...EXECUTIVE SUMMARY The Royal Australian Navy’s Collins Class Submarine is designed to replace the 30 year old Oberon Submarines. The Collins Class is the first submarine to be made in Australia and is the most advanced of its time due to its software architecture. Deep Trouble addresses various issues that were faced during the design and development stages of the Collins Class project. This report will focus on the interrelationship between the three PMBOK knowledge areas of scope, procurement and quality management and the impact each had on the final project. The Collins Class submarine was prone to excessive noise signatures whilst travelling at speed and lacked the operational capability to enter conflict situations due to the an insufficient combat system. The selection process for the design of the Collins Class and the fundamental capabilities the navy required directly impacted the quality of the final product due to the scope of the design not being fully understood by the manufacturing companies. The Collins Class project was an opportunity for Australia to become a ‘technological powerhouse’ by having the Collins Class submarines built within Australia. This report addressed how certain issues discussed within Deep Trouble impacted the knowledge areas of scope, procurement and quality management within this complex project and how the interrelationship between them contributed to a submarine that has adversely weakened our national defences. ...
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...The Collins Class Submarine Story: Steel, Spies and Spin is the joint production of Peter Yule and Derek Woolner, and is a project commissioned by Cambridge University Press with support from the Department of Defence. It cites its aim as ‘simply to tell the story of the submarine project from its origins to about 2005.’ The book itself is based upon a combination of unclassified, open source and specially declassified material and, perhaps most importantly, more than 130 interviews with many of the protagonists. In many ways the book achieves what it sets out to do. The authors have, despite the introduction indicating a certain hauteur in relation to military and defence issues, presented an honest, generally dispassionate and reasonably comprehensive narrative. They have let the various actors speak for themselves and, so far as the third-person narrative permits, with their own voices. They convey very well the tale of an extraordinarily ambitious project that achieved much, but which was dogged by complex problems, conflicting interests and increasing controversy as the years went on. They give credit where it is due and are careful about ascribing blame to individuals. This is as it should be, since some of the decisions which may appear most egregious in retrospect generally had more than reasonable justification at the time. Nevertheless, there are some significant faults. The text is somewhat dense and the technical explanations not always completely clear (particularly...
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...CASE STUDY – COLLINS CLASS SUBMARINE PROJECT EXECUTIVE SUMMARY Background The Collins Class Submarine (CCSM) Project has been the subject of intense media scrutiny since it was first announced that Australia was to undertake a project on this scale. Over the years, the notion that Australia would attempt to manufacture a system as complex as a submarine has been scoffed at by a number of senior politicians and military commanders. The notion and sheer audacity of divorcing the influences and support of the UK and US was a stark reflection on the level of confidence in Australia’s shipbuilding industry at the time and an indication of backward-thinking executives. By sheer luck the alignment of the economics of the day, a change in government and the drive of a handful of enthusiastic, intelligent people led to the inception of the CCSM Project – arguably the largest, most complex project ever undertaken in Australia. The very thought of Australia being able to not only build a system as complex as a submarine but also to equip it with the latest technology supplied by Australian companies, appeared audacious to say the least (Peter Yule 2008). If it were not for the ambitions and foresight of a small group of people across a number of organisations, the project would have been doomed from the start and Australia’s proud submarine force would have dwindled into extinction. Discussion The CCSM Project highlights a number of important lessons which typify the principles of...
