Difference between revisions of "IU:TestPage"

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Tag: Manual revert
Tag: Manual revert
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= Business Development, Sales and Marketing in IT Industry =
−
= Computer Architecture =
  
−
* '''Course name''': Computer Architecture
 +
* '''Course name''': Business Development, Sales and Marketing in IT Industry
−
* '''Code discipline''': XXX
 +
* '''Code discipline''': S22
−
* '''Subject area''':
+
* '''Subject area''': all around marketing and sales in IT industry.
   
 
== Short Description ==
  
== Short Description ==
  +
This course contains two important for successful company parts: marketing and sales.
−
This course covers the following concepts: The fundamental principles for modern computer systems; Computer instructions, their representation, and execution; Computer arithmetics.
  
  +
These are the parts that are linked with each other - it is very difficult to sell without marketing support and it is very difficult to achieve results with marketing efforts only.
  +
Marketing part, starting from defining things like developing marketing strategy for the companies, finally offers practical tools of digital marketing. We will explore new digital reality and its impact on IT business. We will learn success stories of real businesses and how companies are adapting to the new changing landscape.
  +
The second part of the course covers important things for every company's success – the sales process. Understand how to attract customers in negotiations, how to “get to yes” getting great deals, how to control the sales funnel – you will get the understanding how it works and try it in practice.
   
 
== Prerequisites ==
  
== Prerequisites ==
   
 
=== Prerequisite subjects ===
  
=== Prerequisite subjects ===
  +
* HSS310
−  
   
 
=== Prerequisite topics ===
  
=== Prerequisite topics ===
  +
* Basic IT industry knowledge
−  
  +
* Basic marketing knowledge
   
 
== Course Topics ==
  
== Course Topics ==
Line 22: Line 26:
 
! Section !! Topics within the section
  
! Section !! Topics within the section
 
|-
  
|-
  +
| Marketing Strategy ||
−
| Introduction to the Fundamental Concepts of Computer Architecture ||
 
  +
# Types of markets
−
# Key Components of a Computer System
  
  +
# Product-centric marketing
−
# Fundamental Ideas of Computer Architecture
  
  +
# Customer-centric marketing
−
# Translation Hierarchy of a High-Level Program into Machine Code
  
  +
# Developing Marketing Strategy
−
# Performance Metrics of a Computer System
  
−
|-
  
−
| Computational Logic Implementation in a Computer System ||
 
−
# Logic Gates and Boolean Algebra
  
−
# Logic Circuits
  
−
# Combinational and Sequential Logic
  
−
# Number Systems
  
−
# The Basics of Verilog Hardware Description Language (HDL) Programming
  
−
|-
  
−
| Instruction Representation and Execution in a Computer System ||
 
−
# Instruction Set Architecture (ISA)
  
−
# The Overview of MIPS ISA
  
−
# Types of MIPS Instructions and Their Representation in a Binary Format
  
−
# Sample MIPS Assembly Programs
  
 
|-
  
|-
−
| Computer Arithmetics ||
+
| Marketing tools ||
  +
# Brand&Presentation
−
# Basic Arithmetic Operations (Bitwise, Shifts, Multiplication, Division, and Others)
  
  +
# Analytics
−
# Overflow and Underflow Problems for Arithmetic Operations
  
  +
# Content
−
# Arithmetic Operations with Floation Point Numbers
  
  +
# SMM
−
# Problems Related to Precision and Conversion for Floating Point Numbers
  
  +
# Context advertising
  +
# E-mail marketing
 
|-
  
|-
−
| Processor Architecture ||
+
| Sales ||
  +
# CRM systems
−
# Key Components of a Processor: Control and Arithmetic Logic Unit, Registers
  
  +
# B2B
−
# Processor Datapath and Control Signals
  
  +
# B2C
−
# The Notion of a Pipelined Execution, Pipeline Hazards, and Their Solutions
  
  +
# Negotiations
−
# A Simple and Pipelined Implementation Schemes of a Processor
  
 
|-
  
|-
  +
| Final Project Presentation ||
−
| Advanced Topics ||
 
  +
# Presentation of marketing&sales strategy and tactics for startup
−
# Computer Security and Vulnerabilities
  
