AFAM 100 Black Freedom Struggles Description This course focuses on Black freedom struggles in the United States and in international contexts. Themes addressed may include enslaved Africans’ resistance to capture and enslavement as well as post-Emancipation attempts to combat white supremacy, racial and gender inequality, labor and sexual exploitation, and political disenfranchisement. Resistance strategies include but are not limited to the forging of a prophetic religious tradition, marching, boycotting, forming strong families and communities, collective organizing, making art, and serving in the military in the late 19th through 21st centuries. This course will address key moments, movements, and texts in the history of Black struggles for freedom in various realms including the legal, political, religious, literary, and educational. It will also cover major (as well as lesser-known) artists, activists, writers, orators, scholars, community organizers and teachers involved in Black struggles for freedom. Students will acquire a strong basic knowledge of freedom struggles in the United States, the Caribbean, and across Africa. They will also begin to understand the relationship of Black resistance to broader anti-racist, anti-colonial and anti-imperialist struggles. Assigned readings, films, and lectures will foster critical thinking, speaking, and writing skills. Objectives At the end of this course, you will be able to: 1. Students will interrogate the similarities and differences between Black freedom struggles across time an in different geographies. 2. Students will be introduced to various theories and philosophies of dissent and resistance in order to demonstrate the varied approaches Black people have taken to combating racial oppression in the US and in international contexts); 3. Students will investigate the modes and operations of unfreedom at various levels-- societal, institutional, etc.--and movements for freedom engaged in by African Diasporans--individually and collectively--since the beginnings of the Transatlantic Slave Trade). Organization This course is made up of 9 lessons, several spanning multiple weeks. For a typical lesson, you will complete the following activities and assignments: · Explore online course content. · Read a few assigned readings. · Participate in a discussion, write an essay, complete a quiz. In addition, you will complete several ArcGIS StoryMap assignments. Online Learning and Attendance This course has been developed to promote asynchronous learning. The instructor and students do NOT meet on a designated day and time each week. For each lesson, there is a timeframe to complete all activities and assignments, and you may work at your own pace within that timeframe. However, you must adhere to the due dates outlined on the Calendar. (Due dates can also be viewed under the Syllabus tab.) You should log into the course daily to check for updates, review lessons, and participate in activities.
Task 3 - Robbie the Transformer Background Inspired by the Transformers movies, Robbie can now transform. into a Drone or an AUV (Autonomous Underwater Vehicle), which has different initial exploration speeds (see the table below). Rules in tasks 1 and 2 are still valid for the transformed Robbie. +------------------+--Mountain------------+--Lake---------------+--Crater-----------------+ | Robbie the Robot | 6 (height unit/day) | 8 (depth unit/day) | 10 (perimeter unit/day) | +------------------+----------------------+---------------------+-------------------------+ | Robbie the Drone | 12 (height unit/day) | 6 (depth unit/day) | 8 (perimeter unit/day) | +------------------+----------------------+---------------------+-------------------------+ | Robbie the AUV | 2 (height unit/day) | 12 (depth unit/day) | 6 (perimeter unit/day) | +------------------+----------------------+---------------------+-------------------------+ Robbie is now given a list of feature names to explore (in that order). Your task is to help Robbie decides which type of robot Robbie should transform. into (or not transform. at all) to complete the mission in the shortest time. There are some rules for transformations: · Robbie is allowed to transform. only once (if he wants to) for a mission. His preference is: no transformation, a drone, and an AUV (in this order) if this does not increase the duration of the mission. · The gain of his skills and experiences from his previous explorations still remains. This means, for example, if he previously explored one mountain, then after being transformed into a drone, his exploration speed for mountain will be increased by 20%. · After each mission, Robbie will automatically transform. into the regular Robbie the Robot. Your tasks # geo_features.py You may make changes to the classes GeoFeature , Mountain, Lake, and Crater as you need. # robot.py You may make changes to the class Robot and add more classes as you need. # task3.py In addition to commands in the previous tasks, you need to add the following commands: · The user can input mission , where is a list of features (separated by commas) that Robbie needs to explore (in that order). You should help Robbie transforms into the best form. (or not transform. at all) and accomplish the mission (see examples for more details). You can assume that and correspond to a valid location on the map. You can assume that all user inputs are valid. You can assume that feature names are unique and all inputted feature names are valid. You are allowed to modify the import statements in the scaffold, but you are not allowed to import any modules which were not originally imported in the scaffold. You can assume that and correspond to a valid location on the map. You can assume that all user inputs are valid. You can assume that feature names are unique and all inputted feature names are valid. You are allowed to modify the import statements in the scaffold, but you are not allowed to import any modules which were not originally imported in the scaffold.
Introduction: This project simulates a real-world lending scenario where you will assess the creditworthiness of a company applying for a $1 million loan. You are required to use multiple credit analysis techniques and provide a recommendation. This assignment helps develop your analytical skills and understanding of credit risk in practice. Deliverables Checklist: ✅ Part 1: Project Report (Word file) ✅ Part 1: Data/Calculations (Excel file) ✅ Part 2: Presentation Video (MP4 format) Submit all via Moodle before the deadlines. Some general key information about the project of BFF5914: 1. The project will be 45% of your overall grade. 2. You need to complete a project report and a presentation video. 3. You have to complete the project individually (Requirement). 4. Do not copy others ’ analyses. Otherwise, you will get 0. 5. Submit the project report and video via Moodle. 6. Collect the needed information by yourself. (e.g., financial reports, industry information, stock market information, etc.) 7. The chosen firm should be a non-financial and publicly listed company. Penalties for late lodgement: If your submission is late less than 1 day, 2.5% marks will be deducted; Thereafter, a penalty of 5% per day applies. Assessments submitted after seven (7) calendar days will NOT be marked. Part 1: Project Report (28%, 28 marks in total) Due date: 30/05/2025, Friday, 11:55 p.m. (Week 12) Context Assume that the firm you chose would like to borrow an AU$ 1 million 3-year loan from your bank now. As a lending officer, you are asked to use different methods to conduct the credit analysis and decide on this loan application. (1) Method 1: Five Cs (9 marks) Collect relevant data (both the firm and industry levels) and insert it into an Excel file; show your calculations in the Excel file. Then, the analysis will be conducted, and a loan decision will be made. (2) Method 2: Risk Premium Analysis. (5 marks) According to your bank policy, all loans with a cumulative probability of default higher than 7% will be rejected. You must collect the borrowing firm’s relevant bond information to derive the computations and thus make loan decisions. If the borrowing firm has no bond information, you can use its closest peer’s bond rating. There are two possible ways to get the return rates of bonds. (A) You can use the following table as the return rates of bonds. year3-year4- year3-year4- (B) You can also find the average return rates of different bonds from the internet and use it to derive the computations. (3) Method 3: The Altman Z-score. (2 marks) (4) Method 4: The KMV Model. (4 marks) For information that is unavailable, you must make relevant assumptions to derive the computation. Provide reasonable evidence to justify that your assumption is valid. You can take the slide’s Expected Default Frequency table to determine the EDF of the borrowing firm or search other sourcesfrom the internet. (5) Suppose that you approved the loan one year ago. Now that the borrowing firm’s financial situation has deteriorated, combining the industry risk of the borrowing firm, how can the bank hedge this increased credit risk? (3 marks) (6) Suppose that you approved the loan three years ago. Now, the borrowing firm cannot pay back the loan as scheduled. What would you do as a loan officer? (3 marks) (7) Format requirements and others. (2 marks) Steps of the project: (1) Choose your publicly listed non-financial company as the borrowing firm. (Tips: Manufacturing firms would be easier for you to derive ratios) (2) Collect the firm’s information, including the financial reports (at least 3 years), bond market information (if not available, you could use the bond information of its peer firms), stock market information, industry information, etc. (3) Apply the methods and do the computations (e.g., related ratios, default probabilities, etc.). (4) Edit your project and make one loan decision for each method. (5) The final report will include two files: (i) the data collected in the Excel file and (ii) the computation and analysis in the Word file. Requirements for the project report submission: 1. You need to submit two files: 1 Excel file and one (1) writing report, 2. For the writing report, only accept Word files. (Name of your files in the following way: Student ID and Firm name; e.g., 123456_Apple) 3. Each student submits only once, and do not repeat your submission. 