Project Management Individual Project You are the founder of a start-up company with 5 staff. Your team has recently developed a prototype kitchen utensil which can revolutionise the pineapple eating sector. To bring this prototype to the market you have secured the financial backing on an investor to the tune of $300,000 and, coupled with your own funds of $100,000 you now have enough investment to pursue your dreams. Now at the mercy of the investor, you have 5 months to move from prototype to a manufactured product ready to market and launch in early December to capture the lucrative Christmas sales. Noting how many Kickstarter projects never reach completion you are obviously nervous about managing a project of this type. Pineapple Cutter Assumptions There are several assumptions to the project (you can make and state additional assumptions in your report). • The team members are not keen to work for charity and will need to be paid a fair salary during the project duration • The launch event for the product will need some thought given the audience you are trying to target • Your stakeholders are quite nervous about the whole project and need constant reassuring • Remember that spending all your raised funds can be considered risky given that the launch of your product doesn’t mean instantaneous positive cash flow. The submission should consist of the following tasks. Please note that each task is separate and should be carried out in a sequential manner (using only the information you have been provided up to that stage), and you will need to repeat some of the information across tasks. Submitted format should be PDF and there is no word limit. Each of the five tasks carries equal marks: Task 1 – Setting the scene 1. Which project management methodology have you decided to choose. Justify your choice. 2. Stakeholder management are critical to the success of the project. Identify all the potential stakeholders, capture their requirements, and develop a stakeholder engagement strategy including a communication plan. Task 2 – Ensuring buy-off 3. To ensure that all parties agree, you have decided to generate a Project Charter to capture all the relevant information. Ensure that the objectives in your project charter are SMART (figure 1). Task 3 – Project Scope & Scheduling To ensure proper project management, you have decided that several key activities (at least 20) need to be undertaken. 4. Identify all the key activities and present them in a Work Breakdown Structure. 5. Generate a GANTT chart with sufficient level of detail including linked activities and milestones. Task 4 – Risky Business Given your experience with project failures (we don’t really want to talk about these) you have decided to be better prepared. 6. Identify 15 key risks and, using a risk impact-occurrence chart, select the top 5 risks. 7. Develop a risk register for the top 5 risks, identifying your mitigation strategies and other pertinent information. Task 5 -Shock, Horror! Unfortunately for you, a potential competitor has decided to bring their product launch date forward to mid-November to capitalise on the Christmas sales and ensure market leadership. Our market intelligence tells us that it the product performs a similar role to yours and should be launched on the 15th November 2025. Clearly, such an action is going to have impact on your plans. What are the new risks generated from such a decision by the competitor? What are the possible strategies you could undertake to that your product can be a success?
COM60904 Innovative Media April 2025 Interactive Immersive Animation Project Title: The Sea’s Silent Song Theme: Digital Poem Slide #: 1 USER SEES MESSAGE OF THE EXPERIENCE A poster featuring stylized 2D graphics that visually interpret the theme Digital Poem. The title “The Sea’s Silent Song” is prominently displayed, surrounded by imagery of a tranquil but sorrowful sea. The composition invites reflection. A meditative encounter with a digital sea, calling attention to its quiet suffering. This one-scene poem becomes a digital offering of reflection—an emotional and sensory moment that blends storytelling with presence. ON-SCREEN TEXT GRAPHICS & ASSETS [The Poem] The sea is bleeding, No, it is not red, But clouded with silence And stories left unsaid— A song that drowns in rising tides. (Lines appear one by one, paced with the voice-over) Prototype of the poster. o 2D illustration of the sea in deep blue and muted tones o Title text in elegant typeface: The Sea’s Silent Song o Soft layering of textures (waves, clouds, fragments of sea life) o Layout presented as a digital poster prototy USER HEARS Voice-over (VO): A gentle, solemn reading of the poem, with slight pauses between lines to emphasize emotion and rhythm. Ambient Sound Effects: o Soft waves lapping gently in the background o Occasional distant gull cry o A low, ambient drone underneath, evoking depth and melancholy o Faint underwater echoes or chime-like tones as each line of the poem appears ANIMATION (Triggered by user tap) o Scene darkens slightly, then scrolls upward like waves rising o Each line of the poem fades in as the voice reads o Title glows softly at first, then recedes to let the poem take focus o Subtle movement: particles drifting, waves flowing in the background USER INTERACTION o Tap to Begin: User taps on a visual cue (e.g., glowing seashell, “Begin” button) o Upon tap: animation and audio sequence start o No further interaction on this slide; viewer watches and listens TECHNICAL NOTES Platform. & Tools: • Creation: o Adobe Aero (interactive AR poster) o After Animate (for visual and animated digital version) o Audition/Audacity (for voice and audio mix) Interaction Settings (AR): • Trigger: Tap → Action: Start animation + audio + reveal text • “Tap to Begin” prompt disappears upon activation • Use Aero’s Behavior Builder for event sequencing Export Options: • AR experience via mobile (with printed marker/poster) • Animated video (e.g., for screen-based installation, social media) • Optional looping version without interaction for exhibition mode
SEMT20001: Principles of Computational Modelling COURSEWORK REASSESSMENT: QUESTION 2 Question 2: Agent-based Modelling — The Zombie Apocalypse: Zombie Edition There are many examples of infection spreading in both nature and fiction, although none are quite so agressive as zombies. In this coursework question, we will be using a simple ABM representing an SI infection spread model where the infected agents (zombies) actively try to infect the susceptible agents (humans). We make the following assumptions: (A1) A human bitten by a zombie becomes a zombie. (A2) If a human is within range of a zombie then the zombie will attack and infect them. (A3) Zombies have perfect sensing, but humans have erroneous sensing. (A4) Humans and zombies move with the same speed. (A5) A human will stay still if they sense a zombie nearby, otherwise they will move randomly. (A6) Zombies have a greater sensing radius than humans. (A7) The more a zombie moves, the more energy it expends, and the more likely it will die. The overall aim is to answer the following questions: • How many people will be turned into zombies and how fast will this occur? • Which pursuit strategies lead to the extinction of humans? You have been given the following three Python files: • ZombieModel.py : This contains the ZombieWorld model class and some helper functions for calcu- lating the number of humans, zombies and dead agents. The ZombieWorld class has three methods: init , step and make agents. Your answers should only require you to edit the init method. • ZombieAgent .py : This contains the Agent class. The Agent class has four types of methods: general agent class methods, human specific methods, zombie specific methods and movement helper methods. Your answers should only require you to edit the zombie specific methods, or write new methods. • ZombieApp.py : This contains the code used to create the simulation visualisation. You can run it using solara run ZombieApp.py. You answers should not require you to edit this file. All written answers and any code used to produce results and figures should be submitted in a Jupyter Notebook. In all your answers, you should ensure that your results are reproducible, by giving all relevant methods, model parameters, random number seeds, etc. Also, don’t forget to think carefully about how long to run the simulations and the number of replications needed. (a) Run the given model, with no modifications, and produce a plot showing how the number of human and zombie agents changes over time. (2 marks) (b) Describe how the environment is represented in the model, including how agent movement, sensing, and interaction have been implemented in the starter model. (4 marks) (c) In the current version of the model, the zombies will move to a random neighbouring cell if they sense a human nearby, otherwise they stand still. Your task is to design two different spatial pursuit strategies that the zombies could implement. Any strategies you implement must still satisfy the above assumptions. Implement these three strategies in your model, using the agent attribute zombie persuit strategy to switch between behaviours. Describe and explain how each of your two strategies should work, why you have chosen them, and how you have verified that they work as intended. (6 marks) (d) Now we want a way of capturing the zombie’s energy expenditure in order to compare between strategies. (i) Add a new attribute to the Agent class called zombie pursuit move flag that indicates whether a zombie has moved that timestep. Modify the move method of the Agent class so that this attribute is equal to 1 if the zombie has moved that timestep as part of its pursuit strategy (i.e. ignoring movement from try infect) and 0 if it has remained stationary. Then add a new model reporter to the Datacollector of the ZombieWorld class that calculates the total number of pursuit movements taken by zombies each timestep. (ii) Produce a time series plot showing how the total number of zombie movement steps varies over time for the different pursuit strategies. Comment on this plot. (3 marks) (e) Compare your pursuit strategies and the baseline random movement. Which strategy would you recommend zombies use, and why? (i) Produce a time series plot showing how the number of infected or dead agents vs total agents changes over time, and how this varies for the different strategies. Comment on this plot. (ii) Evaluate and compare the pursuit strategies using two metrics; the time to human extinction and the total number of pursuit movement steps taken by zombies. Comment on your findings, including any qualitative observations you might make using the visualisation, and how they influence your recommendation. (Hint: If human extinction does not occur in a particular simulation run, what is a reasonable stopping criterion for comparison?) If you did not implement the zombie persuit move flag attribute in part (c), then use the median human survival time instead. (7 marks) (f) Explore the sensitivity of your findings as the zombie sensing radius varies from 1 to 10 using the metrics you calculated in part (e)(ii). Comment on your findings, including any qualitative observations you might make using visualisation. Would you still recommend the same strategy? If not, why not? If you cannot use the metrics from part (e)(ii) then use the number of zombies, humans and dead agents at a particular timestep instead. (3 marks)