−
# Graphics Processing Unit (GPU) and General-Purpose GPU Programming
  
−
# Modern Approaches for Memory Hierarchy Design
  
 
|}
 
|}
 
== Intended Learning Outcomes (ILOs) ==
  
== Intended Learning Outcomes (ILOs) ==
   
 
=== What is the main purpose of this course? ===
  
=== What is the main purpose of this course? ===
  +
This course aims to give students the skills of developing a winning marketing strategy for a startup, as well as the skills to implement marketing strategy using real digital-marketing tools and sales tactics for a startup product.
−
The course covers the fundamental principles of computer systems design. We first overview the key hardware components of a modern computer system, available performance metrics, and the general principles of computer architecture. We then discuss the representation and execution of computer instructions, instruction set architecture, the translation hierarchy of a high-level program into machine code. We also cover the elements of computer arithmetics, logic circuits, including combinational and sequential logic circuits. These theoretical principles are illustrated by using MIPS instruction set architecture, FPGA, and Verilog HDL programming language during the labs. We then study in details simple and pipelined implementation schemes of a processor, the idea of a pipelined execution, related hazards and their solutions. We complete the course by introducing several advanced topics, including computer security and vulnerabilities, GPU programming, and modern principles for memory hierarchy design.
  
   
 
=== ILOs defined at three levels ===
  
=== ILOs defined at three levels ===
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==== Level 1: What concepts should a student know/remember/explain? ====
  
==== Level 1: What concepts should a student know/remember/explain? ====
 
By the end of the course, the students should be able to ...
  
By the end of the course, the students should be able to ...
  +
* Develop naming, presentation, and product offer
−
* Key components of a modern computer system
  
  +
* Use digital marketing tools
−
* Available performance metrics for computer systems
  
  +
* Use CRM
−
* Computer arithmetics operations, including floating point numbers
  
  +
* Sell its product
−
* Number systems and conversion between them
  
−
* Representation formats for computer instructions
  
   
 
==== Level 2: What basic practical skills should a student be able to perform? ====
  
==== Level 2: What basic practical skills should a student be able to perform? ====
 
By the end of the course, the students should be able to ...
  
By the end of the course, the students should be able to ...
  +
* Skills of market type identification
−
* Fundamental principles of computer architecture (Moore’s law, memory hierarchy, multiprocessing, speculative execution, and others)
  
  +
* Skills in developing naming, presentations, product offerings
−
* The design scheme of a modern processor
  
  +
* Skills of context advertising
−
* The interaction principles between software and hardware
  
  +
* Skills of SMM doing
−
* Program representation and execution by a computer system
  
  +
* Skills of content marketing
  +
* Skills of e-mail marketing
   
 
==== Level 3: What complex comprehensive skills should a student be able to apply in real-life scenarios? ====
  
==== Level 3: What complex comprehensive skills should a student be able to apply in real-life scenarios? ====
 
By the end of the course, the students should be able to ...
  
By the end of the course, the students should be able to ...
  +
* Skills for valuation the market environment
−
* The design skills of logic circuits by using Verilog HDL programming language
  
  +
* Skills how to find the right addressable market for its product
−
* FPGA programming by using Quartus Prime software
  
  +
* Skills of web analytics
−
* MIPS assembly programming (including MARS simulator)
 
  +
* Skills of CRM using
  +
* Sales skills to various types of clients
 
== Grading ==
  
== Grading ==
   
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! Grade !! Range !! Description of performance
  
! Grade !! Range !! Description of performance
 
|-
  
|-
−
| A. Excellent || 90-100 || -
 +
| A. Excellent || 90-100 || Pass
 
|-
  
|-
−
| B. Good || 70-89 || -
 +
| B. Good || 75-89 || Pass
 
|-
  
|-
−
| C. Satisfactory || 60-69 || -
 +
| C. Satisfactory || 60-74 || Pass
 
|-
  
|-
−
| D. Poor || 0-59 || -
 +
| D. Fail || 0-59 || Fail
 
|}
  
|}
   
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! Activity Type !! Percentage of the overall course grade
  