4. Polish your writing before submission. (Poor writing could lead to low scores) 5. Format of the Word: font 12 and 1.5 lining spaces. 6. Words limit on the second part of computation and analysis: min 2000 words and max 3000 words. 7. The title page should include your full name, student ID, and the firm’s name. Part 2: Presentation ((17%), 17 marks in total) Due Date: 30/05/2025, Friday, 11:55 p.m. (Week 12) Students are expected to shoot a presentation video based on the writing report as described in part 1. Format Requirements: Students must show the PPT and record themselves in the video (i.e., video recording but not picture). The required recording format is shown as follows (i.e., show PPT as background and your face at the top right corner): https://support.zoom.us/hc/en-us/articles/360025561091-Recording-layouts Recording software: Zoom Length: 10 mins (+ or –1 min) File format: mp4 File size: 500MB max strictly (e.g., a 10 mins zoom video should be about 120MB) Presentation tips: A guide to oral presentations: https://www.monash.edu/student-academic-success/present- confidently/develop-an-oral-presentation https://www.monash.edu/rlo/assignment-samples/business-and-economics/oral-presentation The following links show some insightful tips for suitable presentation slides:http://www.garrreynolds.com/preso-tips/design/ Recording equipment: Computer or phone with a camera. You can use other software or equipment; however, ensure the uploading file is in mp4 format and does not exceed the required length and size. Video edit: Not allowed. However, you can use the pause function in Zoom. Technical issues: This task aims to exercise students’ virtual learning and working abilities. Students are expected to self-resolve the technical issues and record the video using Zoom. Students are responsible for ensuring the image and audio function well in the video and that the uploaded file does not exceed the required length and size. • Important note: There were some submissions without audio or images. Make sure you check and play your video after recording. DO NOT submit at the last minute, as the uploading takes time. Use Zoom to Record: Using a computer, you can save the recorded Zoom video locally. The following link shows the steps of local recording: https://support.zoom.us/hc/en-us/articles/201362473-Local-recording The procedure is similar if you record using your phone’s Zoom app, except the video is saved in the cloud. You can download it from your Zoom account after the recording. https://support.zoom.us/hc/en-us/articles/205347605-Managing-cloud-recordings Submission: • Submit the electronic copy via Moodle. • The electronic submission should be in mp4 format. Do not compress the file. Marks Allocations: (1) PPT (10 marks) and (2) Oral Presentation (7 marks). PPT: 1. A complete, comprehensive, and short story 2. Clear bullet points on each page, not long sentences. 3. Show some solid evidence to support your conclusion. 4. Conclude your finding. Oral Presentation: 1. Speak clearly 2. Don’t read slides 3. Show your face in the video.
CSSE3100/7100 Reasoning about Programs Week 1 Exercises Exercise 1.1. (a) Below is the Dafny type signature of a method to compute s to be the sum of x and y and m to be the maximum of x and y: method MaxSum(x: int, y: int) returns (s: int, m: int) Write the postcondition of this method. (b) Consider a Dafny method that attempts to reconstruct possible arguments x and y from the return values of MaxSum in Exercise 1.1. In other words, consider a method with the following type signature and the postcondition from Exercise 1.1. method ReconstructFromMaxSum(s: int, m: int) returns (x: int, y: int) ensures your answerfrom Exercise 1.1. This method cannot be implemented. Why not? Write an appropriate precondition for the method that allows you to implement the method. Exercise 1.2. For each of the following explain why the verification fails in the Dafny verifier, and what you need to change to make them verify. (a) function F(): int { 29 } method M() returns (r: int) { r := 29; } method Caller() returns (a: int, b: int) ensures a == 29 ensures b == 29 // this postcondition is not satisfied { a := F(); b := M(); } (b) method Index(n: int) returns (i: int) requires n >= 1 ensures 0 Y) == X && Y b) X ==> Y == !Y ==> !X c) X && Y ==> Z == X ==> !Y || Z d) X || Y ==> Z == (X ==> Z) && (Y ==> Z) e) X || (!X ==> Y) == X || Y f) X ==> Y && Z == (X ==> Y) && (X ==> Z) Exercise 1.6. Prove that each of the following hold by simplifying the antecedent (i.e., LHS) of the implication. (For (b), you need to use some simple properties of arithmetic). a) (P && Q ==> R) && !R && P ==> !Q b) (x < 5 ==> y == 10) && y < 7 && (y < 1000 ==> x x == 5 ( , )Conjunction and disjunctionA && A== A=A||A (A.2)A|| B==B|| A (A.4)A||(B|| C)==(A|| B)||C = A||(A&&B) (A.6)A && (B|| C)==(A&& B)||(A&&C) (A. (A.8)A && true == A (A.10)A && false ==false (A.12)Negation!true ==false (A.14)A &&!A==false (A.17)DeMorganslaws!(A && B)== !A||!B (A.19)ImplicationA ==> B==!A|| B
CAVA1002 Visual Arts Foundation 2 – S1, 2025 XD FINAL PROJECT - 50% of Final Grade Due Date: 13th June 2025, 23:59 hours Project Overview: ● This project is the culmination of your first-year studies in the CAVA program. ● You have explored various themes and methodologies, including Animation, Photo Media, Drawing, Painting, Print Media, Ceramics, and Sculpture. ● The project encourages an experimental approach to art-making. Academic Integrity: ● Adhere to the University's Academic Integrity guidelines. Project Requirements: 1. Choose an Approach: ○ Mapping and site-specific art ○ Installation art ○ Art as documentation ○ Object and/or Image 2. Choose a Theme: ○ Earth and Environment ○ Society and Politics ○ The Everyday ○ The Body ○ Time, Place, Space 3. Create an XD Work: ○ Combine your chosen approach and theme to create a cross-disciplinary artwork. 4. Document Your Work: ○ Select three images or video/sound links that represent your work. 5. Write a 200-Word Theme Statement: ○ Explain how your work relates to cross-disciplinary practice. ○ Address the following points: ■ What artists inspire you? ■ What is the theme of your work? ■ What materials and processes have you used? 6. Submission: ○ Collate your photographic documentation and statement into a PDF. ○ Submit the PDF to Canvas by the due date. If you have any specific questions or need further clarification on any part of the project, feel free to ask! AI must not be used in the Text or Image based content of this assessment task. Your submission must be a work created by you and not from any outside sources. Marking Rubric: ● How well does the artwork relate to cross-discipline practice? (Innovation) 25 points Innovative and imaginative thinking, appropriate to the unit of study, is a measure of the quality of ideas underlying a student's work and of development in their ideas. ● Does the artwork relate to themes within the XD course? (Development) 25 points You are expected to develop the ability to initiate and realise your own objectives for studio practice and theory work within the requirements of the unit of study and your developing knowledge of its historical and theoretical context. You are expected to improve your abilities, competency and understanding throughout a semester, and in successive semesters. ● How resolved is the artwork in its physicality and conceptual ideas? (Critical Awareness) 25 points You are expected to develop a critical awareness and knowledge of the unit of study and develop the ability to objectively evaluate your own work, select appropriate methods and materials and to formulate and evaluate ideas/methods. ● How successfully is the project articulated in the PDF document? (Commitment) 25 points Commitment and self-motivation are important to your successful study in the unit of study. The level of commitment to study in the academic program is reflected in: the development of self-motivation applied to individual, group or assignment based work; the degree of participation in the group work, project submission, essays or discussion; the development of a consistent work pattern, and the regularity and punctuality of attendance and submissions. Important- if you encounter any issues with uploading your assessment task, please take a screen shot of the issue and send it to your lecturer immediately.