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...There are a number of different ways that a spreadsheet could be created to solve this particular problem. Here is one possible approach: In Cell A1, enter label text “Net Income” and in Cell B1 enter $200,000. In Cell A2, enter label text “Billable Hours – Red” and in Cell B2 enter 2,000. In Cell C2; enter the hourly rate of $20. In Cell A3, enter label text “Billable Hours – Blue” and in Cell B3 enter 1,500. In Cell C3; enter the hourly rate of $30. In Cell A4, enter label text “Investment – Red” and in Cell B4 enter $80,000. In Cell C4, enter the rate of return of 10%. In Cell A5, enter label text “Investment – Blue” and in Cell B5 enter $50,000. In Cell C5; enter the rate of return of 10%. Perform calculations: In Cell D2, enter formula to multiply number of hours by hourly rate. Formula: =+B2*C2 The formula for the next three line items is identical to this first formula; copy the formula to Cells D3, D4, and D5. (To copy a formula across a range of cells, select the cell containing formula, then drag the fill handle, which is the small square in the lower right corner of this box, over the adjacent cells. Note that the formula will adjust automatically for the different lines.) In Cell A6, enter label text “Subtotal” and SUM the amounts in Cells D2 through D5. Click in Cell D6, press the symbol on the standard toolbar. Click and drag across the range of cells to be summed (D2 through D5) and press enter. Subtract the subtotal of the partner’s initial...
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...(1) 18.1 (2) 18.11 (3) 19.13 2 H 0 : 12 ... 82 y H1 : not H 0 2 2 Assume =0.05, reject H 0 if calc (7,0.05) 14.1 s12 [(61.43 y1 )2 (58.58 y1 )2 (57.07 y1 )2 ] / (3 1) 4.90 2 2 2 2 2 2 2 Similarly, s2 1.19, s3 21.46, s4 8.64, s5 22.16, s6 16.26, s7 7.54, s8 5.01 s 2 si2 / 8 =10.90 p M ( N m) ln s 2 (n 1)si2 (24 8) ln(10.90) 2[ln(4.90 ... 5.01)] 5.21 p i 1 m c 1 1 8 1 1 3 1 24 8 1.19 3(8 1) i 1 2 2 calc M / c 4.38 < (7,0.05) 14.1 , fail to reject null hypothesis (4) 19.16 (a) E (49.87, 21.47,1.10, 8.07, 2.16,1.56, 28.63, 0.46) (b) Assume =0.05, F(1,16,0.95)=4.49. SS of mean = (n*m)(average)2=3*8*49.872=59685.41 SS of Ei= (n*m) Ei2 /4 Source Mean E1 E2 E3 E12 E13 E23 E123 Error Total SS 59685.41 2765.55 7.32 390.99 28.06 14.52 4919.49 1.29 174.30 67986.94 DOF 1 1 1 1 1 1 1 1 16 24 MSE 59685.4 2765.55 7.3151 390.992 28.0584 14.5237 4919.49 1.2927 10.8938 Fcalc 5478.82 * 253.864 * 0.67149 35.8911 * 2.57563 1.3332 451.585 * 0.11866 Mean, E1, E3, and E23 are significant. (c) Fitted model: y 49.87 10.73x1 4.04 x3 14.32 x23 Source Model Mean Mode-mean Residuals LOF Error Total SS 67761.45 59685.41 8076.04 225.49 51.19 174.30 67986.94 DOF 4 1 3 20 4 16 24 MSE 59685.4 2692.01 12.7975 10.8938 Fcalc 5478.82 * 247.113 * 1.17475 Fcalc of MSE(LOF)=1.17 < F(4,16,0.95)=3.01, there is no evidence to suggest that the...