! Activity Type !! Percentage of the overall course grade
 
|-
  
|-
−
| Labs/seminar classes || 20
 +
| Seminar classes || 40
 
|-
  
|-
−
| Interim performance assessment || 40
 +
| Interim performance assessment on the results of lecture assignments and its presentations || 30
 
|-
  
|-
−
| Exams || 40
 +
| Final presentation || 30
 
|}
  
|}
   
 
=== Recommendations for students on how to succeed in the course ===
  
=== Recommendations for students on how to succeed in the course ===
  +
The student is recommended the following scheme of preparation for classes:<br>Marketing and sales are much more about hypothesis testing and math, than creativity. Therefore, it is so important for students to try the acquired knowledge in real practice, doing small tasks after each lecture.<br>Finally, we will try to assemble a working strategy for a startup from these tasks.<br>Moreover:<br>Participation is important. Showing up is the key to success in this course.<br>Reading the recommended literature is optional, and will give you a deeper understanding of the material.
−  
   
 
== Resources, literature and reference materials ==
  
== Resources, literature and reference materials ==
   
 
=== Open access resources ===
  
=== Open access resources ===
  +
* Андрей Кравченко. Неидеальная стратегия для идеальной компании.
−
* Handouts supplied by the instructor
  
  +
* Peter Fader. Customer Centricity.
−
* Online resources shared by instructor
  
   
 
=== Closed access resources ===
  
=== Closed access resources ===
  +
* Viktor Pelevin. Empire V.
−  
  +
* W. Chan Kim, Renee Mauborgne. Blue Ocean Strategy.
  +
* Eric ries. Lean startup.
  +
* Simon Kingsnorth. Digital Marketing Strategy.
  +
* Chet Holmes. The Ultimate Sales Machine.
   
 
=== Software and tools used within the course ===
  
=== Software and tools used within the course ===
  +
* Standard office tools for Tables, Text and Presentation
−
 
 
= Teaching Methodology: Methods, techniques, & activities =
  
= Teaching Methodology: Methods, techniques, & activities =
   
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|+ Teaching and Learning Methods within each section
  
|+ Teaching and Learning Methods within each section
 
|-
  
|-
−
! Teaching Techniques !! Section 1 !! Section 2 !! Section 3 !! Section 4 !! Section 5 !! Section 6
 +
! Teaching Techniques !! Section 1 !! Section 2 !! Section 3 !! Section 4
 
|-
  
|-
−
| Development of individual parts of software product code || 1 || 1 || 1 || 1 || 1 || 1
 +
| Problem-based learning (students learn by solving open-ended problems without a strictly-defined solution) || 1 || 1 || 1 || 1
 
|-
  
|-
−
| Homework and group projects || 1 || 1 || 1 || 1 || 1 || 1
 +
| Project-based learning (students work on a project) || 1 || 1 || 1 || 1
 
|-
  
|-
  +
| Business game (learn by playing a game that incorporates the principles of the material covered within the course). || 1 || 1 || 1 || 1
−
| Midterm evaluation || 1 || 1 || 1 || 1 || 1 || 1
  
 
|-
  
|-
−
| Testing (written or computer based) || 1 || 1 || 1 || 1 || 1 || 1
 +
| Task-based learning || 1 || 1 || 1 || 1
−
|-
  
−
| Oral polls || 1 || 1 || 1 || 1 || 1 || 1
  
−
|-
  
−
| Discussions || 1 || 1 || 1 || 1 || 1 || 1
  
 
|}
  
|}
 
{| class="wikitable"
  
{| class="wikitable"
 
|+ Activities within each section
  
|+ Activities within each section
 
|-
  
|-
−
! Learning Activities !! Section 1 !! Section 2 !! Section 3 !! Section 4 !! Section 5 !! Section 6
 +
! Learning Activities !! Section 1 !! Section 2 !! Section 3 !! Section 4
 
|-
  
|-
−
| Question || 0 || 1 || 0 || 0 || 0 || 0
 +
| Lectures || 1 || 1 || 1 || 0
−
|}
 
−
== Formative Assessment and Course Activities ==
  
−  
−
=== Ongoing performance assessment ===
  
−  
−
==== Section 1 ====
  
−
{| class="wikitable"
  
−
|+
 
 
|-
  
|-
  +
| Interactive Lectures || 1 || 1 || 1 || 0
−
! Activity Type !! Content !! Is Graded?
  