Project purpose: The purpose of this project is to host conference on the Innovation of Sustainable Technologies as part of the learning outcomes of the project management module EF931. Project objectives: - The project objective is to host a 3-day conference for 200 delegates and speakers, the project must consider all aspects of this project including location, venue, catering, speakers and sponsors. - The project team is required to stick to a starting budget of £10000 and to be able to make that money back from ticket sales or sponsors in order to return it to the university. High-level requirements: ü Audience – Marketing must address the correct audience for this sort of event. ü Venue – a suitable and accessible location is required. ü Catering – Catering must be provided for 200 delegates ü Speakers – team must contact and organise relevant speakers ü Sponsors – team must arrange event sponsors ü Marketing – Social media presence and conference merchandise/souvenirs ü Survey – end of conference survey to evaluate success and make future recommendations High level project description: A 3-day conference hosted for 200 guests including all aspects of conference requirement including venue, catering, speakers etc. a budget of £10000 has been allocated and is to be returned to the university which is acting as the main source of funding. The event is open to sponsors and will be marketed to an audience of sustainable technology enthusiasts and engineers. High level risks: § Overspending § Last minute venue cancellation/issues § Sponsors withdrawing § Speakers unable to attend § Catering issues § Members of hosting team unable to attend § Covid-19 restrictions Summary milestone schedule Date Kick off meeting 26th of October Project start date 8th of January Venue selection End of January Catering selection Mid-April Marketing of event begins/ticket sales 20th of February Conference date 18th of June Summary budget: Starting budget: £10000 Venue cost: £1950 (includes catering) Speaker costs: £7500 (accommodation + travel) Merchandise/souvenirs: £30 (pens) – covered by sponsor Ticket sells revenue: £11000 (£55 price per ticket x 200) End budget: +£50 Stakeholder list: § Event speakers § Event sponsors § Team members responsible for hosting the conference § University of Strathclyde – funding sponsor § Caterers § Venue hosts § Attendees Project approval requirements Project leader: University funding: Sponsor: Name: XXX Dr. David Butler Centre for Process Innovation Signature: Project name: Innovation of Sustainable Technologies Conference Project manager: XXXx Project sponsor: Centre for Process Innovation Date of event: 18th of June Scope description In scope: The conference will be hosted in the city of Glasgow and will accommodate for 200 guests. It will include 12 speakers that will present over 3 days. The team assigned will consider and arrange all aspects of the project and will also be responsible for physically hosting it in June 2021. A venue and caterer will be selected, and the event will be promoted on social media and platforms relating to the innovation of sustainable technologies. A budget of £10000 is the initial funding that is assigned, and the team are responsible for retuning the amount after the event, this will be using revenue from ticket sales and sponsor contributions. A responsibility assignment matrix was completed to outline the responsibilities of the group members and this will be included in the report. Out of scope: At the moment repeating the conference in the following years is out of scope. Providing accommodation for attendants is also out of the scope of this project. Deliverables: ü An accessible venue suitable for 200 attendants with presentation capabilities and areas for guests to lounge between sessions. ü Suitable catering options and providing options for different dietary requirements or intolerances (guests can specify when signing up for event) ü Event Sponsors ü Necessary event marketing is performed, and tickets sold ü Confirmed speakers for event Acceptance criteria: The project will be accepted once all the deliverables listed above are met. In order for the project to be regarded as successful the initial investment of £10000 must be returned and the feedback of attendees be good. Constraints: - Budget constraints - Small project team, might require help when it comes to hosting the event - Potential Covid19 restrictions - Limited marketing platforms for event Assumptions: - Event will be sold out - Initial investment of £10000 provided by university - Sponsor contribution - Planning team are available on event date
SLAT7899 Critical Analysis 2 (Weeks 6-7) Read the following interaction between Jess, Maike, and Peter. Then analyse the interaction in terms of the relevant course content covered in Weeks 6 and 7. Make sure that you support your analysis with the required course readings. 1 JES: you won’t believe what happened [today. 2 MAI: [wha::t? 3 JES: Jimmy was so:: la:te for our dance rehearsal. 4 (0.5) 5 JES: the team waited for over thi::rty minutes. 6 PET: m::. ((repeated down-up nods)) 7 JES: like (0.3) we thought the studio had cancelled the se:ssion. 8 MAI: oh didn’t they inform you? ((gaze at JES)) 9 JES: ↑Mʔm:. ((up-down nod; shakes head)) 10 PET: =and when he finally arri:ved >he didn’t have the MU:sic.< ((gaze at MAI)) 11 (0.7) 12 PET: which we didn’t expect you know, ((gaze at JES)) ((gaze at MAI)) 13 MAI: that’s ju:st ridiculous (.) I don’t understand how he is still 14 working here. I’m sure there are better instructors out there. 15 (0.7) 16 JES: well he- he’s not that bad (0.1) I’ve learned- a lot from 17 him (0.2) erm maybe something happened to him. ((gaze down)) 18 PET: ((gaze down then away)) 19 (5.5) 20 MAI: hey guys (0.2) do you know how to do the double turn, ((gaze at PET and JES)) 21 JES: =sure. prepare with a tap, (0 .8) ((stands behind MAI changing MAI’s body position to the left)) 22 [a:nd step forward as you turn. [ ((PET points to the right)) 23 PET: in tha:t direction. ((withdraws pointing)) 24 MAI: =the[re, 25 JES: [yeah (.) just go straight. ((follows MAI as she turns))
EECS 203: Discrete Mathematics Fall 2024 Homework 5 Reminders • A graph (with no other descriptors) means a graph with no edge weights or edge directions. We will say weighted graph or directed graph if we wish to discuss a graph that does have these (and you should do the same in your answers). • The graph Cn is the cycle on n nodes. The graph Kn is the clique on n nodes. The graph Ka,b is the a × b biclique. There are pictures of these graphs at the beginning of Lecture 10. • The degree of a node v in a graph, written deg(v), is the number of edges that contain v. In a directed graph, the out-degree deg+ (v) is the number of directed edges that contain v as their first node (pointing out of v), and the in-degree deg− (v) is the number of directed edges that contain v as their second node (pointing into v). • A k-coloring of a graph is an assignment of one of k different “colors” to each node of the graph, in such a way that for every edge (u, v), u and v are assigned different colors. A graph is k-colorable if there exists a k-coloring. A graph is bipartite if it is 2-colorable. • A path is a contiguous sequence of nodes and edges in a graph. A path is simple if it does not repeat nodes or edges. An Euler path is a path that contains every edge in the graph exactly once. A graph is connected if there exists at least one path between any pair of nodes. A tree is a graph with exactly one simple path between each pair of nodes. The distance between two nodes u, v in a graph G, written distG(u, v), is the length of the shortest path from u to v. • An isomorphism between graphs G and H is a relabeling of the nodes of G that makes it equal to H. An invariant is a graph property that does not change under isomorphism. • The notation H ⊆ G means that H is a subgraph of G, and H G means that H is not a subgraph of G. • A graph is planar if it can be drawn in two dimensions without any of its edges crossing each other. Mechanical Problems 1. All Over The Map [10 points] Let G = (V, E) be a graph of the United States where V is the set of all 50 states, and E contains all pairs of states that share a border. For reference, a map is given below. Note: AZ and CO do not share a border, nor do UT and NM, nor do CT and NJ. (a) Is G connected? (b) Is G bipartite? (c) Is G 3-colorable? (d) Show that C43 ̸⊆ G. (Hint: could a C43 subgraph include the node corresponding to ME? What about MA?) Briefly explain your answers, but a formal proof is not required. 2. Mighty Morphin’ [12 points] For each of the following pairs of graphs, either state an isomorphism from the first graph to the second, or state and briefly explain an invariant satisfied by one graph but not the other. (a) (b) (c) 3. Quick Draw [16 points] For each of the following, either draw a graph satisfying the description or explain why one cannot exist. (a) A planar graph with at least 1 node, in which all nodes have degree at least 4 (b) A graph with exactly 8 nodes, two non-intersecting independent sets of size 4, and a C5 subgraph Note: An independent set is a set of nodes with no edges between any two nodes in the set. (c) A tree with exactly 1 node of degree 5 and exactly 4 nodes of degree 1 (and possibly some additional nodes beyond these) (d) A graph with exactly 10 nodes, exactly 24 edges, and four K2,3 subgraphs that do not share edges with each other. Bad Proofs We have given an incorrect “proof” of the following proposition that attempts to show that it is true. Identify the specific logical error made by citing a sentence, equation, step, or missing part of the argument, and briefly explain why it is wrong. 4. Eulerian Error [8 points] Proposition. There exists a connected graph with two or fewer nodes of odd degree, but which does not have an Euler path. (Note: this proposition contradicts Euler’s Theorem, covered in lecture.) Incorrect Proof. Let G = (V, E) be a connected graph that has only one node of odd degree, called u. Suppose for contradiction that there is an Euler path P in G. Since u has odd degree, and all of the edges that contain u are used exactly once by P, it must be that u acts as one but not both endpoints of P. So the other endpoint of P is a different node v ≠ u, and since u is the only node with odd degree, that means deg(v) is even. The last edge of P must contain v, and every other instance of v in P uses two of the edges that contain v. Therefore P uses an odd number of edges in total that contain v. Since deg(v) is even, this means there is at least one edge that contains v, but which was not used by P. This contradicts that P is an Euler path, completing the proof. Discovery Problems 5. Light Work [16 points] You have 6 batteries, among which exactly 3 are currently charged, but you can’t remember which ones they are. Your flashlight takes two batteries. If both batteries are charged, then the flashlight will turn on. If either battery is uncharged, then it will not turn on. Proposition. It is possible to guarantee that the flashlight will turn on by trying only 6 battery pairs. (a) Rephrase the proposition as a statement about graphs by filling in the blank: “There exists a graph with 6 nodes, 6 edges, and .” Explain why your proposition is equivalent to the one about flashlights above. (b) Prove the proposition about graphs that you stated in the previous part. 6. Competitive Edge [20 points] A round-robin tiddlywinks tournament is held, meaning that every pair of players plays one match against each other, and one player or the other wins each match (there are no draws). • A player is a winner if they won the most games of any player. There can be multiple winners, if they are all tied for the most games won. • A player p is dominant if for every other player q, either p beat q, or there exists a player r such that p beat r and r beat q. Proposition. Every winner is dominant. (a) Rephrase the proposition as a statement about graphs by filling in the blanks: “Let T = (V, E) be . Then for any node w satisfying , and for any other node x, we have distT (w, x) ≤ 2.” Explain why the proposition you completed is equivalent to the one about tournaments above. (b) Prove the proposition about graphs that you stated in the previous part. 7. VIP Section [18 points] A group of n people is called a club if every person in the group is friends with at least √ n other people in the group. (We assume that friendship is symmetric—if x is friends with y, then y is friends with x.) Proposition. Within any club of size ≥ 9, there exists a group consisting of only 3 or 4 of its members who form. a club with each other. (a) Rephrase the proposition as a statement about graphs by filling in the blanks. (In each “graph name” blank, you must write the name of one graph mentioned in class; e.g., do not write “a three-person club.”) “Let G be a graph with n ≥ 9 nodes in which . Then G has graph name or graph name as a subgraph.” Explain why your proposition is equivalent to the one about clubs above. (b) Prove the proposition about graphs that you stated in the previous part. (Hint: in order to build intuition, it might help to draw a graph from your proposition with n = 9.)