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...EC6020 – ARSITEKTUR KOMPUTER LANJUT TUGAS – 4 CHAPTER 5 BUS, CACHE AND SHARED MEMORY SOAL-SOAL TENTANG ORGANISASI-ORGANISASI CACHE MEMORY (CACHE MEMORY ORGANIZATIONS) ARWIN NIM. 232 06 008 MAGISTER TEKNIK ELEKTRO SEKOLAH TINGGI ELEKTRONIKA DAN INFORMATIKA INSTITUT TEKNOLOGI BANDUNG 2006 1 Problem 5.8 – The main memory of a computer is organized as 64 blocks with a block size of eight (8) words. The cache has eight (8) block frames. In parts (a) through (d), show the mapping from the numbered blocks in main memory to the block frames in the cache. Draw all lines showing the mappings as clearly as possible. a. Show the direct mapping and the address bits that identify the tag field, the block number, and the word number. b. Show the fully associative mapping and the address bits that identify the tag field and the word number. c. Show the two-way set-associativity mapping and the address bits that identify the tag field, the set number, and the word number. d. Show the sector mapping with four blocks per sector and the address bits that identify the sector number, the block number, and the word number Answer : From the above statement, we get the memory and cache configuration information to calculate the identification bits and the addressing scheme. They are : Main memory has 64 blocks → n = 64 Cache memory has 8 block frames → Block size is 8 words → b = 8 ↔ s = 6 because n = 2 s m = 8 ↔ r = 3 because m = 2r ↔ w = 3 because...
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...CÁC THÌ TRONG TIẾNG ANH A. CÁC THÌ HIỆN TẠI THÌ HIỆN TẠI ĐƠN: Xác định : S V ( s/es đố với ngôi thứ 3 số ít) Phủ định : S Doesn’t/Don’t V(ifn) Nghi vấn: Does/do S V(ifn)? THÌ HIệN TạI TIếP DIễN Xác định : S be V_ing PĐ: S + [am/is/are] not + V-ing NV: [am/is/are] + S + V-ing? THÌ HIệN TạI HOÀN THÀNH Xác định KĐ: S has/have PII PĐ: S + hasn’t/ haven’t + V3 NV: Has/Have + S + V3? (…yet, already, for, since…) THÌ HIệN TạI HOÀN THÀNH TIếP DIễN: Xác định KĐ: S + has/have been + V_ing PĐ: S + Hasn’t/ Haven’t been + V-ing NV: Has/HAve + S + been V-ing? - B. CÁC THÌ QUÁ KHỨ: Thì quá khứ đơn: Xác định KĐ: S + V_ed (or BQT) PĐ: S + didn’t + V1(ifn) NV: Did + S + V1(ifn)? Thì quá khứ tiếp diễn: Xác định KĐ: S + was/were + V_ing PĐ: S + wasn’t/weren’t + V-ing NV: Was/Were + S + V-ing? Thì quá khứ hoàn thành: Xác định KĐ: S had PII PĐ: S + hadn’t + V3 NV: Had + S + V3? Thì quá khứ hoàn thành tiếp diễn: Xác định KĐ:S had been V_ing PĐ: S + hadn’t been + V-ing NV: Had + S + been V-ing - C. CÁC THÌ TƯƠNG LAI: Thì tương lai đơn : S + shall/will V1(infinitive) Thì tương lai tiếp diễn: S + shall/will +be V_ing Thì tương lai hoàn thành: S + shall/will + have V3 Thì tương lai hoàn thành tiếp diễn: S + shall/will have + been V_ing Modal verb May/ Might/ Can/ could/ should/ must… V ACTIVE VOICE PASSIVE VOICE Active: My cat kills a mouse everyday Passive: A mouse is killed by my dog everyday ...
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...Marketing Engineering - Assignment #2 Marketing Engineering 1. Estimate the parameters b1, b2, b3, b4 b1 | 2.119 | b2 | 0.405 | b3 | -0.460 | b4 | -0.744 | 2. Interpret the b3 estimate based on its magnitude and sign. Do you think streaming service and download service are complementary or substitute to each other? If we consume complementary goods together, utility for consuming tends to be larger than sum of utilities for consuming each goods respectively. For example, if we consume coke and chicken together, our utility will be bigger than sum of utilities from consuming coke and chicken respectively. On the other hand, if we consume substitute goods, utility tends to be smaller than sum of utilities for respective consumption. b3 is in the equation about U3 which is utility for bundle of streaming and downloads. So we can consider b3 as complementary or substitute quotient. In this model, b3 was estimated as negative number(-0.460). It means that U3 (utility for consuming ‘streaming service’ and ‘download service’ together) is smaller than sum of U2 and U3 (sum of utilities for consuming ‘streaming only service’ and ‘download only service’ respectively) by 0.460 when we put aside the price. So I think ‘streaming service’ and ‘download service’ are substitute to each other. 3. The data are from ourselves. Do you think the estimation resulting from #1 makes sense? (i.e., are the results somehow consistent with our preference...