 
|-
  
|-
  +
| Lab exercises || 1 || 1 || 1 || 0
−
| Question || Do you agree that main memory (RAM) is a non-volatile memory? || 1
  
 
|-
  
|-
  +
| Cases studies || 1 || 1 || 1 || 0
−
| Question || There are several types of memory available for computers, such as CPU cache, main memory (RAM), SSD, etc. What are the key differences between them? || 1
  
 
|-
  
|-
  +
| Individual Projects || 1 || 1 || 1 || 1
−
| Question || What is the key principle behind the Von Neumann Architecture? || 1
  
 
|-
  
|-
  +
| Peer Review || 1 || 1 || 1 || 1
−
| Question || Specify a correct order for tools used during high-level program translation and execution: Compiler, Assebler, Linker, Loader; || 1
  
 
|-
  
|-
  +
| Discussions || 1 || 1 || 1 || 1
−
| Question || Let a program run on a computer comprised of one processor only. Let us now increase the number of processors up to m>1, so that multiple instructions of that program can be executed in parallel. Assume that all processor speeds are the same. Do you agree that a program can never execute slower on m processors, as compared to the case of one processor? || 1
  
 
|-
  
|-
  +
| Presentations by students || 1 || 1 || 1 || 1
−
| Question || Demonstration and description of key elements of an FPGA board (memory unit, PCI slot, clock generator, etc.); || 0
  
 
|-
  
|-
  +
| Written reports || 1 || 1 || 1 || 1
−
| Question || Description of specific features of FPGA as compared to other integrated circuit devices; || 0
  
 
|-
  
|-
  +
| Simulations and role-plays || 1 || 1 || 1 || 1
−
| Question || Writing basic code for FPGA board; || 0
  
 
|-
  
|-
  +
| Experiments || 0 || 1 || 1 || 0
−
| Question || Configuration and usage of the basic functionality in Quartus Prime software || 0
  
−
|}
 
−
==== Section 2 ====
  
−
{| class="wikitable"
  
−
|+
 
 
|-
  
|-
  +
| Group projects || 0 || 0 || 0 || 1
−
! Activity Type !! Content !! Is Graded?
  
−
|-
  
−
| Question || Convert decimal number 123 into base-5 format; || 1
  
−
|-
  
−
| Question || Do you agree that a S/R latch and a D flip-flop have different storage capacities? || 1
  
−
|-
  
−
| Question || Choose the key differences between SRAM and DRAM memory types: cost, power consumption, volatility, access speed, storage capacity, etc.; || 1
  
−
|-
  
−
| Question || Do you agree that one of the key differences between sequential and combinational logic circuits is the presence of memory elements? || 1
  
−
|-
  
−
| Question || Questions regarding the basic logic gates; || 0
  
−
|-
  
−
| Question || Assignments to design simple logic circuits with 2-3 logic gates on a white board; || 0
  
−
|-
  
−
| Question || Programming assignments in Quartus Prime software, to design and compile simple logic circuits; || 0
  
−
|-
  
−
| Question || Programming an FPGA board by using Verilog HDL in Quartus Prime environment, such as turning on or off leds based on a switch position; || 0
  
−
|-
  
−
| Question || Questions regarding the difference between combinational and sequential logic circuits; || 0
  
 
|}
 
|}
  +
== Formative Assessment and Course Activities ==
−
==== Section 3 ====
  
  +
  +
=== Ongoing performance assessment ===
  +
  +
==== Section 1 ====
 
{| class="wikitable"
  
{| class="wikitable"
 
|+
 
|+
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! Activity Type !! Content !! Is Graded?
  
! Activity Type !! Content !! Is Graded?
 
|-
  
|-
  +
| after lecture assignments || Define target audience and describe type of market for your product. || 1
−
| Question || How many bits are in one MIPS word? || 1
  
 
|-
  
|-
  +
| after lecture assignments || Make 3 cusdev with potential/existing customers of your product. || 1
−
| Question || Which MIPS directive would you use to create a string data? || 1
  
 
|-
  
|-
  +
| after lecture assignments || Develop your marketing strategy and present it in-class. || 1
−
| Question || For MIPS instruction set architecture (ISA), each register is reserved for a specific purpose. Describe the purpose of registers listed below: <math>{\displaystyle v0,}</math> s0-<math>{\displaystyle s7,}</math> t0-$t7; || 1
  
−
|-
  
−
| Question || In MARS simulator for MIPS programming, all register values, that are displayed in the register viewer, start with prefix "0x". What is the meaning of this prefix? || 1
  
−
|-
  
−
| Question || Print a "Hello, World!" message in a console; || 0
  
−
|-
  
−
| Question || Computation of a simple arithmetic expression for integer parameters; || 0
  
−
|-
  
−
| Question || Computation of the first 10 Fibonacci numbers; || 0
  
−
|-
  
−
| Question || Implementation of more advanced program structures, such as conditional loops || 0
  
 
|}
 
|}
−
==== Section 4 ====
 +
==== Section 2 ====
 
{| class="wikitable"
  
{| class="wikitable"
 
|+
 
|+
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! Activity Type !! Content !! Is Graded?
  