School of Electrical Engineering and Computer Science Semester 1, 2025 CSSE2010 / CSSE7201 Assignment 2 Due: 4:00pm Friday May 30th, 2025 Weighting: 20% (100 marks) Objective As part of the assessment for this course, you are required to undertake an assignment which will test you against some of the more practical learning objectives ofthe course. The assignment will enable you to demonstrate your understanding of • C programming • C programming for the AVR You are required to modify a program in order to implement additional features. The program is a basic template of an Elevator Emulator (a description is given on page 3). The AVR ATmega324A microcontroller runs the program and receives input from a number of sources and outputs a display to an LED display board, with additional information being output to a serial terminal and – to be implemented as part of this assignment – a seven segment display and other LEDs. The version of the Elevator Emulator supplied to you has basic functionality only – it will present a start screen upon launch, respond to button presses or a terminal input ‘s’ to start, then display the emulator. A list of features and their implementation details are provided in “Program Features” . The different features have different levels of difficulty and will be worth different numbers of marks. Don’t Panic! You have been provided with approximately 2000 lines of code to start with – many of which are comments. Whilst this code may seem confusing, you don’t need to understand all of it. The code provided does a lot of the hard work for you, e.g., interacting with the serial port and the LED display. To start with, you should read the header (.h) files provided along with Elevator- Emulator.c. You may need to look at the AVR C Library documentation to understand some of the functions used. Academic Merit, Plagiarism, Collusion and Other Misconduct You should read and understand the statement on academic merit, plagiarism, collusion and other misconduct contained within the course profile and the document referenced in that course profile. You must not show your code to or share your code with any other student under any circumstances. You must not post your code to public discussion forums or save your code in publicly accessible repositories. You must not look at or copy code from any other student. All submitted files will be subject to electronic plagiarism detection and misconduct proceedings will be instituted against students where plagiarism or collusion is suspected. The electronic plagiarism detection can detect similarities in code structure even if comments, variable names, formatting etc. are modified. If you copy code, you will be caught. Grading Note As described in the course profile, if you do not score at least 10% on this assignment (before any penalty) then your course grade will be capped at a 3 (i.e. you will fail the course). If you do not obtain at least 50% on this assignment (before any penalty), then your course grade will be capped at a 5. Your Assignment 2 mark (after any penalty) will count 20% towards your final course grade. Program Description The program you have been provided with has several C files which contain groups of related functions. The files provided are described below. The corresponding .h files (except for Elevator- Emulator.c) list the functions that are intended to be accessible from other files. You may modify any of the provided files. You must submit ALL files used to build your assignment, even if you have not modified some provided files. Many files make assumptions about which AVR ports are used to connect to various IO devices. You are encouraged not to change these. • Elevator-Emulator.c – this is the main file that contains the event loop and examples of how time-based events are implemented. Here also, you will find the implementation of the elevator and the floors, as well as code that handles the movement of the elevator. You should read and understand this file. • display.h/display.c – this file contains the implementation for displaying the current state of the board. This file contains useful functions for changing the state of the LED matrix. • buttons.h/buttons.c – this contains the code which deals with the IO board push buttons. It sets up pin change interrupts on those pins and records rising edges (buttons being pushed). • ledmatrix.h/ledmatrix.c – this contains functions which give easier access to the services provided by the LED matrix. It makes use of the SPI routines implemented in spi.c. • pixel-colour.h – this file contains definitions of some useful colours. • serialio.h/serialio.c – this file is responsible for handling serial input and output using interrupts. It also maps the C standard IO routines (e.g. printf () and fgetc ()) to use the serial interface so you are able to use printf() etc for debugging purposes if you wish. You must include serialio.h in the relevant file for the functions to work. You should not need to look in serialio.c, but you may be interested in how it works and the buffer sizes used for input and output (and what happens when the buffers fill up). • spi.h/spi.c – this file encapsulates all SPI communication that is used to communicate with the LED Matrix. • terminalio.h/terminalio.c – this encapsulates the sending of various escape sequences which enable some control over terminal appearance and text placement – you can call these functions (declared in terminalio.h) instead of remembering various escape sequences. Additional information about terminal IO will be provided on the course Blackboard site. • timer0.h/timer0.c – sets up a timer that is used to generate an interrupt every millisecond and update a global time value. Elevator Emulator Description This assignment involves creating an elevator emulator. The LED Matrix shows four floors in green (referred to as floors 0 through 3) and a 2x3 red LED grid which represents the elevator, on the left-hand side. Note that the X and Y coordinate system used (seen in Figure 1) does not correspond with the X and Y coordinates labelled on the LED Matrix PCB. Figure 1: Initial layout of elevator emulator (note that pixel positions are referenced from the bottom left) Travellers appear on each floor and the elevator moves to their floor, picks them up and takes them to their destination floor. The elevator moves up and down and, for the sake of algorithmic simplicity, is only capable of moving one traveller at a time. Each traveller can be one of four colours, with each different colour corresponding to a different destination floor. In the following example (Figure 2) a light red passenger appears on floor 1. Light red indicates the traveller’s destination is floor 0. The elevator moves to their floor, picks them up and then moves down to the destination. Note that there is a fixed amount of time (defined in code) between each of the frames shown. Figure 2: Example, moving a traveller from floor 1 to floor 0
Scenario 2: Quality Assurance analysis The team decided to have a detailed sprint task approach where the development tasks are specified reflecting Acceptance Criteria (ACs): as the content of most user stories in the product backlog for this project is nontrivial, it would be incorrect for the team to follow a lightweight approach with a general development task approach. The team decided that the information radiator will be an Excel spreadsheet with a Product backlog, and for each sprint, they are going to create an Excel spreadsheet with a Sprint backlog (all spreadsheets shared with all team members in OneDrive, with edit rights). When preparing for the Sprint 1 planning meeting, the team also created Acceptance Criteria (ACs) for a number of high-priority items, including PBI-13. PBI 13. As a customer, I want to select whether I will pay for my order with a credit card or PayPal, so thatI have the flexibility of payment. Note: This functionality covers only the selection among the options. The actual payment functionalities will be presented by PBI-14 and PBI-15. The ACs for PBI-13 have been specified as follows: AC12.1 Given the customer is on the cart page of the application When the customer selects the option “payment with credit card” or the option “payment with PayPal”, Then the payment option for this order will be stored as “CreditCard” and the application will present to the customer a screen “Please enter details of your credit card” with fields to enter the credit card number, the name on the card, the expiration date of the card and the CVV