Homework 1 Due: Friday, 9/13/2024 before 11:59PM ET Total Points: 50 (45+ 5 pts extra credit) Write Up Instructions Submit your completed homework to Brightspace electronically in PDF format. Any submissions that are not a PDF or not a legible PDF will not receive credit. We need to be able to read your submission to be able to grade your work. Your write-up should contain enough information from the problem so that a reader doesn’t need to return to the text to know what the problem is (it is a good habit to rewrite each problem prior to solving it). There is no general rule for how much information from the problem to include, but it should be possible to read your homework and ascertain what the problem was and what your solution is accomplishing. When writing up the solution, you may hand write the solutions and submit a scanned PDF copy. If you hand write your solutions, make sure that you write clearly, and your writing is legible. Double check your scans to make sure that your scanned copy is legible. After you submit your work, make sure the file is visible. Download your submitted copy, open it, and see whether you submitted the correct file and whether your submitted file has not been corrupted during the upload. You can upload your submission multiple times. Only the last file will be graded. Keep in mind that if your completed work consists of multiple pages and you submit a separate file for each page, only the last file submitted will be graded. In this case, only one page of your submission would be graded. Be careful about potential plagiarism. Your submitted work must be your own. Late Policy Late homework will be accepted up to 1 day late for a penalty of 25% of the total points. For example, if the homework is worth 100 points and you submit it one day late, you will receive the maximum of (your score earned minus 25 points) and 0 points. Assigned Problems Problem 1. (5 pts = 1×5) State whether each of the following sentences is a proposition or not. Then, if the sentence is a proposition, write its negation. Otherwise, provide a brief justification why the sentence is not a proposition. a) Submit your homework on time. b) Is it raining today? c) 5 + x = 10. d) Sky is pink. e) 10 + 11 = 25. Problem 2. (5 pts = 1×5) Assume the propositions p, q, r, and s have the following truth values: • p : False (F). • q : True (T). • r : False (F). • s : True (T) Evaluate the truth value for each of the following compound propositions. Show your work for your evaluation. a) p ⊕ q Λ r b) (p ⊕ q) Λ r c) pv q ↔ q → p d) ¬pv q ⊕ r → s Λ ¬q e) ¬p v (¬q ⊕ r) → (s Λ ¬q) Problem 3. (5 pts = 4 + 1) Answer the following questions. a) Construct a truth table for the expression (p ⊕ q) → (¬p ⊕ ¬q). b) For the following truth table, give a logical expression whose truth table is the same as the one given. ? F F T F T T T F T T T F Problem 4. (10 pts = 2×5) Consider the following propositions: • p : You share your solutions with your classmates. • q : You get an academic integrity violation case against you. • r : You pass the course. For each of the following problem, provide the corresponding English sentence. a) p → q b) q → ¬r c) ¬(q Λ r). d) (p Λ q) v r e) ¬r ↔ (p ^ q) Problem 5. (10 pts = 2×5) Consider the following true propositions: • h : John is healthy. • w : John is wealthy. • s : John is wise. For each of the following sentences write, symbolically, the compound proposition that corresponds to the given sentence in English as it is written (do not change the order or form of the expression). a) John is healthy and wealthy but not wise. b) John is not wealthy but he is healthy and wise. c) John is neither healthy, wealthy, nor wise. d) John is neither wealthy nor wise, but he is healthy. e) John is wealthy, but he is not both healthy and wise. Problem 6. (5 pts) Using a truth table determine whether (¬p v q) ↔ (p ^ ¬q) is a tautology, or a contradiction, or a contingency. Problem 7. Using Equivalence Laws, show that - a) (5 pts) ¬(p v (¬p ^ q)) is logically equivalent to ¬p ^ ¬q. b) (Extra Credit)(5 pts) ¬(p v ¬( p ^ q )) is logically equivalent to F (i.e. a contradiction).