! Activity Type !! Content !! Is Graded?
 
|-
  
|-
  +
| after lecture assignments || Write a marketing article about your product or technology in the informational style manner. || 1
−
| Question || Assume that two MIPS registers, <math>{\displaystyle s0and}</math> s1, contain the following binary data: <math>{\displaystyle s0:00100000;}</math> s1: 01010101 (For simplicity, we assume 8-bit registers, rather that 32) What is the value of <math>{\displaystyle s1aftertheexecutionofthefollowinginstruction?:sll}</math> s1, $s0, 4 || 1
  
 
|-
  
|-
  +
| after lecture assignments || Create a landing page for your product and connect it to Yandex Metrica or Google Analytics. || 1
−
| Question || What is a "register spilling" in the context of MIPS instruction set architecture? || 1
  
 
|-
  
|-
  +
| after lecture assignments || Create a semantic core for your product and determine the current positions on your landing page. Determine key marketing metrics, including conversion rate, on your landing page. || 1
−
| Question || Do you agree with the following statement? In some cases, MIPS logical shift operations, sll and srl, can be used as an efficient alternative to multiplication and division operations, mul and div. || 1
  
−
|-
  
−
| Question || Do you agree that overflow and underflow exceptions correspond to cases, when the result of an arithmetic operation surpasses and subceeds, respectively, the maximum and the minimum value for an appropriate data type returned by that arithmetic operation? || 1
  
−
|-
  
−
| Question || Division of two floating-point numbers; || 0
  
−
|-
  
−
| Question || Conversion of Fahrenheit into Celsius temperature, and vice versa; || 0
  
−
|-
  
−
| Question || Computation of a sphere surphase area; || 0
  
−
|-
  
−
| Question || Questions regarding the execution of arithmetic operations with interger and floating-point values || 0
  
 
|}
 
|}
−
==== Section 5 ====
 +
==== Section 3 ====
 
{| class="wikitable"
  
{| class="wikitable"
 
|+
 
|+
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! Activity Type !! Content !! Is Graded?
  
! Activity Type !! Content !! Is Graded?
 
|-
  
|-
  +
| after lecture assignments || Create the sales funnel of your product and present it in-class. || 1
−
| Question || Do you agree that the key motivation for the CPU pipelining is to speed-up the execution of a program by exploring multiple CPU cores? || 1
  
 
|-
  
|-
  +
| after lecture assignments || Create the budget for your marketing and sales activities and approve it with management. || 1
−
| Question || Which CPU block(s) is/are accessed during the execution of the following instruction? lw <math>{\displaystyle 1,5(}</math> 2) || 1
  
 
|-
  
|-
  +
| in-class exercise || “Sell me the pen” exercise. || 1
−
| Question || What are 5 major stages of a pipelined instruction execution? || 1
  
−
|-
  
−
| Question || Do you agree that, for a processor with 5 pipelined stages, the number of concurrently executed instructions is up to 4? || 1
  
−
|-
  
−
| Question || There are several types of processors available, including single-cycle and multicycle.The major advantage of a single-cycle processor is the simplicity of its design. But what is its key drawback? || 1
  
−
|-
  
−
| Question || Design of a testbench in ModelSim for Quartus Prime programming environment; || 0
  
−
|-
  
−
| Question || The design of Half-Adder, Full-Adder, Ripple Carry Adder by using Verilog HDL in Quartus Prime || 0
  
−
|-
  
−
| Question || Testing the correctness of Verilog HDL design by using ModelSim || 0
  
−
|}
 
−
==== Section 6 ====
  
−
{| class="wikitable"
  
−
|+
 
−
|-
  
−
! Activity Type !! Content !! Is Graded?
  