number. Please note that the team, Product Owner and Scrum Master agreed to the following Definitions of Done for the functionalities to be developed for customer users: · Unit testing passed (code coverage 80%) · Code peer reviewed · Functional testing based on ACs passed (manual testing) · Usability testing passed (Chrome 134.0, Safari 17.6) · Regression testing passed · Approved by the Product Owner The below screenshot (of a part of a Trello card) presents the sprint tasks the team has specified: Interview tasks for Scenario 2: Scenario 2 will provide you a Definition of Done for the project, a screenshot presenting sprint tasks as well as a specification of acceptance criteria for an item. Task 2.1 - ACs: You need to analyse the specified Acceptance Criteria, explain what issues you identified and demonstrate how exactly they should be fixed (create and present a corrected version of Acceptance Criteria). Task 2.2 – Sprint tasks: You need to analyse the sprint tasks, explain what issues you identified and demonstrate how exactly they should be fixed (create and present a corrected version of the sprint tasks for this PBI). Task 2.3B – Testing (Variant for Bachelor students): You need to specify test cases for a sprint tasks that aims to cover the following item of the Definition of Done: Functional testing based on ACs passed (manual testing). Please use the templates provided in Canvas. Task 2.3M – Testing (Variant for Master students): For Functional testing based on ACs passed (manual testing), you need to specify test cases for a sprint tasks (please use templates provided in Canvas). For all other items of the Definition of Done, please explain briefly how you will conduct testing and what artefacts will be created as result. Scenario 3: Product Backlog Analysis A Scrum team, Product Owner and Scrum Master agreed to the following Definitions of Done, where DoD1 was specified to cover staff functionality, and DoD2 was specified to cover customer functionality: DoD1: · Unit testing passed (code coverage 85%) · Code peer reviewed · Functional testing based on ACs passed · Usability testing passed (Chrome 134.0, Safari 17.6) · Regression testing passed · Approved by the Product Owner DoD2: · Unit testing passed (code coverage 80%) · Code peer reviewed · Functional testing based on ACs passed · Usability testing passed (Chrome 134.0, Safari 17.6) · Regression testing passed · Approved by the Product Owner An extract of a Product Backlog is presented below. This extract covers only the customer functionality, which will be the focus of the tasks within Scenario 3. For the analysis of the PBIs' statuses, you have to assume that the team is currently at the end of Sprint 0. PBI ID User Story Owner Priority Efforts Status DoD PBI-1 As a customer, I want to see information about Melbourne Handmade Soap and photos of their shop on the “About” page, so that I know more about the company Alex Bell High 13 In Progress DoD1 PBI-30 As a customer, I want to see the full range of soaps produced by coffee4U on “Our soap” page, so that I know what I can order Wei Wei High 5 In Progress DoD1 PBI-31 As a customer, I want to select among the soap items, so that I can order the item of the right size. Note: the soap sizes are sample (50g), medium (100g) and large (150g). Kelly Lee High 5 To-Do DoD1 PBI-3 As a customer, I want to add soap items of a selected size to my cart, so that I can buy these items. Alice Long High 5 To-Do DoD1 PBI-4 As a customer, I want to adjust the quantity of each soap item in my cart, so that I can buy these items. Lukas Knight High 3 To-Do DoD1 PBI-5 As a customer, I want to remove soap items from my cart, so that I have the flexibility to change my mind. Alex Bell High 1 To-Do DoD1 PBI-6 As a customer, I want to select whether the order will be delivered by Australian Post or picked up from the shop during the shop’s business hours (currently Monday-Friday 9:00am – 4pm, Saturday 9am – 12pm), so that I have flexibility or ordering. Wei Wei High 2 To-Do DoD1 PBI-7 As a customer, I want to proceed to check out, so that I can buy items in my cart. Kelly Lee High 2 To-Do DoD1 PBI-8 As a logged-in customer, I want to select a payment method (PayPal or credit card), so that I can click on the corresponding button. John Ngo High 2 To-Do DoD1 PBI-9 As a logged-in customer, I would like to pay with PayPal, so that my order is finalised. Alice Long High 5 To-Do DoD1 PBI-10 As a logged-in customer, I would like to pay with a credit card, so that my order is finalised. Lukas Knight High 5 To-Do DoD1 PBI-11 As a logged-in customer, I want to receive email confirmation of a successful payment for my order, so that I can keep a record of my orders. Alex Bell High 3 To-Do DoD1 PBI-13 As a logged-in customer, I want to see the history of my orders, so that I can keep a record of my orders. Wei Wei Medium 5 To-Do DoD1 PBI-12 As a customer, I want to register in the system, so that I can log in. Kelly Lee Medium 3 To-Do DoD1 PBI-5 As a customer, I want to log in so that I can pay for the items in my cart. John Ngo Medium 1 To-Do PBI-14 As a customer. I want to increase the quantity of an item in my cart, so that I can adjust my selection. Alice Long High 1 To-Do DoD1 PBI-16 As a customer, I want to decrease the quantity of an item in my cart, so that I can adjust my selection. Lukas Knight High 1 To-Do DoD1 PBI-17 As a customer, I want to pay for my order without logging into the system, so that I can enjoy the flexibility of payment. Lukas Knight High 5 To-Do DoD1 PBI-18 As a customer, I want to see the history of my orders, so that I can quickly re-order them. Lukas Knight Low 12 To-Do DoD1 PBI-25 As a customer, I want to re-order my previous order, so that I can save time on ordering. Lukas Knight Low 3 To-Do DoD1 PBI-20 As a customer, I want to log in using Google / Facebook, so that I don’t need to register. Lukas Knight Low 3 To-Do DoD4 Interview tasks for Scenario 3: In this scenario, a product backlog will be provided to you. You need to analyse the provided product backlog with respect to the Notes made during the initial requirements elicitation interviews (these notes have bee provided to you in A2: Team-based Assignment: Scrum Project Planning). Assume in this scenario that the Scrum team consist of five members: Alex Bell, Wei Wei, Kelly Lee, John Ngo, Alice Long. Alex Bell is also the Scrum Master. The Product Owner for this project is Lukas Knight. Task 3.1 – IDs, priorities, sorting, statuses, owners: Analyse PBI IDs, priorities and sorting of the provided product backlog, as well as statuses and PBI owners. Explain whether you identified any issues there (and demonstrate how exactly you fixed these issues). Present the results of your analysis in the following order: 1. Analysis of IDs 2. Analysis of priorities and sorting 3. Analysis of statuses 4. Analysis of PBI owners Task 3.2 – Efforts and DoD: Analyse the efforts of the PBIs and explain what issues you identified (and how exactly you will fix them) there. Analyse the DoD column of the PBIs and explain what issues you identified (and how exactly you will fix them) there. Analyse both DoD1 and DoD2 with respect to the Notes made during the initial requirements elicitation interviews. Task 3.3B – Functional requirements (Variant for Bachelor students): Analyse user stories in the provided product backlog and explain what issues you identified (and how exactly you will fix them) there. Task 3.3M – Functional requirements (Variant for Master students): Analyse user stories in the provided product backlog and explain what issues you identified (and how exactly you will fix them) there. Select one user story out of the product backlog and demonstrate how you would specify the corresponding functional requirements if the project were conducted using traditional (Waterfall-like) methodology. 3. Video (up to 5 minutes long), where you present your solutions for Scenario 3 tasks. Please name this file sXXXXXXX-Scenario3, where sXXXXXXX should be replaced by your student ID. The format of the videos must be avi, mp4, mov, wmv, mpg, webm. The videos should contain both, screen capture and camera capture of you (clearly presenting your face), the camera capture should be provided for the whole duration of the presentation. Note: Only files submitted in Canvas → Assignments in the required format will be considered for marking. Any files uploaded to external resources (e.g., Google Drive, team’s co-work space in Canvas, etc.) or links to Trello, github, etc. cannot be considered for marking.