Problem 1. A surface patch has first and second fundamental forms respectively. Show that the surface is an open subset of a sphere of radius one. Problem 2. Suppose that a surface patch σ(u, v) has first and second fundamental forms respectively, where v > 0. 1) Compute the Christoffel symbols and the Gaussian curvature. 2) Prove that L and N do not depend on u. 3) Prove that 4) Prove that Problem 3. Show that if a surface patch has first fundamental form. where λ is a smooth function of u and v, its Gaussian curvature K satisfies where ∆ denotes the Laplacian
Assossment Guidel 218.326/218.336 Assessment 1: Simulation-Bid Presentation (50%, group presentation with group marking) Submission deadline for presentation slides and other supporting documents: Wednesday 2 October 2024 by 23:59 pm. Presentation dates: Thursday 3 October and Friday 4 October 2024. The schedule of team presentations will be published on Stream. Each team is required to deliver a 40-minute presentation to the client panel (formed by Naylor Love and SBE staff), followed by answering questions from the panel (dress code: business smart). At least 4 group members must deliver the presentation in person. The presentation venue is at Naylor Love's headquarters: 129 Diana Drive, Glenfield, Auckland. Prior to the presentation, each team leader is required to submit the presentation slides and any other supporting documents (in one PDF file) that will be used during the presentation by the deadline mentioned above through Stream. The panel will disregard any presentation slides and supporting documents used during the presentation if they were not submitted through Stream by the deadline. This is a simulation of the hid nrosontation of the tondor All the information on the hidding should he prepared from a main contractor's perspective. The presentation should show the final product of your tender (not a work-in-progress). Remember, this is a pitch to the client to WiN the bid. The topic of your presentation should be on: A clear and robust management plan on how the (hypothetical) company and the team assigned to the project will ensure the delivery of the project within the time, schedule, quality and other measures. The proposed solution with each team member focusing on at least one of the components (see points 1 to 8 in Assessment 2) of the project according to the role they have chosen. Whilst each presentation is expected to demonstrate a cohesive working team, individual contributions should be made clear for marking purposes. Final outputs: company profile, method statement, construction programme & schedule, site plan, tender pricing, cash flow, risk assessment, etc (see points 1 to 8 in Assessment 2). If you feel comfortable, you can have one slide showing your photos and contacts, as Naylor Love may want to get in touch with you after the presentation. Assessment Criteria See Course Assessment Framework. Mark rubric will be uploaded and announced on Stream (Ngā oromatawai / Assessments tab). Assessment 2: Portfolio-Tender Proposal (50%, tender document with group and individual marking) Submission deadline of tender proposal document: Friday 25 October 2024 by 23:59 pm. You may receive some verbal feedback and comments from the bid presentation. You will have three weeks to revise and finalise your tender proposal. Your team is required to submit a final tender proposal by the above deadline through Stream. The final proposal should be prepared in a professional manner in a PDF document and set on an A3 paper layout (landscape orientation). Any diagrams, charts, tables, and other elements developed with other software should be included along with the proposal text or in appendices. Do not submit multiple documents. Only one proposal document (in PDF format) should be submitted for marking. The format of the proposal is down to your own style. of writing; however, the proposal should provide discussion and analysis of the following components. The word limits in prentices are indicative. They aro not hord roauuiromonte. 1. Company Profile (2000 words) (5 marks): The hypothetical company profile includes some historical and financial background and the details of the key personnel that are proposed to be allocated to the project, including their role(s) in the performance of the contract. An organisational structure of your project team indicating the position and role of your nominated key personnel. An implemented management plan should also be included in delivering the job (supported by weekly meeting minutes in the appendix). 2. Method Statement (4000 words) (10 marks): To produce a detailed construction methodology required to deliver this project that will include the main structure and soft and hard landscaping. Use your imagination to note further assumptions regarding the build. Identify key activities. This must demonstrate a full understanding and intimate knowledge of the scope of works to be carried out, including resources, such as but not limited to materials, labour, specialised plant and equipment, quality, and regulatory compliance requirements. 3. Construction Programme & Schedule (3000 words) (10 marks): To identify, explain and develop a well-itemised program that includes all the construction activities from site establishment to practical completion. All trades, resources, and milestones should be clearly identified within your construction programme -Gantt Chart. The programme should demonstrate a robust understanding of the key relationships within the works, the key successors, and predecessors, as well as the critical path and milestones. Describe in detail all your identified items. All the activities needed to deliver the project must be broken down by trade, coordinated with a methodology and estimated duration based on the available resources. The final programme should be included as an appendix to your report. Ensure that the template used for your programme is clear and includes all the identified items. 4. Site Plan (2000 words) (5 marks): To develop a detailed plan of the site layout and arrangement, as this will play an important role in the selection of resources and methods to perform. the works. This visual representation will allow the construction manager to direct al the activities needed to get the project built. A plan will be required to be drawn, clearly showing the site office and associated buildings as temporary facilities. As part of your thought process, think about other challenges faced by the construction manager in organising the job site to make it both efficient and safe. The construction manager must have a strategy for directing and organising all the materials, labour, equipment, and plant that will be congregating on the site on a daily basis and moving in and out of the construction area throughout the duration of the project. Every aspect of getting the job done must be considered when trying to prepare the site for construction operations. Decisions about where to place everything from portable toilets to rubbish disposal areas and containers can make a big difference in how smoothly a job runs. In addition to laying out the most efficient placement of the site office and portable facilities mentioned above, the site logistics plan should also consider a number of other factors, such as the following: staged handover areas with dates, site security, access in and out, temporary works and protection of existing services, parking; traffic control; pedestrian safety; crane location; laydown areas; job site security; temporary service connections. The site layout and arrangement should include detailed drawings and be included in your final proposal, accompanied by an explanation. Use colours to highlight the above items to make the plan visually clear. Include a legend and scale. 5. Tender Pricing (50 marks): A structured pricing response utilising the Bills of Quantities (BOQ)/ Quantity Take-off (to be prepared by each team) and incorporating Costing (schedule of cost rates) for the work packages and a summary table for the whole project. a. Accurately reflect the quantity and rate of work for each identified item through a BoQ (carpentry, concrete, precast, decorative, and structural steel). While the quantities for the main components of the structural steels have been provided, each team is required to draft preambles for the structural steelwork package and adhere to the ANZsMM requirements when pricing the structural steel. b. Rate breakdowns that reflect the connection between the resource requirements and rates to the construction methodology and project programme. If the rate was developed, including the rate breakdowns. c. Identify the amount of contingency that reflects the level of risk for the Contractor (identification, impact and likelihood followed by mitigation strategy to reduce impacts if successfully implemented). d. Use a market reflecting markup considering the profit, site, and office overheads. Note: all the factors such as company strategy, construction methods, project programmes, site plan, risks, and additional factors have an impact on pricing and need to be reflected in the pricing. 6. Cash Flow (10 marks): A detailed cash flow analysis incorporating the construction program and tender pricing from the beginning of the project to its completion. A projection of monthly expenses based on the schedule and expected payments. 7. Risk Assessment (2000 words)) (5 marks): Identify the project's risks and develop a suitable project risk management plan accordingly. The risk management plan should be included in your final proposal and accompanied by an explanation. This can be accompanied by a risk register and/or matrix. As a background, every project has an element of uniqueness, which implies uncertainty. Risks may have positive or negative outcomes; therefore, one should be aware of the fact that certain risks in projects must be accepted, reduced, or transferred. The ultimate goal of project risk management is to improve project performance and to supply the correct deliverables on time and within budget. Risks in projects should be managed in a professional way to limit a company's exposure to financial losses. 8. Additional Factors (1000 words) (5 marks): For instance, innovation, health and safety, well being, and socio-economic, political, legal, marketing, or environmental feasibility. 9. Contribution breakdown: A table showing the contribution from each team member to each above-mentioned component. Each team member can contribute to TWO components at maximum. 10. Appendices Assessment Criteria See Course Assessment Framework. This is an exercise of a real-life tendering process. An INcoMPLETE component (e.g., a program that does not show the completion of the building or the total pricing of the building is missing) will receive a 0 mark for that component. Mark rubric will be uploaded and announced on Stream (Ngā aromatawai / Assessments tab).
Assignment-1 Guideline: Assessment Task 1 Intent This assessment task addresses the following subject learning objectives (SLOs): 1 and 2. Task In this assignment, students will give a data exploration report on their work in the project. Their group will describe the results of their data exploration and feature engineering by using the SAS Viya tool. The report should cover the business problems, characteristics of the data, and transformation of the data. The report should be structured and presented in line with professional industry report format. Length 15 pages max in an 11 or 12-point font. Criteria Linkages (Please insert addition rows in table where required) Assessment Criteria Weight (%) SLO GA 1 Depth of understanding of the business problem and quality of data exploration results. 100% 1, 2 D, E 2 3 4 5 6 Assessment Task 1: Data Exploration Objective: The main objective of this assessment task is to apply data exploration and feature engineering techniques to real-world business problems. Relevant Learning Objectives: • Subject Learning Objectives: SLO 1 • Course Intended Learning Outcomes: CILO D.1 Format: • Type: Report • Work: Group assignment, but each member will be individually assessed. Weightage: 30% of the overall grade. Task Description: Students are required to: 1. Form. groups of 2-3 (you may increase group size at max of 5 members based on your tutor’s choice) members. 2. Select a dataset similar with the COMMSDATA (in SAS Viya Course) or any other existing datasets is available for classification task. Selecting a right dataset is key in this assignment. Please ensure to select a large dataset (over 1000 data points). 3. Select a predictive business analytics task based on the chosen dataset. 4. Collaboratively analyse both the chosen business problem and its associated dataset. 5. Submit a report, detailing: o The business problem they aim to solve. o Characteristics of the chosen dataset. o Data transformation processes applied. o Proposed method to address the data mining problem. Additionally, the report should also describe: • The composition of the group. • Roles and responsibilities of each team member. • A proposal for addressing the data mining problem. • A comprehensive plan outlining how they intend to solve the problem. Assessment Criteria: Assignments will be evaluated based on: 1. Description of business problem 2. Quality and feasibility of the proposal and plan. 3. Data exploration and initial findings: - Quality of pre-processing - Quality of initial findings 4. EDA Visualisation Submission Details: • Format: Electronic copy • Platform. Canvas for report and SAS Viya (in Exchange Folder) for upload the pipeline • Maximum Length: 15 pages (using 11 or 12-point font) • Due Date: 11.59pm, Friday 8 September 2023 • Feedback Timeline: Feedback with marks will be provided within 2 to 3 weeks after submission.