−
|-
  
−
| Question || Cold boot attack explores vulnerabilities in a memory dump mechanism. What is a memory dump? || 1
  
−
|-
  
−
| Question || Below is a list of possible vulnerability attacks. Choose the one(s) that explore(s) vulnerabilities in a speculative execution of modern processors: Meltdown, Foreshadow, Cold boot attack, Spectre, No choice is correct; || 1
  
−
|-
  
−
| Question || Choose the most precise definition for a side-channel attack: An attack that explores vulnerabilities in the hardware implementation of a computer system, An attack that explores vulnerabilities in the software components of a computer system; || 1
  
−
|-
  
−
| Question || Do you agree that Meltdown and Spectre vulnerabilities both explore race conditions in existing memory circuits? || 1
  
−
|-
  
−
| Question || Programming assignment to implement Multiplexor using Verilog HDL in Quartus Prime; || 0
  
−
|-
  
−
| Question || Performance optimization of a Verilog HDL design; || 0
  
−
|-
  
−
| Question || The design of a simple Arithmetic-Logic Unit (ALU); || 0
  
−
|-
  
−
| Question || Revision questions || 0
  
 
|}
 
|}
  +
==== Section 4 ====
  +
 
=== Final assessment ===
  
=== Final assessment ===
 
'''Section 1'''
  
'''Section 1'''
  +
# For the final assessment, students have to prepare a full project of marketing and sales promotion of their IT product and present it on the exam. The project should contain the next parts:
−
# Briefly describe the principles of Von Neumann architecture. Illustrate with a diagram.
  
  +
# The idea of your product/service.
−
# Describe the steps that transform a program written in a high-level language such as C into a representation that is directly executed by a computer processor. Illustrate with a diagram; provide a brief description for each step.
  
  +
# Define your market.
−
# Consider three different processors P1, P2, and P3 executing the same instruction set. P1 has a 3 GHz clock rate and a CPI of 1.5. P2 has a 2.5 GHz clock rate and a CPI of 1.0. P3 has a 4.0 GHz clock rate and has a CPI of 2.2. Answer the following questions: a) Which processor has the highest performance expressed in instructions per second? b) If the processors each execute a program in 10 seconds, find the number of cycles and the number of instructions. c) We are trying to reduce the execution time by 30% but this leads to an increase of 20% in the CPI. What clock rate should we have to get this time reduction?
  
  +
# Analise what type of market.
  +
# Target segment, who should we talk to?
  +
# What is your main message(s)?
  +
# What should we do to achieve the addressable market?
  +
# Brand promotion, knowledge, interest, coverage, sales etc.
  +
# Media design.
  +
# How should we say it? Creative strategy&content.
  +
# Channel (media) strategy.
  +
# How do we reach them? Evidence on a real case.
  +
# Budget.
  +
# Money for promotion.
  +
# How to close deals. Evidence on a real case.
  +
# Measurement.
  +
# How we control the result. Evidence on a real case.
 
'''Section 2'''
  
'''Section 2'''
  +
−
# Prove that the AND and NOT logic gates can be implemented by using only the NOR logic gate.
  
−
# What are the S/R latch and D latch? Draw the respective logic circuits. Describe the differences between them.
  
−
# Briefly describe the key difference(s) between combinational and sequential logic circuits.
  
−
# Define what a multiplexor logic circuit is (with an arbitrary number of inputs). Provide a truth table for a 2-to-1 multiplexor. Provide a logic circuit implementing a 2-to-1 multiplexor, that uses AND, NOT, and OR logic gates. Describe a Verilog module implementing such a logic circuit of a 2-to-1 multiplexor.
  
 
'''Section 3'''
  
'''Section 3'''
  +
−
# Translate the following MIPS code to C (or pseudocode). Assume that variables f, g, h, and i are assigned to registers <math>{\displaystyle s0,}</math> s1, <math>{\displaystyle s2,and}</math> s3, respectively. Code to translate: sub <math>{\displaystyle t0,}</math> s1, <math>{\displaystyle s2;addi<math>t0,}</math> t0, 3; add <math>{\displaystyle s0,}</math> s3, </math>t0
  
−
# Assume that two MIPS registers, <math>{\displaystyle {\textstyle s0and}}</math> s1, contain the following binary data (for simplicity, we assume 8-bit registers, rather that 32): <math>{\displaystyle s0:00100000;}</math> s1: 01010101. What is the value of register <math>{\displaystyle s1aftertheexecutionofthefollowingMIPSinstruction?:sll}</math> s1, $s0, 4.
  
−
# List and describe the purpose of general-purpose MIPS registers.
  