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...Display using System; using System.Collections.Generic; using System.Linq; using System.Web; using System.Web.UI; using System.Web.UI.WebControls; using System.Collections; public class Book1 { private string isbn; public string Isbn { get { return isbn; } set { isbn = value; } } private string title; public string Title { get { return title; } set { title = value; } } private string author; public string Author { get { return author; } set { author = value; } } private double buyprice; public double Buyprice { get { return buyprice; } set { buyprice = value; } } public Book1(string p1,string p2,string p3,double p4) { // TODO: Complete member initialization this.isbn = p1; this.title = p2; this.author = p3; this.buyprice = p4; } } public partial class display : System.Web.UI.Page { private ArrayList books; String txt; String bookname; String bookauthor; double price; protected void Page_Load(object sender, EventArgs e) { books = new ArrayList(); BookDetails(); } private void BookDetails() { Book1 b1 = new Book1("978-1449311520", "adoop: The Definitive Guide", "Tom White", 15.99); Book1 b2 = new Book1("978-0735667044", "Microsoft Visual Basic 2013 Step by Step"...
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...Analysis procedures The proposed hypotheses were tested using structural equation modelling (SEM). Two models were tested. Model 1 (Partial mediation model) was used to test H1, H2, H3, H5 and H6. The combined results of Model 1 and Model 2 (Direct effect model) were useful in testing H4. Measures for the key constructs included in the models are assumed to be reflective. in nature consistent with previous research. Hence, a reflective specification of the first-order dimensions is assumed. By definition, consumer-based brand equity is “reflected in the dimensions of brand awareness, brand associations, perceived quality and brand loyalty”. These four dimensions constitute a higher-order consumer-based brand equity construct. Hence, consistent with previous research in the area of brand equity (e.g. Yoo and Donthu, 2001) a reflective specification of consumer-based brand equity is appropriate. Similarly, consistent with previous research in the areas of brand signalling (e.g.Erdem et al., 2006), and source credibility (e.g. Ohanian, 1990), measures for brand credibility and endorser credibility are assumed to be reflective in nature. Endorser attractiveness, expertise and trustworthiness were modelled as observed independent variables, which measured endorser credibility. Brand expertise and trustworthiness were modelled as observed independent variables, which measured brand credibility. Brand awareness, brand associations, perceived quality and brand loyalty were modelled...
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...Play # | Offense Formation | Play | Defense call | Play # | Offense Formation | Play | Defense call | 1A | Wing Left | B3 lead | C- Whistle | 1B | Wing Right | B4 lead | C- Whistle | 2A | Dbl TE Wing RT | B3 Crash | C-Whistle | 2B | Dbl TE Wing LT | B4 Crash | C-Whistle | 3A | Wing Left | B7 Toss motion | C-Smash | 3B | Wing Right | B8 Toss motion | C-Smash | 4A | Wing Left | Belly RT C7 (T releases to Will | C- Squeeze Strong | 4B | Wing Right | Belly LT C8 (T releases to Will | C- Squeeze Strong | 5A | Wing Left | Belly RT C7 (RG releases to Band | C- Squeeze Strong | 5B | Wing Right | Belly LT C8 (RG releases to Band | C- Squeeze Strong | 6A | Wing Right | B3 Trap -Motion | C- Squeeze weak | 6B | Wing Left | B4 Trap -Motion | C- Squeeze weak | 7A | Wing Right | B3 Fold - Motion | C- Squeeze Weak | 7B | Wing Left | B4 Fold - Motion | C- Squeeze Weak | 8A | Dbl TE Wing LT | B1 Trap -Motion | C-Smash | 8B | Dbl TE Wing RT | B2 Trap -Motion | C-Smash | 9A | Dbl TE Wing RT | CL A7 (Buck Sweep) | C-Whistle | 9B | Dbl TE Wing LT | CR A8 (Buck Sweep) | C-Whistle | 10A | Dbl TE Wing RT | A3 Ins Counter (Tackle trap) | C-Smash | 10B | Dbl TE Wing LT | A4 Ins Counter (Tackle trap) | C-Smash | 11A | Wing Left | CL Q7 (buck) | C- Squeeze Strong | 11B | Wing Right | CR Q8 (buck) | C- Squeeze Strong | 12A | Wing Right | B5 Down | C-Whistle | 12B | Wing Left | B6 Down | C-Whistle | 13A | Wing Right | Q7 Down | C-Whistle | 13B | Wing Left | Q8 Down | C-Whistle...