SEMT20001: Principles of Computational Modelling COURSEWORK ASSESSMENT: QUESTION 1 Question 1: Computability & Complexity (a) By adapting your solution to Worksheet 2 Q7 implement a Turing Machine in Python which when given a string of n 1s as input, outputs a string of 2n + 2 1s. (6 marks) (b) A recursive version of bubble sort is as follows: For k buckets and the unsorted list list, ● Let l be the total number of distinct elements in list. If l = 0 or l = 1 then list is sorted. Else, ● Let mx = max(list) and m = min(list) and determine ∆ = k/mx-m . Then define k buckets as the intervals Bi = [m+(i-1)∆, m+i∆) for i = 1,..., k - 1 and Bk = [m+(k -1)∆, mx]. ● Allocate the elements of list to the buckets. ● Then recursively bucket sort each of the buckets. Write your own well documented Python code for recursive bucket sort bucketsort which takes as inputs an unsorted list list and the number of buckets k, and returns the relevant sorted list. Explain your design and implementation decisions, and any tests used to verify and validate the code. (5 marks) (c) Write Python code to evaluate the average run time of your version of bucketsort as a function of list length. Specifically, for a given list length n and number of buckets k your code should evaluate the run time for sorting 100 random permutations of the list range(1,n+1) using bucketsort with k buckets, and returns the average of these times. Explain your design and implementation decisions, and any tests used to verify and validate the code. (4 marks) (d) Use this code to compare the time complexity for bucketsort when k = 2 and k = n. Plot average run time for k = 2 and k = n for n from 2 to 500. For k = 2 use polyfit to fit a function an log(n)+b relating n and average run time, and plot this function together with average run time against n. For k = n use polyfit to fit a function an2 + bn + c relating n and average run time, and plot this function together with average run time against n. Taking account of these results express the average time complexity for bucketsort with k = 2 and k = n using big O notation. (4 marks) (e) Since for each list size n we are sorting permutations of range(1,n+1) then on average we can expect there to be close to a uniform number of elements in each bucket, i.e. k/n . Hence, the expected run time of bubblesort with k buckets on a list of size n satisfies; where the term kn is the time required for allocating each of the n elements to one of the k buckets. Use this expression to determine O(ˆT) when k = 2 and k = n. (6 marks)
Purpose The purpose of this assignment is to provide students with a deeper comprehension of the building materials and methodologies employed in residential construction. Additionally, it aims to familiarise them with the primary legal requirements associated with residential developments. Instructions The assessment should cover two main tasks. To initiate the research report, begin by investigating and identifying two different types of residential accommodation (such as houses, townhouses, duplexes, etc.) located in close proximity to Stockland Burleigh Heads Shopping Centre, 149 W Burleigh Rd, Burleigh Heads QLD 4220. Avoid selecting apartment units or buildings that exceed three stories in height. Begin by establishing a 3-kilometer radius around Stockland Burleigh Heads Shopping Centre and pinpoint the two types of residential building typologies within this defined area (include this image in the submission). Task 1: (Approximately 500 to 1000 words in total. Be concise) For each accommodation type selected above, compile a list of materials used for the following building elements: · Structural Elements Clearly describe which materials were used for the building structure (e.g., brick veneer, double brick, timber frame, steel frame, etc.). Provide a justification for why you think these structural materials were used. Use real estate images and historical images sourced from Nearmap to support your conclusions. Refer to lecture topics 5 and 6. · Roof and Wall Cladding Materials Provide at least two types of wall cladding materials and one roof cladding material used in each type of accommodation. Be specific in this section and do further research to learn which are the most commonly used cladding products in SEQ. Note that describing a material simply as brick cladding or timber cladding will not be enough to fulfill the requirements of this section. Specify the type of timber or fibre cement cladding material (e.g., timber weatherboard, or fibre cement sheeting), even stating the manufacturer if this can be identified. Visit the James Hardie’s website to learn which are the most commonly used FC cladding materials in Australia. Refer to lecture topic 7. · Windows and Doors Describe the materials and types of windows and doors used in the subject buildings. Refer to lecture topic 7. · Floor Coverings (Internal and External) Describe at least two different floor coverings. Make sure to specify the type of materials, stating the type of tiles, carpet, and other floor covering materials used in the building. You are not required to state the dimensions or format of the materials. Refer to lecture topic 10. · Internal Wall Linings Describe the internal wall linings used in wet areas and main living spaces. Refer to lecture topics 8 and 9. · Joinery Materials Describe at least three joinery materials such as architraves, skirting boards, kitchen cabinets, etc. Refer to lecture topics 8, 9, and 10. · Landscaping and External Work Briefly describe two materials used for landscaping and external works. Refer to lecture topic 12. Support the identification of materials by incorporating relevant images. This can be achieved by creating a concise table featuring an image of the material found in the property alongside another image of the same material sourced from online platforms to demonstrate their similarity. Accompany this visual representation with brief descriptions of each material in each section. Additionally, select five (5) materials from those identified above (5 in total sourced from both types of accommodations) and compile a table outlining the potential sources of these materials. The suggested format includes Material, Supplier, Method of Delivery to Site, and Contractor/Tradesperson Installer. Your objective is to trace the possible suppliers of the materials used in constructing the building and identify the parties responsible for their installation (e.g. plumber, brick layer, carpenter, etc). Focus on local suppliers and contractors (Brisbane and Gold Coast) It is essential to choose properties for which you can access a substantial amount of information online. Do not select properties older than 10 years that have not been renovated, as the materials used in such properties may be outdated and limited in variety. Utilise images from real estate listings to identify materials and finishes and note that you are not required to access the properties or take pictures yourself. All images can be sourced using platforms like Near Maps, RP Data, or other real estate websites. Task 2: (Approximately 800 to 1300 words in total) Pick one type of accommodation from the two addresses analysed in Task 1 to examine the legal framework related to its design. Refer to Lecture Topic 2 notes and Seminar materials for guidance on key areas of focus. Thoroughly explore and report on the following: · Local Authority Planning Laws: Indicate the following for the property: o Applicable City Plan overlay maps. o City Plan zoning (e.g., low density, medium density). o Required setbacks, maximum building height, site coverage, etc. · Required Site Documentation: o Identify the relevant RP/SP (Registered/Survey Plan) for the property. o Identify possible covenant documents (if applicable). o Identify possible easements on site or nearby (if applicable). · Supplementary Resources: Identify any additional resources that can provide further insights into the site (e.g., site area, vegetation, terrain characteristics, soil condition, Development Application Approvals, etc.). Concisely explain the legal and site-specific factors that must be taken into account for this building to adhere to mandated building guidelines and rules at the selected address. Provide examples of documents and resources consulted to determine the permissible constructions for the site. Utilise tools like the Gold Coast City Plan map, RP data, and other pertinent sources to successfully complete this task. Note: Ensure that the information provided in this section is specific to the site/address selected. Avoid providing general information sourced from online platforms. Be concise. Additional Guidelines: Ensure that the research conducted for both tasks meets academic standards. Utilise either the APA or Harvard referencing style for all information sources in your report (refer to iLearn Ultra resources on academic writing for guidance). Remember to properly reference any resources obtained from online or direct providers. For your submission, provide a cover page with your name, student ID number, and the assignment's title. Focus solely on addressing the two tasks and maintain relevance and conciseness in your responses. If the assignment is completed in groups of two, only one student should submit it on iLearn. Both students will receive the same mark. Groups of more than two students will not be allowed (no exceptions). Submit your assessments by 4 p.m. on the due date. Note that the maximum word count for this report is approximately 2,500 words (excluding references). Keep in mind the importance of clear and succinct academic writing with summative reporting. Submissions exceeding the word count by more than 10% will incur penalties. As per the submission policy, late submissions will be subject to a 10% penalty per day if received after the specified due date and time stated on the assignment cover page. Mark Breakdown: As mentioned earlier, this assignment constitutes 20% of the subject's overall grade. The marking breakdown is as follows: Marking Category Mark Breakdown Loading Marks allocated to the overall submission (40% in total) Purpose: Clearly states the purpose of the report and adheres to the assigned topic 5% Content: Provides a thorough and in-depth analysis of the topic, incorporating relevant and current information, data, and research 15% Organisation: The report is well-structured and organised, with a logical flow of ideas and clear headings and subheadings 10% Writing Style. Excellent use of grammar, vocabulary, and tone, with a professional and engaging writing style 5% Referencing: Accurately and appropriately cites sources using a consistent referencing style 5% Additional marks allocated to the Task components (60% in total) Identification of building materials (T1) 10% Identification of the tradesperson involved in the materials installation (T1) 10% Identification of suppliers and delivery method of materials (T1) 10% Investigate and report on the statutory obligations, local authority planning laws, forms of documentation required for the site, and any additional resources that may help you learn more about the site (T2) 30% TOTAL MARKS 100% Grades will be apportioned within the expectations of the following standards: Grade Score Description High Distinction (HD) 85% - 100% Outstanding or exemplary performance in the two research questions and analysis, mastery of the knowledge required in the responses to questions throughout the report, evidence of extensive research both from online, reference book and own resourced documents, high quality industry documentation supplied as examples; demonstrates a highly experienced/professional ability to communicate findings succinctly; professionally referenced. Distinction (D) 75% - 84% Superior performance going well beyond the minimum requirements set for the two research questions required in the brief; exemplary performance in at least Question 1 of the response reporting areas/summary analysis, evidence of extensive research including online and reference book-based resources, high quality documentation supplied as examples; demonstrates superior ability to communicate findings summarily and mostly referenced correctly. Credit (C) 65% - 74% Above minimum standard performance in both the answers required in the brief; detailed reporting evident in both responses to questions; good analysis of online resources; some use of non-online resources; inclusion of good examples and imagery but not related to the site; summary analysis of most answers; demonstrates an above average ability to communicate findings concisely; some quality referencing provided. Pass (P) 50% - 64% Pass grades are typically characterised by an assignment submission which demonstrates a minimum performance standard; which addresses the basic reporting of both research questions; overreliance on online resources; Minimal or non- specific documentation to support discussions; minimal degree of effort overall in text and imagery supplied; average ability to communicate findings; average referencing. A Pass grade will also be awarded where only one question is attempted to a Superior or Exemplary standard. Fail (F) 0% - 49% A "fail" grade is typically assigned when a report submission falls short of providing adequately detailed responses to the questions. This grade may stem from factors such as inadequate preparation, a disregard for assignment guidelines, or a demonstration of limited academic proficiency. One common reason for failure is a failure to include all the necessary answers to the questions and omitting supporting materials.