Module title: FC312 Physics Name of experiment: Expansion Coefficient of Water experiment The lab report usually contains 1500-2000 words, excluding references. Lab Report – (80% of assessment score) How will this part be marked? Overall structure and quality of presentation (10%) · Attractive, clear layout with title page, headings, sub-headings · Neat, well laid-out tables with column headings · Neat graphs with titles, labelled axes and well-spaced, numbered scales · Correctly formatted chemical and mathematical equations · Calculations that are well laid out and easy to follow · References correctly formatted and attributed · Correct use of academic English: o Good English sentence structure o Correct English spelling o 3 rd person passive voice used correctly Academic integrity (5%) · Information from sources is appropriately paraphrased/summarised rather than relying on quotes · Any direct and indirect quotations are clearly marked and acknowledged with correct citations · References match the citations and are correctly formatted · Data/facts presented are genuine and accurate Useful materials: Reports should be written in the third person and the passive voice. In other words, never use ‘I’ or ‘we’ in technical writing. Most of the time, the past tense is used when giving details of what was done. Occasionally, the present tense is used when giving details of the background to the work or inferring general relationships from the results. It is good practice to use simple words and short sentences. Use of informal/conversational expressions (e.g. “I bet you’re surprised that the results are so accurate lol”) must be avoided. Make sure that you write in complete sentences, and use lists only when neceessary. Use justified text (ctrl+J on windows Microsoft Word), with no indent at the start of the paragraph and a line space between paragraphs. Use normal margins to leave room for feedback (and for binding of a hard-copy of the report), do not let figures or tables spill over into the margins. Remember to check your spelling and grammar! Microsoft Word can do this for you, and you can also find many online tools to help you. Addition submission information – check you have done the following: Formatting Consistent font, spacing, page numbers, formatting and subheadings Citations Correct format and location throughout the report Referencing Harvard referencing system used correctly in the reference list Summarising Summarising the results of research Paraphrasing Paraphrasing the contents of research findings Spell check Spell check the report Proof-reading Proof-reading completed Grammar Grammarly has been used to check the report Introduction: 300-500 words How will this part be marked? Experimental Procedure and Plan of experiment (10%) · Clearly defined aim of experiment · Appropriate theoretical context · Hypothesis with reasons · List of equipment and consideration of safety procedures · Clear explanation of method · Clearly labelled diagram showing the equipment set-up · Methodical practical skills (instructions followed correctly) · Appropriate safety precautions Discussion and Conclusion (30%) This will mainly be found in the Introduction, Discussion and Conclusion sections. · Clear explanation of the science underlying your observations · Interpretation of results and graphs · Explanation of all results · Well-explained links to theory with equations · Confirmation (or otherwise) of hypothesis and/or aims Useful materials: The introduction sets the foundation for the rest of your report. It gives the background to the experiment or study, explaining why it was important to do it. You need to write this part as clearly as possible; someone who has no idea of physics should be able to understand everything you are doing in this experiment. (Let’s say your experiment is about simple harmonic motion (SHM), and you measure how does the oscillation period change with spring strength and load mass using a stopwatch. You need to explain what is the oscillation period, what is a spring and how is its strength defined, what is a load, how does pressing the buttons on a stopwatch lead to the oscillation period etc.. I should not have to go to another source to search for the meaning or purpose of anything in the report.) The objectives of the report should be clearly stated here, but do not discuss your results – leave the good bits in the “results” section. In a proper technical paper, you would use the introduction section to review and summarise previous relevant work. The introduction is the part where the references will be used most, because all the information you will provide here should be taken from another source, so you have to paraphrase it and give your reference in the text. You have to use at least 5 references in the whole lab report. There is a document showing how to add in-text citations on VLE. Remember if you use any sentence that you did not invent or create, it needs to be cited. Even if you say gravitational acceleration is 9.81 m/s2, you need to cite it because that is not your own idea, you learned it from somewhere else. You should use scientific sources such as books, articles, journals, and university sources, but NOT Wikipedia. Aim: 20 - 50 words How will this part be marked? Experimental Procedure and Plan of experiment (10%) · Clearly defined aim of experiment · Appropriate theoretical context · Hypothesis with reasons · List of equipment and consideration of safety procedures · Clear explanation of method · Clearly labelled diagram showing the equipment set-up · Methodical practical skills (instructions followed correctly) · Appropriate safety precautions Useful materials: Write down the purposes/aims of your experiment. What are you trying to find? Materials and methods: 300 words How will this part be marked? Experimental Procedure and Plan of experiment (10%) · Clearly defined aim of experiment · Appropriate theoretical context · Hypothesis with reasons · List of equipment and consideration of safety procedures · Clear explanation of method · Clearly labelled diagram showing the equipment set-up · Methodical practical skills (instructions followed correctly) · Appropriate safety precautions Useful materials: Describe the materials and apparatus you used in the experiment. You can use diagrams/images to make your report more colourful. The methods part is the procedure of the experiment you did step by step. However, you should not simply copy and past your lab manual, instead you need to write the steps in your own words. You should give enough details about how the experiment was carried out, such that another person can repeat your experiment. Results and calculations: 200 words How will this part be marked? Data Handling – Results (Tables, graphs, calculations) (15%) · Good quality and accurate results with units · Well laid out results with column headings and units specified · Equations, structural formulae · Correct mathematical manipulation in calculations, including units · Graphs with title · Good choice of axes and scales with units · Units on graph axes and/or table headings · Results quoted to correct precision, with consideration of errors Useful materials: Here you should put the tables for your processed data, and describe how are the numbers measured, or calculated using formulae. Your raw data (where units might be different), detailed calculation steps, and Excel spreadsheet (if any) should be put in the Appendix. Read “Lab Instructions” on the VLE to find the tables and the formulae for making calculations. Read “Handling Data and Error Analysis”, “Error Propagation” on the VLE when deciding on the precision of the calculations. Please be careful with the degree of precision. Discussion: 500-600 words How will this part be marked? Discussion and Conclusion (30%) This will mainly be found in the Introduction, Discussion and Conclusion sections. · Clear explanation of the science underlying your observations · Interpretation of results and graphs · Explanation of all results · Well-explained links to theory with equations · Confirmation (or otherwise) of hypothesis and/or aims Useful materials: You need to explain what your results mean. You should link your results to the relevant theories and explain how do your results support/contradict the theory. You must use in-text citations where appropriate. There are some “key questions” in the lab manual, you can find them on the VLE as well. Try to answer them correctly, the answers will help you discuss your results. Errors: 200 words How will this part be marked? Data Handling – Results (Uncertainty & Errors) (10%) · Recognition of outliers, repeat measurements to reduce uncertainty · Identification of errors and discrepancies · Analysis of impact on results Useful materials: Experiments are not perfect, and you should discuss about any differences between your measured values and the theoretical values. You should go over your methods one step at a time, and describe where might errors be introduced. Group the errors by their type. Are they systematic or random? Are they caused by limitations in the original experiment design or by poor execution of the experiment steps? Are they human errors, instrument errors, or others? Mention whether the errors can be reduced/avoided, and if possible, how? Conclusion: 100 words Discussion and Conclusion (30%) This will mainly be found in the Introduction, Discussion and Conclusion sections. · Clear explanation of the science underlying your observations · Interpretation of results and graphs · Explanation of all results · Well-explained links to theory with equations · Confirmation (or otherwise) of hypothesis and/or aims Useful materials: Finally, briefly conclude your lab report. Have you successfully met the aims of this lab? State what has been learned from this experiment. References: How will this part be marked? Overall structure and quality of presentation (10%) · Attractive, clear layout with title page, headings, sub-headings · Neat, well laid-out tables with column headings · Neat graphs with titles, labelled axes and well-spaced, numbered scales · Correctly formatted chemical and mathematical equations · Calculations that are well laid out and easy to follow · References correctly formatted and attributed · Correct use of academic English: o Good English sentence structure o Correct English spelling o 3 rd person passive voice used correctly Academic integrity (5%) · Information from sources is appropriately paraphrased/summarised rather than relying on quotes · Any direct and indirect quotations are clearly marked and acknowledged with correct citations · References match the citations and are correctly formatted · Data/facts presented are genuine and accurate Useful materials: You should list all sources (including AI) used here, after citing them in the main body of the report. Use the Harvard citation style. for both in-text citation and the reference list. · Stark, T. (2008) How I Became Iron Man. 0th Edition. Place of publication: Atlantis. · NHS (2019) Diabetes. Available at: https://www.nhs.uk/conditions/diabetes/ (Accessed: 26 October 2023). · Chemistry Lab Report Template (2023). Place of publication: Kaplan VLE FC304 Chemistry.