 
'''Section 4'''
  
'''Section 4'''
  +
−
# Briefly describe the overflow and underflow problems for arithmetic operations.
  
−
# Describe the difference between executing arithmetic operations with integers and floating-point values for a MIPS processor.
  
−
# What is a precision problem for a floating-point operation?
  
−
'''Section 5'''
  
−
# What is a Program Counter (PC) register of a processor?
  
−
# Describe the principle of a pipelined CPU execution. Provide a diagram illustrating the concept. Briefly describe the 5 key stages of a classical pipeline.
  
−
# What are the key differences between Control Unit (CU) and Arithmetic Logic Unit (ALU) of a processor? Which purposes do they serve?
  
−
# What is a CPU datapath?
  
−
'''Section 6'''
  
−
# What is an out-of-order execution? What hardware features of CPU implementation, in addition to an out-of-order execution, are exploited by Meltdown vulnerability? How serious is Meltdown vulnerability?
  
−
# What is an instruction-level parallelism?
  
−
# Describe the idea of a general-purpose GPU programming.
  
−
# Briefly explain the working principles of a CPU cache.
  
−
# Discuss advantages and drawbacks of a hierarchical memory model for computer systems.
  
   
 
=== The retake exam ===
  
=== The retake exam ===
 
'''Section 1'''
  
'''Section 1'''
  +
# .3 The retake exam.
−  
  +
# For the retake, students have to implement a product and follow the guidelines of the course. There has to be a meeting before the retake itself to plan and agree on the product ideas, and to answer questions.
 
'''Section 2'''
  
'''Section 2'''
   
Line 334: Line 249:
   
 
'''Section 4'''
  
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Revision as of 15:40, 15 August 2022

Business Development, Sales and Marketing in IT Industry

  • Course name: Business Development, Sales and Marketing in IT Industry
  • Code discipline: S22
  • Subject area: all around marketing and sales in IT industry.

Short Description

This course contains two important for successful company parts: marketing and sales. These are the parts that are linked with each other - it is very difficult to sell without marketing support and it is very difficult to achieve results with marketing efforts only. Marketing part, starting from defining things like developing marketing strategy for the companies, finally offers practical tools of digital marketing. We will explore new digital reality and its impact on IT business. We will learn success stories of real businesses and how companies are adapting to the new changing landscape. The second part of the course covers important things for every company's success – the sales process. Understand how to attract customers in negotiations, how to “get to yes” getting great deals, how to control the sales funnel – you will get the understanding how it works and try it in practice.

Prerequisites

Prerequisite subjects

  • HSS310

Prerequisite topics

  • Basic IT industry knowledge
  • Basic marketing knowledge

Course Topics

Course Sections and Topics
Section Topics within the section
Marketing Strategy
  1. Types of markets
  2. Product-centric marketing
  3. Customer-centric marketing
  4. Developing Marketing Strategy
Marketing tools
  1. Brand&Presentation
  2. Analytics
  3. Content
  4. SMM
  5. Context advertising
  6. E-mail marketing
Sales
  1. CRM systems
  2. B2B
  3. B2C
  4. Negotiations
Final Project Presentation
  1. Presentation of marketing&sales strategy and tactics for startup

Intended Learning Outcomes (ILOs)

What is the main purpose of this course?

This course aims to give students the skills of developing a winning marketing strategy for a startup, as well as the skills to implement marketing strategy using real digital-marketing tools and sales tactics for a startup product.

ILOs defined at three levels

Level 1: What concepts should a student know/remember/explain?

By the end of the course, the students should be able to ...

  • Develop naming, presentation, and product offer
  • Use digital marketing tools
  • Use CRM
  • Sell its product

Level 2: What basic practical skills should a student be able to perform?

By the end of the course, the students should be able to ...

  • Skills of market type identification
  • Skills in developing naming, presentations, product offerings
  • Skills of context advertising
  • Skills of SMM doing
  • Skills of content marketing
  • Skills of e-mail marketing

Level 3: What complex comprehensive skills should a student be able to apply in real-life scenarios?

By the end of the course, the students should be able to ...