Assignment 2: due 11:59 pm on Saturday, October 5, 2024 Summary of Instructions Note Read the instructions carefully and follow them exactly Assignment Weight As outlined in the syllabus, this assignment is worth 2.5% of your final grade Due Date This assignment is due 11:59 on Saturday, October 5, 2024 Important As outlined in the syllabus, late submissions will not be accepted Any files with syntax errors automatically be excluded from grading. Be sure to test your code before you submit it For all functions, make sure you've written good docstrings that include type contract, function description and the preconditions if any. That includes functions you write both in Part 1 and Part 2. This is an individual assignment. Please review the Plagiarism and Academic Integrity policy presented in the first class, i.e. read in detail pages 16-20 of course outline (i.e. slides of Lecture 1). You can find that file on Brightspace under Lecture 1. While at it, also review Course Policy on missing assignments on page 14. The goal of this assignment is to learn and practice the concepts covered thus far: function design, function calls, branching (i.e. if statements), strings. You can make multiple submissions, but only the last submission before the deadline will be graded. What needs to be submitted is explained next. Your grade will partially be determined by automatic (unit) tests that will test your functions. All the specified requirements below are mandatory (including function names). Any requirement that is specified and not met may/will result in deduction of points. Submit your assignment by the deadline via Brightspace (as instructed and practiced in the first lab.) You can make multiple submissions, but only the last submission before the deadline will be graded. For this assignment you must submit 5 files as described below. For each missing file there will be a grade deduction: The assignment has two parts. Each part explains what needs to be submitted. Put all those required documents into a folder called a2_xxxxxx where you changed xxxxxx to your student number, zip that folder (do not use rar compression format) and submit it as explained in Lab 1. In particular, the folder must have the following 5 files: – for Part 1: a2_part1_xxxxxx.py, a2_part1_xxxxxx.txt – for Part 2: a2_part2_xxxxxx.py a2_part2_xxxxxx.txt and – references-YOUR-FULL-NAME .txt I suggest you do part 2 first and then do part 1. Both of your programs/parts must run without syntax errors. In particular, when grading your assignment, TAs will first open your file a2_part1_xxxxxx.py with IDLE and press Run Module. If pressing Run Module causes any syntax error, the grade for Part 1 becomes zero. The same applies to Part 2, when they open and run file a2_part2_xxxxxx.py. Furthermore, for each of the functions (in Part 1 and Part 2), I have provided one or more tests to test your functions with. For example, you should test function high_school_quiz from Part 1 by making a call in Python shell with high_school_quiz(3,2,15) To obtain a partial mark your function may not necessarily give the correct answer on these tests. But if your function gives any kind of python error when run on the tests provided below, that question will be marked with zero points. Section 3, contains tests for Part 1. Tests for Part 2 are provided after each question in Part 2. To determine your grade, your functions will be tested both with examples provided in Part 2 and Section 3 and with some other examples. Thus you too should test your functions with more example than what I provided in Part 2 and Section 3. Each function has to be documented with docstrings. Global variables are not allowed. If you do not know what that means, for now, interpret this to mean that inside of your functions you can only use variables that are created in that function. For example, this is not allowed, since variable x is not a parameter of function a_times(a) nor is it a variable created in function a_times(a). It is a global variable created outside of all functions. def a_times(a): result=x*a return result x=float(input("Give me a number: ")) print(a_times(10)) About references-YOUR-FULL-NAME . txt file: The file must be a plain text file. The file must contain references to any code you used that you did not write yourself, including any code you got from a friend, internet, AI engines like chatGPT, social media/forums (including Stack Overflow and discord) or any other source or a person. The only exclusion from that rule is the code that we did in class, the code done as part the lab work, or the code in your textbook. So here is what needs to be written in that file. For every question where you used code from somebody else: • Write the question number • Copy-paste all parts of the code that were written by somebody else. That includes the code you found/were-given and that you then slightly modified. • Source of the copied code: name of the person or the place on the internet/book where you found it. While you may not get points for copied parts of the question, you will not be in the position of being accused of plagiarism. Any student caught in plagiarism will receive zero for the whole assignment and will be reported to the dean. Showing/giving any part of your assignment code to a friend also constitutes plagiarism and the same penalties will apply. If you have nothing to declare/reference, then just write a sentence stating that and put your first and last name under that sentence in your references-YOUR-FULL-NAME.txt file. Not including references-YOUR-FULL-NAME.txt file, will be taken as you declaring that all the code in the assignment was written by you. Recall though that not submitting that file, comes with a grade penalty. 1 Part 1: Math quiz-generator / equation-solver - 40 points You would like to help in your community center teach elementary and high school students math. To reach as many kids as possible, you decided to write some software that can automate some tasks for you. As starting point, you decided to make an automatic quiz generator and grader for elementary school pupils and a quadratic equation solver for highschool pupils – but unlike the solver you did in your Lab 2, this quadratic equation solver needs to handle all possible cases including those when the given quadratic equation has complex numbers for solutions. In case of elementary school pupils, your understanding is that they already know well addition and multiplication but that they struggle with exponentiation and its inverse. For this part, I provided you with starter code in file called a2_part1_xxxxxx.py. Begin by replacing xxxxxx in file name with your student number. Then open the file. Your solution (code) for this part must go into that file in clearly indicated spaces. You are not allowed to delete or comment-out any parts of the provided code except for the keywords pass. For this part you need to submit two files: a2_part1_xxxxxx.py and a2_part1_xxxxxx.txt a2_part1_xxxxxx.py needs to contain your program for Part 1 as explained above and a2_part1_xxxxxx.txt needs to contain the proof that you tested your two core functions from this part, namely elementary_school_quiz and high_school_quiz 1.1 The Core Functions Your solution in a2_part1_xxxxxx.py must have two functions called: elementary_school_quiz and high_school_quiz. You should design and test these functions first before moving onto the main part of the program. Here are specifications for the two functions: elementary_school_quiz: This function has two parameters, namely an integer flag that takes only values 0 or 1 and an integer n that takes only values 1 or 2. If flag is 0, elementary_school_quiz helps practice the inverse of exponentiation i.e. logarithm. But if flag is 1, elementary_school_quiz helps practice exponentiation. In both cases only questins with base 2 will be asked. The function, elementary_school_quiz then generates n math problems that a pupil must answer in turn. For each question, it generates one random number between 0 and 10 inclusively (check out python’s random module to see if there’s a useful function in there) and asks the pupil for the answer to the math problem with the random number. Specifically, if flag is 0 and random number generated is, for example, 5 the question asked should be: “2 to what is 32 i.e. what is the result of log2 (32)?”. (The reason 32 is picked is because 25 = 32. See section 3 for more examples. If flag is 1 and random number generated is, for example, 6 the question asked should be: “What is the result of 26 ?” elementary_school_quiz then prompts the pupil for the answer, and checks if her answer is correct. At the end of n questions, elementary_school_quiz returns the number of questions answered correctly. high_school_quiz: This function has three parameters representing three real numbers for the coefficients ofthe quadratic equation ax2 + bx +c = 0. The function displays/prints the equation frist and then prints its solutions. The function must display correct and meaningful solutions given any three real numbers for coefficients a, b and c. See examples in Section 3 to understand what that means. Please consider the examples to be a part of the function/program specifications that must be followed. Do not use Python’s complex numbers class to solve this problem. 