Assignment 3 - Build a Relational Database in Access Objective: You are required to develop a small-scale relational database for a catering or food industry related company or organisation. The database should be well-designed, easy to use, and able to handle basic data management tasks. Task: 1. Entity Relationship Diagram (ERD) A. Identify the purpose of the database. Explain the table design in the context of your business. This should not be more than 200 words. B. Create an ERD with the below details: o Minimum 4 tables o Each table has at least 4 fields, unless it is a junction table. o Database includes at least 3 different data type o Define relationships between tables o Define Primary and Foreign Keys for each table 2. Create Data for Database You may use a generative Al tool to create your data for your chosen business. As part of using a generative Al tool, you must include the prompt, system used and results and attach it to your submission via this template. Data Task- Declaration of usage of Generative AL(Temolate) docx This is an example of how to use the template. Data Task- Declaration of usage of Generative Al (Examolel docx 3. Create the Database Tables Tables are the primary means of organizing and storing data in a database. You will need to create tables to hold the data you want to store in your database. Tables should be organized in a logical manner that reflects the relationships between the data as defined in the ERD. Each table should include fields (at least 4, unless it is a junction table) that define the type of data to be stored in that table. Fields should be defined with appropriate data types, such as text, number, date/time, etc. Each field should have a unique name that clearly identifies the data it will store. o Create a minimum of 4 tables provide relevant names to the tables, add at least 4 fields to each table unless It is a junction table. o Ensure Database has at least 3 different data types. o At least one table must have more than 15 records For example, if you are creating a database to manage products of a business, you might create tables for customers, orders, products and order details. 4. Main Form. Mock Up Mock-up a design for the main form. (do not create it in MS Access yet). The final Main form. must allow Users tol access all the reports and formms in the database. 5. Forms Design and create two forms either built on or embedded with queries. Forms built on queries retrieve and input data from across multiple tables. o Create the main form. with four functional buttons (using Macros created using the macro builder) for other forms and reports. o Form. 1-allows user to input all fields in for a new record (except ID) and save. When an entry is added, al new ID is created. Sub-form. showing link to other tables is shown. o Form. 2-allows users to select a record from a drop-down menu and displays all the record's deta'ls.l allowing thern to be updated or deleted. The correct total number of records is always shown in the forn. 6. Reports Create two reports built on or embedded with queries. The queries must collate information from across multiple tables. The reports should be formatted and follow good design principles. o Report 1 must include a sub-form. and a calculated field. Accurate data is collected and displayed with totals. o Report 2 should include a data visualisation - Logo, title, trendline and legend displaying a chart with accurate data frorn the query
MKTG1002: DATA ANALYSIS REPORT Due: Sunday June 1st 11.59pm (Week 13) Weighting: 30% Word Count: 2000 words INSTRUCTIONS You have been hired by Luminous Aromas, a boutique candle company known for its luxurious, hand-poured candles made from natural ingredients and infused with unique, captivating scents. Their product range includes a variety of candles, from soothing lavender and chamomile blends to invigorating citrus and spice combinations, appealing to both relaxation seekers and those looking to add a touch of sophistication to their homes. Luminous Aromas is in the process of developing a new logo. You have been provided with their overarching research question, specific research questions, and research objectives. You have also been provided with data that was collected from exploratory research (a word association task) and output from descriptive research (a survey). The data and output can be found on Canvas in the Assessments folder. You are now required to analyse both the qualitative data and quantitative output to make recommendations to Luminous Aromas. Your report would be presented to the company upon completion and should therefore be presented in a professional manner. CLIENT BRIEF: LUMINOUS AROMAS OVERARCHING RESEARCH QUESTION “What is the role of brand logos in influencing consumer attitudes and intentions?” RESEARCH QUESTIONS 1. What associations do consumers hold with Luminous Aromas? 2. What are consumer attitudes towards Luminous Aromas?3. How does perceptions of ‘logo fit’ influence consumer purchase intention for Luminous Aromas? 4. How do consumer attitudes differ depending on a consumer’s demographic profile? RESEARCH OBJECTIVES 1. To identify the associations that consumers have with Luminous Aromas. 2. To determine if consumer attitudes towards Luminous Aromas is negative or positive (significantly different to a mean rating of 4 on a seven-point scale). 3. To determine if consumer purchase intention is negative or positive (significantly different to a mean rating of 4 on a seven-point scale). 4. To determine if logo fit influences consumers intention to purchase from Luminous Aromas. 5. To determine if consumer purchase intention differs depending upon which logo is used. 6. To determine if attitudes towards Luminous Aromas differ based upon a consumer’s gender. HOW WAS THE DATA COLLECTED? WORD ASSOCIATION TASK Participants were shown an image of Logo 1 and Logo 2 and were asked to type the first word that came to their mind when viewing the logos. Logo One Logo Two ONLINE SELF-ADMINISTERED SURVEY Participants were shown either Logo One or Logo Two. After viewing the logo, participants were asked to rate their purchase intention, attitude towards the brand, the fit of the logo and to provide demographic information.
