEAR INTEGRATED CIRCUIT PACKAGES?

• Dual-in-line package
• Metal can package
• Flat package

(D) NAME THE TECHNOLOGY USED FOR THE FABRICATION OF TRANSISTORS OR ICS.
Planar technology