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...Generic Benchmarking Worksheet Task A: Problem/Opportunity Statement Instructions for Task A: In the Response row, write out the problem/opportunity statements for the scenario for each of the team members. Response to Task A: Generic Benchmarking—The purpose of generic benchmarking is to identify potential solutions to the problem statements defined in Task A. You will do this by looking at how companies in other industries have dealt with similar issues. Task B1: Generic Benchmarking: Topics Instructions for Task B1: In the Response row, identify the topics for which you need information in order to identify potential solutions to the problems identified in Task A. • In the Response row, list three to five topics that you will research in peer-reviewed journals, on Web sites, and in popular publications such as magazines and newspapers. • In the Response row, provide a justification for each topic. Response to Task B1: Task B2: Generic Benchmarking: Companies Instructions for Task B2: In the Response row, identify companies that have faced and addressed similar situations (successfully and unsuccessfully). • In the Response row, list two to three companies for each topic identified in Task B1. • In the Response row, identify those that have been successful and those that have been unsuccessful. • In the Response row, summarize your key findings for each company as they relate to the scenario. Response to Task B2: Task B3: Generic Benchmarking: References ...
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...Runge-Kutta method The formula for the fourth order Runge-Kutta method (RK4) is given below. Consider the problem y = f (t, y) y(t0 ) = α Define h to be the time step size and ti = t0 + ih. Then the following formula w0 = α k1 = hf (ti , wi ) k2 = hf k3 = hf k1 h ti + , wi + 2 2 h k2 ti + , wi + 2 2 k4 = hf (ti + h, wi + k3 ) 1 wi+1 = wi + (k1 + 2k2 + 2k3 + k4 ) 6 computes an approximate solution, that is wi ≈ y(ti ). Let us look at an example: y = y − t2 + 1 y(0) = 0.5 1 The exact solution for this problem is y = t2 + 2t + 1 − 2 et , and we are interested in the value of y for 0 ≤ t ≤ 2. 1. We first solve this problem using RK4 with h = 0.5. From t = 0 to t = 2 with step size h = 0.5, it takes 4 steps: t0 = 0, t1 = 0.5, t2 = 1, t3 = 1.5, t4 = 2. Step 0 t0 = 0, w0 = 0.5. Step 1 t1 = 0.5 k1 k2 K3 K4 w1 Step 2 t2 = 1 k1 k2 K3 K4 w2 = hf (t1 , w1 ) = 0.5f (0.5, 1.425130208333333) = 1.087565104166667 = hf (t1 + h/2, w1 + k1 /2) = 0.5f (0.75, 1.968912760416667) = 1.203206380208333 = hf (t1 + h/2, w1 + k2 /2) = 0.5f (0.75, 2.0267333984375) = 1.23211669921875 = hf (t1 + h, w1 + K3 ) = 0.5f (1, 2.657246907552083) = 1.328623453776042 = w1 + (k1 + 2k2 + 2k3 + k4 )/6 = 2.639602661132812 1 = hf (t0 , w0 ) = 0.5f (0, 0.5) = 0.75 = hf (t0 + h/2, w0 + k1 /2) = 0.5f (0.25, 0.875) = 0.90625 = hf (t0 + h/2, w0 + k2 /2) = 0.5f (0.25, 0.953125) = 0.9453125 = hf (t0 + h, w0 + K3 ) = 0.5f (0.5, 1.4453125) = 1.09765625 = w0 + (k1 + 2k2 + 2k3 + k4 )/6 = 1.425130208333333 Step 3 t3 = 1.5 k1...