Student Exploration: Ionic Bonds Vocabulary: chemical family, electron affinity, ion, ionic bond, metal, nonmetal, octet rule, shell, valence electron Prior Knowledge Questions (Do these BEFORE using the Gizmo.) 1. Nate and Clara are drawing pictures with markers. There are 8 markers in a set. Nate has 9 markers and Clara has 7. What can Nate and Clara do so that each of them has a full set? 2. Maggie is sitting at a table with Fred and Florence. Maggie has 10 markers, but Fred and Florence each have only 7 markers. How can they share markers so each has 8? Gizmo Warm-up Just like students sharing markers, atoms sometimes share or swap electrons. By doing this, atoms form bonds. The Ionic Bonds Gizmo allows you to explore how ionic bonds form. To begin, check that Sodium (Na) and Chlorine (Cl) are selected from the menus at right. Click Play () to see electrons orbiting the nucleus of each atom. (Note: These atom models are simplified and not meant to be realistic.) 1. Each atom consists of a central nucleus and several shells that contain electrons. The outermost electrons are called valence electrons. How many valence electrons does each atom have? Sodium: ______ Chlorine: ______ 2. Click Pause (). Elements can be classified as metals and nonmetals. Metals do not hold on to their valence electrons very tightly, while nonmetals hold their electrons tightly. Electron affinity is a measure of how tightly the valence electrons are held. A. Try pulling a valence electron away from each atom. Based on this experiment, which atom is a metal? ______________ Which is a nonmetal? _______________ B. Try moving an electron from the metal to the nonmetal. What happens? __________ Introduction: Some of the particles that make up atoms have an electrical charge. Electrons are negatively charged, while protons are positively charged. Particles with opposite charges (+ and -) attract, while particles with the same charge (+ and + or - and -) repel. Question: What happens when atoms gain or lose electrons? 1. Count: Electrons move around the nucleus of atoms in specific shells, shown by the rings around the atoms in the Gizmo. The first ring holds two electrons, and the second holds eight. (If you like, you can hide the inner electrons by selecting Hide inner electrons.) A. Observe the sodium and chlorine atoms. How many electrons are there total in each atom? Sodium: ____________________ Chlorine: ___________________ B. Each atom is neutrally charged, which means that each atom has the same number of protons and electrons. Based on this, how many protons are in each atom? Sodium: ____________________ Chlorine: ___________________ 2. Observe: Most atoms are stable with a configuration of eight valence electrons. This is known as the octet rule. How many valence electrons does each atom have? Sodium: ____________________ Chlorine: ___________________ 3. Form. a bond: Each electron has a charge of 1-, and each proton has a charge of 1+. You can calculate the charge of an atom by subtracting the number of electrons from the number of protons. Move an electron from the sodium to the chlorine atom. A. What are the charges of each atom now? Sodium: _____ Chlorine: _____ Turn on Show charge to check. These charged atoms are called ions. B. Is each ion stable? Explain. ___________________________________________ Click Check in the lower right corner of the Gizmo to check. 4. Think and discuss: Why is there an attraction between the two ions in this chemical bond? Question: How are ionic compounds formed? 1. Observe: Look at the purple lithium atom and the red oxygen atom. Recall that most atoms are stable when their outermost ring has eight electrons. Some atoms, such as lithium and beryllium, are stable when their outermost ring has two electrons. A. How many electrons will the lithium atom give up to become stable? _____________ B. How many electrons does the oxygen atom need to become stable? ____________ C. Can a stable compound be made from these two atoms? Explain why or why not. ___________________________________________________________________ 2. Form. bonds: Click Add metal to add another lithium atom, and then transfer electrons from the lithium to the oxygen. Click Check. A. Did you make a stable compound? _______ B. Turn on Show formula. What is the formula of this compound? ________________ C. Turn on Show charge. What is the charge of each ion? Li _____ Li _____ O _____ 3. Practice: Use the Gizmo to create stable compounds from the combinations given below. After transferring electrons, arrange the atoms to demonstrate the attraction between positively charged ions and negatively charged ions. Click Check to check each compound. For each compound, click the camera () icon to take a snapshot. Right-click the image, and click Copy Image. Paste each image into a blank document to turn in with this worksheet. Write the ionic charges (such as Ca2+) and chemical formulas below. Ionic charges Chemical formula A. Lithium and fluorine: Li __ F __ _________________ B. Beryllium and oxygen: Be __ O __ _________________ C. Magnesium and fluorine: Mg __ F __ _________________ D. Aluminum and chlorine: Al __ Cl __ _________________ E. Beryllium and nitrogen: Be __ N __ _________________ Introduction: The periodic table arranges elements by size and property. The vertical columns represent chemical families, or groups of elements with similar chemical properties. Question: How are elements arranged into chemical families? 1. Observe: Drag the nonmetal into the trash () so there is only the one lithium atom visible. A. How many valence electrons does lithium have? ______ B. Now look at your periodic table. Find lithium (Li) in the first column. Other than lithium, which element from the Gizmo is also in this column? __________________ C. Choose this element. How many valence electrons does this element have? ______ 2. Gather data: Four other pairs of elements in the same chemical family are listed below. List the number of valence electrons in each element. Beryllium _____ Nitrogen _____ Oxygen _____ Fluorine _____ Magnesium _____ Phosphorus _____ Sulfur _____ Chlorine ____ 3. Analyze: What pattern do you see? _____________________________________________ 4. Make a rule: Based on your data, how are elements arranged into chemical families? 5. Infer: Look at your periodic table. How many valence electrons would you find for elements in each family? Boron family: _____ Carbon family: _____ Neon family: _____ 6. Think and discuss: How do you think the number of valence electrons relates to an element’s chemical properties? ________________________________________________
Assignment 3a: Individual code Assignment Overview Assignment 3 consists of two main deliverables: runnable code and the report. 1) Part 3a: Individual Code weight: 5% (of course total) due: end of (week 11) mode: individual 2) Part 3b: Group Report weight: 25% (of course total) due: end of (week 12) mode: group To successfully accomplish this task, you need to demonstrate good coding and analytical skills as well as professional communication and writing skills. You will work in groups of three. Equal contribution and engagement of each group member is expected. Business Scenario Your work on this task is based on the following scenario: You are working in a team of developers for a grocery store. The store manager noticed that some items are often bought together. The manager wants to find out exactly what items customers buy most often together in one basket (we call them itemsets). This information will be used to place itemsets close together, so that customers can find them quickly, which in turn may increase sales. After analysing the problem, your team has discovered that once frequent itemsets are identified, it is also possible to recommend products from these itemsets to customers on the store website. Your team, being knowledgeable of both frequent itemsets mining and recommendation systems, wants to go even further: you want to test other well-known recommendation methods, such as collaborative filtering, to see which recommendation method works better. The store collects details about customers’ buying habits through a loyalty programme and your team is given access to the representative dataset. The system you build, however, should scale to around one million customer transactions. The project has been approved by the store management, so you are ready to start building the system which can help to significantly increase sales. Weighting & Due Dates This assessment is worth 5% of your overall grade. The submissions are due Sunday Night, 23:59 (end of week 11). Note: Even though you get an individual mark for this assignment, the work you do will affect Assignment 3b group work. Do high-quality work to achieve the best results as a group! Course Learning Outcomes CLO 2: Apply suitable algorithms for particular data mining problems. CLO 3: Design and develop processes and products to solve business problems related to data mining. CLO 4: Resolve data mining problems in collaboration with others. CLO 5: Communicate effectively in a variety of forms using appropriate terminology. Task Description Purpose: To practice of using association rule mining and recommender system methods and to apply pattern mining and recommendation system methods to solve a practical problem. Instructions There are two main parts of this assignment. The first part is an individual code contribution. Despite the fact that it is an individual assignment, this assignment is part 1 of a two-part assignment. The second part is a group (https://myuni.adelaide.edu.au/courses/101178/assignments/424671) assignment. Datasets for the assignment: training set (https://myuni.adelaide.edu.au/courses/101178/files/16531438/download) , test set (https://myuni.adelaide.edu.au/courses/101178/files/16531336/download) . Part 0: Teamwork To start with, as a group you should decide on the work distribution and task allocations. There are three main tasks as detailed below. In general, it is suggested that each member of the group 'mostly works' on one of the three tasks. However, keep in mind, this task has a strong integration element. As such, this work should be shared/distributed depending on the complexity of the tasks. Task 1: Patterns Write code in Python (or R, Python preferred) to mine frequent patterns from the training dataset. You can use any pattern mining algorithm discussed in the course (i.e., Apriori or FP-growth). You can also use a method not discussed in the course, but if you do, ensure you reference your source and describe why it is required and how it works. At the end of this task, you should have a system which can take raw input data and produce a series of patterns (and some kind of good/bad quality of the patterns). Task 2: Collaborative Filtering Write code in Python (or R, Python preferred) to implement collaborative filtering on the training dataset. Your method should score recommendations for a user to select top recommendations. Select a metric to measure the performance. Write code to test the recommendations on the test set. You should also integrate the code from part 1, to also allow for the making of recommendations based on the patterns found. At the end of this task, you should have a system which can take either: Raw input data and produce a series of recommendations, and Pattern input and produce a series of recommendations. (i.e., output of Part 1). Task 3: Research Methods Read the provided references and conduct additional research to find at least one more credible academic source on: "The use of frequent patterns to generate recommendations." Based on the research and your own ideas, write code that integrates tasks #1 & #2 to produce results for the report. End Game At the end you should have something like this. Task one has contributed a system which turns data into patterns. Task two has done collaborative filtering and turned the results of both the pattern list and the collaborative filtering table into recommendations (this part is very small, pick the best matching pattern in the list - if there is one). Task 3 takes the output of Task 1 and Task 2 (collaborative filtering table and a pattern list) and produces a kind of 'combined recommendation' which takes into account both methods of matching users together.