1.2 The User Interaction i.e. the main part of the program Now that you have the two functions that perform the core functionality, you want to make it more user friendly for the pupils (after all, alas, the pupil may not know how to write code and call functions in Python shell). In the main part of your program, write your code in specified places. You code must follow the behaviour indicated in the example runs in Section 3. For example, for elementary school pupils, called Mia, you will first ask her whether she would like to practice exponentiation or its inverse. Then ask her how many practice questions she’d like (if she says 0, then your code should not ask her to solve any math questions). Using her responses, call the elementary_school_quiz function with the appropriate values. When it returns the number of correct answers, display a message to the pupil: • If she go all questions correctly display on screen: Congratulations Mia! You’ll probably get an A tomorrow . Good bye Mia! • If she got half of them correctly display on screen: You did ok Mia, but I know you can do better . Good bye Mia! • If she did all incorrectly, display on screen: I think you need some more practice Mia . Good bye Mia! For high school pupils, in the main part of your program in the specified places, you need to write some code that asks the pupil for the coefficients a, b and c. Then you need to make the call to high_school_quiz to display the solutions. After that your program should ask the pupil if they would like another quadratic equation solved. If the pupil says anything but yes the program terminates by printing a good bye message as in the examples. Otherwise, as long as pupil answers yes (and any form of typing yes should be acceptable, including with lots of white space before and after, and with capital letters and lower case letter etc), she should be asked for the coefficients again and the resulting new quadratic equation should be solved. Since you have not seen while loops yet, I provided the code for that in a2_part1_xxxxxx.py. The rest of the specifications for your program in Part 1 can be inferred from examples in Section 3. You will notice that the program is required to display greetings surrounded with stars. You may write a separate function for that. 2 Part 2: A Library of Functions For this part of the assignment, you are required to write and test four functions (as you did in Assignment 1). You need to save all functions in part2_xxxxxx.py where you replace xxxxxx by your student number. You need to test your functions (like you did in Assignment 1) and copy/paste your tests in part2_xxxxxx.txt. Thus, for this part you need to submit two files: a2_part2_xxxxxx.py and a2_part2_xxxxxx.txt 2.1 min_enclosing_rectangle(radius, x, y) - 5 points Computing a smallest (axis-aligned) rectangle that encloses a set of objects in the plane is a very common computational problem arising in graphics and thus game development too. Write a function, called min_enclosing_rectangle, that has 3 input parameters. The first is a number representing a radius of a circle and the next two are two numbers representing the x- and y-coordinates of its center. Consider the smallest axis-aligned rectangle that contains that circle. The function should return the x- and y-coordinates of the bottom-left corner of that rectangle. If radius is a negative number, min_enclosing_rectangle should return None. >>> min_enclosing_rectangle(1,1,1) (0, 0) >>> min_enclosing_rectangle(4.5, 10, 2) (5.5, -2.5) >>> min_enclosing_rectangle(-1, 10, 2) >>> min_enclosing_rectangle(500, 1000, 2000) (500, 1500) 2.2 vote_percentage (results) - 5 points Write a function called vote_percentage that takes a string as input. The function has one input parameter, called results. Your function should count the number of substrings ’yes’ in the string results and the number of substrings ’no’ in the string results, and it should return the percentage of ’yes’ (among all ’yes’ and ’no’). (You may assume that string results has at least one yes or no and that the only words present are yes, no and/or abstained). Hint: you may use count method from Python’s str module/library. >>> vote_percentage( ' yes yes yes yes yes abstained abstained yes yes yes yes ' ) 1.0 >>> vote_percentage( ' yes,yes, no, yes, no, yes, abstained, yes, yes,no ' ) 0.6666666666666666 >>> vote_percentage( ' abstained no abstained yes no yes no yes yes yes no ' ) 0.5555555555555556 >>> vote_percentage( ' no yes no no no, yes yes yes no ' ) 0.4444444444444444 2.3 vote() - 5 points If there is a vote at a meeting, there are several possible outcomes based on the number of yes and no votes (abstains are not counted). If all the votes are yes, then the proposal passes "unanimously", if at least 2/3 of the votes are yes, then the proposal passes with "super majority", if at least 1/2 of the votes are yes, then the proposal passes by "simple majority", and otherwise it fails. Write a function called vote that asks a user to enter all yes-s and no-s and abstained-s and then press enter. The function then prints the outcome of the vote. You solution must involve making a call to function vote__percentage (You may assume that the user will enter at least one yes or no and that the only words present are yes, no and/or abstained) >>> vote() Enter the yes, no, abstained votes one by one and then press enter: yes yes yes yes yes abstained abstained yes yes yes yes proposal passes unanimously >>> vote() Enter the yes, no, abstained votes one by one and then press enter: yes,yes, no, yes, no, yes, abstained, yes, yes,no proposal passes with super majority >>> vote() Enter the yes, no, abstained votes one by one and then press enter: abstained no abstained yes no yes no yes yes yes no proposal passes with simple majority >>> vote() Enter the yes, no, abstain votes one by one and then press enter: no yes no no no, yes yes yes no proposal fails 2.4 l2lo(w) - 5 points Write a function called l2lo(w) that takes a non-negative number w as input and returns a pair of numbers (l,o) such that w = l + o/16 and l is an integer and o is a non-negative number smaller than 16. Note that the solution l and o are unique. >>> l2lo(7.5) (7, 8.0) >>> >>> l2lo(9.25) (9, 4.0) >>>
Exercise no. 2 / COMFOE SUBJECT: Economic and Financial Management AIMS Financial Statements: understanding and organization DESCRIPTION OF THE ACTIVITY These are the accounts of the Financial Statements of your company, alphabetically organized, at December of last year. Please draw up the Balance sheet and Income Statement formally organized and understand the meaning of every account. P&L Advertising 10 P&L Interest on payables 10 P&L Amortization of intangible assets 5 NCA Land 200 NCA Buildings 800 NCA Machinery 300 CA Cash 95 CL Payables for the rendering of services 20 P&L Changes in FG inventories (+) 40 CA Raw materials 50 P&L Changes in RM inventories (-) 30 P&L Raw materials purchased 800 NCA Computer software 40 P&L Repairs and maintenance 15 P&L Corporate tax 5 NE Reserves 600 CL Corporate tax payable 5 P&L Salaries 105 CL Current debt with financial institutions 120 NE Share capital 850 CA Current investment in equity instruments 10 P&L Social Security contributions by the co. 30 P&L Depreciation of PPE 10 CL Social Security, payables 5 CA Finished goods 70 CL Suppliers 40 P&L Finished goods sold (revenues) 1000 CA Trade receivables 100 P&L Income from financial investments 5 Questions: 1. How much did shareholders invest directly in the company? 2. Do you know whether or not the company had profits further in the past? Why? 3. How much is the debt with Social Security at the end of the year? 4. Do we collect all our sales cash at sight( )? 5. How much has “Raw material consumption” been this year? 6. How much is the book value of the company at Dec 31st? 7. Assume that Total Reserves at the end of previous year were 550 and profits were 75. Has this company pay dividends this year for the profit they had last year? How much?
CRIM 1161 -Canadian Legal System Introduction Welcome to CRIM 1161: The Canadian Legal System. The Course Guide contains important information about the course structure, learning materials, and expectations for completing the course requirements. It also provides information about how and when to contact your Open Learning Faculty Member, an expert in the course content, who will guide you through the course. Take some time to read through the Course Guide to familiarize yourself with what you need to do to successfully complete your course. If you have any questions, please feel free to contact your Open Learning Faculty Member. We hope you enjoy the course. Course Description This course focuses on the history, development and present day operation of the Canadian legal system. The topics that will be examined include: constitutional law; criminal, contract and tort law; human rights; administrative law; the court system; the functions of judges and lawyers; and the basic elements of legal reasoning Prerequisites None. Learning Outcomes After successfully completing this course, you will be able to: Define the role of law in society. Describe perspectives of law. Identify legal sources and conduct legal research. Describe the historical sources of Canadian law. Identify the divisions or branches of law in Canada. Describe interpretation of ambiguous statutes. Describe the development of the Canadian Constitution. Identify provisions of the Canadian Charter of Rights and Freedoms. Discuss the structure of the court system in Canada. Describe the adversarial system and alternative dispute resolution models. Discuss legal reasoning and the application of precedent. Describe how lawyers are educated and trained and how judges are appointed. Describe the main elements of tort law, contract law, family law and criminal law. Define administrative law and the function and review of administrative tribunals.
Foundations of Robotics (ROB-GY 6003) Homework Assignment | Chapter 3 Homework Problems: 3.1, 3.4 (regard {S} as {0}, and {T} as {3}), 3.8, 3.12, 3.16, 3.17 EXAMPLE 3.3 Figure 3.6(a) shows a three-link planar arm. Because all three joints are revolute, this manipulator is sometimes called an RRR (or 3R) mechanism. Fig. 3.6(b) is a schematic representation of the same manipulator. Note the double hash marks 70 Chapter 3 Manipulator kinematics 3.1 [15] Compute the kinematics of the planar arm from Example 3.3. 3.4 [22] The arm with three degrees of freedom shown in Fig. 3.30 has joints 1 and 2 perpendicular, and joints 2 and 3 parallel. As pictured, all joints are at their zero location. Note that the positive sense of the joint angle is indicated. Assign link frames (0) through (3) for this arm-that is, sketch the arm, showing the attachment of the frames. Then derive the transformation matrices , , and . 3.8 [13] In Fig. 3.31, the location of the tool, , is not accurately known. Using force control, the robot feels around with the tool tip until it inserts it into the FIGURE 3.31: Determination of the tool frame. (Exercise 3.8). 00 Chapter 3 Manipulator Kinematics socket (or Goal) at location . Once in this "calibration" configuration (in which (G) and (T) are coincident), the position of the robot, , is figured out by reading the joint angle sensors and computing the kinematics. Assuming and are known, give the transform. equation to compute the unknown tool frame, . 3.12 [08] Can an arbitrary rigid-body transformation always be expressed with four parameters (a, α, d, θ) in the form. of equation (3.6)? FIGURE 3.36: RPR planar robot (Exercise 3.16). FIGURE 3.37: Three-link RRP manipulator (Exercise 3.17). 3.16 [15] Assign link frames to the RPR planar robot shown in Fig. 3.36, and give the linkage parameters. 3.17 [15] Show the attachment of link frames on the three-link robot shown in Fig. 3.37.