  • Skills for valuation the market environment
  • Skills how to find the right addressable market for its product
  • Skills of web analytics
  • Skills of CRM using
  • Sales skills to various types of clients

Grading

Course grading range

Grade Range Description of performance
A. Excellent 90-100 Pass
B. Good 75-89 Pass
C. Satisfactory 60-74 Pass
D. Fail 0-59 Fail

Course activities and grading breakdown

Activity Type Percentage of the overall course grade
Seminar classes 40
Interim performance assessment on the results of lecture assignments and its presentations 30
Final presentation 30

Recommendations for students on how to succeed in the course

The student is recommended the following scheme of preparation for classes:
Marketing and sales are much more about hypothesis testing and math, than creativity. Therefore, it is so important for students to try the acquired knowledge in real practice, doing small tasks after each lecture.
Finally, we will try to assemble a working strategy for a startup from these tasks.
Moreover:
Participation is important. Showing up is the key to success in this course.
Reading the recommended literature is optional, and will give you a deeper understanding of the material.

Resources, literature and reference materials

Open access resources

  • Андрей Кравченко. Неидеальная стратегия для идеальной компании.
  • Peter Fader. Customer Centricity.

Closed access resources

  • Viktor Pelevin. Empire V.
  • W. Chan Kim, Renee Mauborgne. Blue Ocean Strategy.
  • Eric ries. Lean startup.
  • Simon Kingsnorth. Digital Marketing Strategy.
  • Chet Holmes. The Ultimate Sales Machine.

Software and tools used within the course

  • Standard office tools for Tables, Text and Presentation

Teaching Methodology: Methods, techniques, & activities

Activities and Teaching Methods

Teaching and Learning Methods within each section
Teaching Techniques Section 1 Section 2 Section 3 Section 4
Problem-based learning (students learn by solving open-ended problems without a strictly-defined solution) 1 1 1 1
Project-based learning (students work on a project) 1 1 1 1
Business game (learn by playing a game that incorporates the principles of the material covered within the course). 1 1 1 1
Task-based learning 1 1 1 1
Activities within each section
Learning Activities Section 1 Section 2 Section 3 Section 4
Lectures 1 1 1 0
Interactive Lectures 1 1 1 0
Lab exercises 1 1 1 0
Cases studies 1 1 1 0
Individual Projects 1 1 1 1
Peer Review 1 1 1 1
Discussions 1 1 1 1
Presentations by students 1 1 1 1
Written reports 1 1 1 1
Simulations and role-plays 1 1 1 1
Experiments 0 1 1 0
Group projects 0 0 0 1

Formative Assessment and Course Activities

Ongoing performance assessment

Section 1

Activity Type Content Is Graded?
after lecture assignments Define target audience and describe type of market for your product. 1
after lecture assignments Make 3 cusdev with potential/existing customers of your product. 1
after lecture assignments Develop your marketing strategy and present it in-class. 1

Section 2

Activity Type Content Is Graded?
after lecture assignments Write a marketing article about your product or technology in the informational style manner. 1
after lecture assignments Create a landing page for your product and connect it to Yandex Metrica or Google Analytics. 1
after lecture assignments Create a semantic core for your product and determine the current positions on your landing page. Determine key marketing metrics, including conversion rate, on your landing page. 1

Section 3

Activity Type Content Is Graded?
after lecture assignments Create the sales funnel of your product and present it in-class. 1
after lecture assignments Create the budget for your marketing and sales activities and approve it with management. 1
in-class exercise “Sell me the pen” exercise. 1

Section 4

Final assessment

Section 1

  1. For the final assessment, students have to prepare a full project of marketing and sales promotion of their IT product and present it on the exam. The project should contain the next parts:
  2. The idea of your product/service.
  3. Define your market.
  4. Analise what type of market.
  5. Target segment, who should we talk to?
  6. What is your main message(s)?
  7. What should we do to achieve the addressable market?
  8. Brand promotion, knowledge, interest, coverage, sales etc.
  9. Media design.
  10. How should we say it? Creative strategy&content.
  11. Channel (media) strategy.
  12. How do we reach them? Evidence on a real case.
  13. Budget.
  14. Money for promotion.
  15. How to close deals. Evidence on a real case.
  16. Measurement.
  17. How we control the result. Evidence on a real case.

Section 2

Section 3

Section 4


The retake exam

Section 1

  1. .3 The retake exam.
  2. For the retake, students have to implement a product and follow the guidelines of the course. There has to be a meeting before the retake itself to plan and agree on the product ideas, and to answer questions.

Section 2

Section 3

Section 4

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