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...Accounting & Finance: Weeks 1-3 Class | Tutor | Classroom | Campus Map | AF A1 | Iwona Winiarska-Pringle | Adam Smith 1101 | D8 | AF A2 | Aneta Keska | Adam Smith 1102 | D8 | AF A3 | Keith Delves | Adam Smith 717 | D8 | AF A4 | Damien Kerr | 25 Bute Gardens, room 130 | D17 | AF A5 | Joyce Laird | Sir Alexander Stone 206 | D5 | AF A6 | Duncan Minett Westwood | Sir Alexander Stone 403 | D5 | AF A7 | James McCallum | Sir Alexander Stone 404 | D5 | AF A8 | Rachel Elmslie | 11 University Gardens, room 201 | D15 | AF A9 | Vasiliki Papaionnou | 2 University Gardens, room 208 | D15 | AF A10 | Iain Gallacher | 3 University Gardens, room 202 | D15 | AF A11 | Gerry McLellan | 4 University Gardens, room 101 | D15 | AF A12 | Carol Irvine | 7 University Gardens, room 101 | D15 | AF B1 | Iwona Winiarska-Pringle | Adam Smith 1101 | D8 | AF B2 | Aneta Keska | Adam Smith 1102 | D8 | AF B3 | Keith Delves | Adam Smith 717 | D8 | AF B4 | Damien Kerr | 25 Bute Gardens, room 130 | D17 | AF B5 | Joyce Laird | Sir Alexander Stone 206 | D5 | AF B6 | Duncan Minett Westwood | Sir Alexander Stone 403 | D5 | AF B7 | James McCallum | Sir Alexander Stone 404 | D5 | AF B8 | Rachel Elmslie | 11 University Gardens, room 201 | D15 | AF B9 | Vasiliki Papaionnou | 2 University Gardens, room 208 | D15 | AF B10 | Iain Gallacher | 3 University Gardens, room 202 | D15 | AF B11 | Gerry McLellan | 4 University Gardens, room 101 | D15 | AF B12 | Justin O’Hagan...
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...The Impact of Special Economic Zones on Total Factor Productivity of Chinese Provinces: A panel analysis of trends in growth from 1974 to 2011 Ziwei Judy Hao 14.33 Spring 2013 1st draft 1 I. Introduction: A Special Economic Zone (SEZ) is a geographical region that has economic laws more liberal than a country’s regular economic laws. As a trade capacity development tool, SEZs promote rapid economic growth by using tax and business incentives to attract foreign investment and technology. By offering privileged terms, SEZs attract investment and foreign exchange, spur employment and boost the development of improved technologies and infrastructure. Today, there are approximately 3,000 SEZs operating in 120 countries. The People’s Republic of China has been considered as one of the world’s most successful in terms of SEZ development and contribution. China’s SEZs were introduced after Deng Xiaoping’s economic reforms were implemented in China in 1979. These SEZs were designated as areas where marketdriven capitalist policies are implemented to entice foreign businesses to invest in China. The policies include investment in new infrastructure like office buildings and banks and preferential tax exemptions for foreign firms who want to invest in China. Some the most well known SEZ cities are Shengzhen, Shanghai, and Beijing. From 1979 to the present, the number of SEZ cities grew quickly from the original five cities in the southeast coast to an astonishing 118 cities...
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