ROB 501 Sample Midterm Questions 1. (Questions on logic and proof methods) Recall that ∧ is ‘and’, ∨ is ‘or’, and ¬ is ‘not’. Recall also that the symbol ⇔ and the written text, “if, and only if”, “logically equivalent to”, and “have the same truth table”, all mean the same thing. For example, in HW, you verified that ¬(p ∧ q) is “logically equivalent to” (¬p) ∨ (¬q) by proving “they have the same truth table”. Circle True or False as appropriate for the following state-ments: T F (a) There are statements about the natural numbers that can be proved with Strong Induction but cannot be proved with Ordinary Induction. T F (b) Let n be a natural number. If n 2 is odd then so is n. T F (c) p =⇒ q is logically equivalent to (¬p) ∨ q T F (d) The truth table given below is correct for ¬q =⇒ p 2. (Facts about matrices) For n, m ≥ 1, let A and B be an n × m real matrices. For any real matrix M, denote its i-th column by Mi and its ij-element by [M]ij . Circle True or False as appropriate for the following statements: T F (a) trace(AAT) = ([A]ii)2 T F (b) [AT B]ij = (Ai) > Bj . T F (c) span{A1, A2, · · · , Am} = {y ∈ R n | ∃x ∈ R m, such that y = Ax}. T F (d) Suppose n = m so that A is a square real matrix and let x ∈ R n, x = [x1, x2, . . . , xn]T . Then x1A1 + x2A2 + · · · + xnAn = xT A. 3. Let (X , R) be a finite-dimensional inner product space, let S1 ⊂ X and S2 ⊂ X be nonempty subsets (to be clear, they may or may not be subspaces). Circle True or False as appropriate for the following statements: T F (a) If span{S1} ⊂ span{S2}, then S1 ⊂ S2. T F (b) span{S1} ⊕ S⊥1 = X . T F (c) span{S1 ∪ S2} = span{S1} + span{S2}. T F (d) S⊥1 ∩ S⊥2 = [span{S1} ∩ span{S2}]⊥ . 4. (Normed spaces, matrices, and inner products) Circle True or False as appropriate for the following state-ments: T F (c) The matrix M = is positive definite. 5. (Vector spaces, representations, and norms) Let (X , R, || · ||) be an n-dimensional normed space with n ≥ 4 and let L : X → X be a linear operator. Let A be the matrix representation of L : X → X when the basis {u} := {u1 , . . . , un} is used on both copies of X (i.e., on the domain of L and its range (also called co-domain)). We define a second basis on X by scaling the first basis: Circle True or False as appropriate for the following statements, where u i and u¯ j always refer to elements of the given bases and the matrix A is as defined in the problem statement. T F (a) The change of basis matrix from {u} to {u¯} (i.e. P ∈ R n×n s.t. [x]u¯ = P[x]u) is P = diag ([1, 2, . . . , n]). T F (b) [L(u 3 )]{u¯} = 1 3A3, where A3 is the third column of A. T F (c) [L(u¯ 3 + u¯ 4 )]{u} = 3A3 + 4A4 where A3 and A4 are the corresponding columns of A. 8. (15 points) (Proof Problem) Let (X , F) be a vector space and v 1 , v 2 , v 3 vectors in X . Define the following two statements: • P: each of the sets {v 1 , v2}, {v 2 , v3}, and {v 3 , v1} is linearly independent. • Q: the set {v 1 , v2 , v3} is linearly independent. For each of the following statements, decide if it is T or F and then support your conclusion with a proof or a counterexample: (a) P =⇒ Q (b) Q =⇒ P Show your work below. You can use as true anything we have established in ROB 501 lecture or HW. I cannot answer any question of the form. “do I have to prove this?" or “can I assume this?” or “have I shown enough?” . Remark: If the problem seems completely trivial, that is OK; please write down the few lines it takes to do a (complete) proof or to establish a counterexample. If the problem seems challenging, then maybe you need more than a few lines to work the problem. Both are possible. (a) P =⇒ Q is [T F (circle one)] and here is my supporting reasoning. (b) Q =⇒ P is [T F (circle one)] and here is my supporting reasoning. 9. (5 points) A+ Problem: Points earned here will go toward deciding who goes from an A to an A+ at the end of the term. Recall that for your GPA at Michigan, an A+ counts the same as an A. Def. Let (X , C) be a vector space over the complex numbers and L : X → X be a linear operator. λ ∈ C is an e-value of L if ∃ (v ∈ X , v = 0) such that L(v) = λv; v is called an e-vector of L. Prove this: If λ1, λ2, and λ3 are distinct e-values of L, then a set of corresponding e-vectors {v 1 , v2 , v3} is linearly independent. Note: If you need to use a result from lecture or HW, clearly state the result and note that it is from ROB 501; in that case, you do not need to prove it. Otherwise, any other statements used in your proof should be justified here. If your proof assumes that (X , C) is finite dimensional, you will earn at most three (3) points.
URDE2001/URDE5009 Participatory Planning Assessment 2: 40% – Workshop Portfolio (Group and Individual) Brief Assessment 2 introduces you to a range of participatory planning techniques, which you can use in designing participatory programs (Learning Outcome 2: Explain different participatory practices). It also gives you a chance to practise participation, facilitation and negotiation skills (Learning Outcome 4: Apply skills in workshop organisation, participation and facilitation) and, finally, requires you to critically evaluate your own participatory practice. In groups of not more than 12, students will plan, organize and run one workshop as a contribution to the stakeholder engagement process related to a topic relevant to urban planning. The topic will be provided in your group’s briefing workshop (held at least one week prior to your workshop). Your workshop will use a specific, established technique of public/stakeholder engagement. As well as running one workshop, students will participate in two other student-led workshops. Procedure The process for Assessment 2 will involve the following steps a) In the allocated week prior to your workshop, all members of your group will attend a briefing after the normal workshop time. Non-attendance at the briefing will result in your losing 2/40 marks for the assessment. The briefing is a chance for you to get to know the teaching team member leading the group, discuss the workshop content and organisation, and allocate tasks and timetables. Note: you need to read the instructions and special readings before the briefing, so that you can all be ‘on the same page’ in the planning stage. You will have extra work to do for those two weeks and the week following – make sure you plan your workload appropriately! b) On the day of your workshop, you will arrive at the venue early to set up – make sure you allow plenty of time for this, as the success of the workshop depends heavily on it. After your workshop is finished, you will stay on for a debrief in which your will discuss how the workshop went. Non-attendance at the debriefing will lose 2/40 marks for the assessment. c) Following your workshop your group will write up an evaluation of about 1000 words using a suggested template. d) Following your peers’ workshops you should write up a response of about 500 words each workshop (this includes workshop 1 – you will be required to research the technique as attendance is not possible) to the prompts published on Blackboard after the workshop. Assessment The assessment will be based on two things: 1. Your group workshop (10%) 2. Your workshop portfolio, containing your evaluation of your own workshop (10%) and response to your peer’s workshops (20%). The workshop portfolio should be compiled in one document and organised appropriately. An expected word count is 500 words per peer-led workshop, 1000 words for your own workshop (2500 words overall). You should draw upon the unit materials – lectures, workshop activities, guest lectures, readings – to inform. your workshop portfolio (see the Reading List for some key texts). Other resources – policy research, web-pages, blogs, web-media – are encouraged provided they are used appropriately and referenced correctly. Figures, images and tables can be used sparingly and only if they illustrate key points presented in the essay. Figures, images and tables should be presented in professional format (labelled, referenced and easy to read). Use 11pt plain theme font (Arial, Calibri or Times New Roman); Use Chicago Style. for referencing. See the Library web site: http://libguides.library.curtin.edu.au/referencing The use of Gen-AI software for this assessment has been approved in the following way: 1. You are allowed to use Gen-AI tools moderately and solely to improve your English, and under two conditions: 1. You must declare in which sections Gen-AI was used and how (i.e., to improve English grammar). 2. You’ll have to save proof that you wrote the original text, and you may be asked to provide such proof. For these reasons, you must: 1. Document its use: • Screenshot/save all work such as prompts used, answers produced, how you edited the output, purpose of using it, etc. 2. Apply appropriate acknowledgement and attribution rules. This means: • Include a declaration of use (see template in Blackboard) • A declaration must be included in your assignment after your reference list. It should detail which tools you have employed. • For specific details on how to cite and declare your use of Gen-AI outputs, follow the advice for the referencing style. used; 3. Unapproved, inappropriate, or undisclosed use may be dishonest or unfair behaviour, and therefore considered misconduct. Marking Criteria Element Criterion: Weighting/40 Workshop Your own workshop Attendance at the briefing /2 Organization of the workshop /3 Execution of the workshop /3 Attendance at the de-briefing /2 Portfolio Your own workshop evaluation Explanation of process /4 Attention to detail /3 Critical reflection /3 Peer workshops Explanation of process /6 Attention to detail /5 Critical reflection /5 Portfolio overall Control of syntax and mechanics /2 Referencing /2 Total /40