MTH 223: Mathematical Risk Theory Tutorial 6 1. Assume that the ground-up loss variable X has a uniform distribution U (0, 650). Let YP = X - 150 j X > 150, YL = (X - 150)+ and Y = min{X, 150} be the per-payment variable, the per-loss variable and the limited loss variable, respectively. (a) Find the distribution function FYP (y) for all y ∈ (-∞ , ∞). (b) Find the distribution function FYL (y) for all y ∈ (-∞ , ∞). (c) Find the distribution function FY (y) for all y ∈ (-∞ , ∞). (d) Calculate the expectation of the per-loss variable. (e) Calculate the variance of the limited loss variable. (f) Calculate the mean excess loss function e(150). (g) Calculate Var [(X - 150)2 j X > 150]. 2. Let X be the ground-up loss for the current year for an insurer with the following pdf (a) Suppose that a franchise deductible of 100 is applied to the loss. Let YL and YP be the per loss and per payment random variables for the current year, respectively. Find the cdfs FYL (y) and FYP (y) for all y ∈ (-∞ , ∞), and E (YL ) and E (YP ). (b) Suppose that an ordinary deductible of 150 is applied to the loss. Calculate the loss elimination ratio for the current year. (c) Suppose that an annual inflation rate of 5% will prevail. The insurer would like to model its ground-up loss by 1.05X for the next year meanwhile maintaining the same ordinary deductible of 150 as that in (b) for the current year. (i) Calculate the loss elimination ratio for the next year. (ii) To keep the same loss elimination ratio for the next year as that for current year, what should be the ordinary deductible of d for the next year? Justify your answer. (d) Suppose that the insurer institutes an ordinary deductible of 100 , a coinsurance of 85%, and a maximum payment of 1,700 in the current year. Let YL be the per loss random variable for the current year. Find (i) the cdf FYL (y) for all y ∈ (-∞ , ∞); (ii) the probability that the payment to be made by the insurer in the current year will exceed 50 ; (iii) Var (YL ). 3. Losses have an exponential distribution with a mean of 1,000. There is a deductible of 500. Determine the amount by which the deductible would have to be raised to double the loss elimination ratio. 4. Total claims for a health plan have a Pareto distribution with α = 2 and θ = 500. The health plan implements an incentive to physicians that will pay a bonus of 50% of the amount by which total claims are less than 500 ; otherwise no bonus is paid. It is anticipated that with the incentive plan, the claim distribution will change to become Pareto with α = 2 and θ = K. With the new distribution, it turns out that expected claims plus the expected bonus is equal to expected claims prior to the bonus system. Determine the value of K. 5. Losses have a uniform. distribution from 0 to 50,000. There is a per-loss deductible of 5,000 and a policy limit of 25,000. Determine the expected payment given that a payment has been made. 6. Losses follow a two-parameter Pareto distribution with α = 2 and θ = 5, 000. An insurance policy pays the following for each loss. There is no insurance payment for the first 1,000. For losses between 1,000 and 6,000, the insurance pays 80%. Losses above 6,000 are paid by the insured until the insured has made a total payment of 10,000. For any remaining part of the loss, the insurance pays 90%. Determine the expected insurance payment per loss.
Faculty of Computing, Engineering & Media (CEM) Coursework Brief 2024/25 Module name: Portfolio Project Module code: PROD3004 Title of the Assessment: CW3 REPORT (Written Report) The Learning Outcomes (LO) that are assessed by this coursework are: LO1 Successfully manage a practical production project over Block 3 and Block 4, meeting the published deadline. LO2 Define and research a viable topic, within the context of current and historical media production practice. LO3 Locate, select and analyse a range of sources. LO4 Present clearly and logically, in a style making clear your meaning to the audience. LO7 Use a variety of different lenses to draw a critical reflective response to the students’ artefact. Tasks to be undertaken: Students are required to submit a written report of between 3000 and 5000 words. There is an allowance of +/-10%, leading to an absolute minimum of 2700 words, and an absolute maximum of 5500 words. This document should reflect on the whole Portfolio Project process – to include research, pre-production, production, post-production and testing environments, such as audience feedback, professional feedback. Students are required to include their completed Brief as Appendix 1 or Appendix A, depending how the student is numbering or letting their Appendices. Students are required to include their competed Ethics Form as Appendix 2 or Appendix B, depending how the student is numbering or letting their Appendices. Deliverables to be submitted for assessment: Submissions of the written report should be in either Word (.DOCX) or PDF (.PDF) format. No other document formats are accepted. Students are required to submit their completed Report via the REPORT submission link on the PROD3004 LearningZone module shell. How the work will be marked: The work will be marked using a rubric, or marking scheme, coupled with a standardised marking and feedback sheet. Both rubric / marking scheme and blank standardised marking and feedback sheet are available to view on LearningZone.
CSSE3100/7100 Reasoning about Programs Week 3 Exercises Exercise 3.1. (a) Show that the following method is partially correct by supplying a weakest precondition proof. method Mult(x: int, y: int) returns (r: int) requires x >= 0 && y >= 0 ensures r == x*y { if x == 0 { r := 0; } else { var z := Mult(x - 1, y); r := z + y; } } (b) Provide a termination metric to show that it is totally correct. Exercise 3.2. Write a simple decreases clause (one that is not a lexicographic tuple) that proves termination for each of the following functions. For integers, X decreases to x when X > x && X >= 0. a) function F(x: int): int { if x < 10 then x else F(x - 1) } b) function G(x: int): int { if x >= 0 then G(x - 2) else x } c) function H(x: int): int { if x < -60 then x else H(x - 1) } d) function I(x: nat, y: nat): int { if x == 0 || y == 0 then 12 else if x%2 == y%2 then I(x - 1, y) else I(x, y - 1) } e) function L(x: int): int { if x < 100 then L(x + 1) + 10 else x } f) function J(x: nat, y: nat): int { if x == 0 then y else if y == 0 then J(x - 1, 3) else J(x, y - 1) } Exercise 3.3. Determine if the first tuple exceeds the second. a) 2, 5 and 1, 7 b) 1, 7 and 7, 1 c) 5, 0, 8 and 4, 93 d) 4, 9, 3 and 4, 93 e) 4, 93 and 4, 9, 3 f) 3 and 2, 9 g) true, 80 and false, 66 h) 4, true, 50 and 4, false, 800 Exercise 3.4. Add decreases clauses to prove termination of the following mutually recursive methods. a) method Outer(a: nat) { if a != 0 { var b := a - 1; Inner(a, b); } } method Inner(a: nat, b: nat) requires a != 0 { if b == 0 { Outer(a - 1); } else { Inner(a, b - 1); } } b) method Outer(a: nat) { if a != 0 { var b := a - 1; Inner(a - 1, b); } } method Inner(a: nat, b: nat) { if b == 0 { Outer(a); } else { Inner(a, b - 1); } }
Case Study 4 - BU618 Pt 2 Problem Statement Ethnic diversity is a vital driver of innovation, better decision-making, and enhanced customer understanding, particularly in diverse markets (Kandola & Fullerton, 1994). However, achieving equitable representation of underrepresented groups (UGs) across all organizational functions, particularly in industries with historically low diversity, remains a challenge. In the financial services sector, understanding how UGs are distributed across functions is critical to identifying barriers and developing strategies to improve diversity. This analysis focuses on UG representation in two key functions within a large financial organization: Sales and Professional Services. Specifically, we aim to test whether significant differences in UG representation exist between these two functions. Additionally, we explore how other factors—such as team location (London or not), group size, the number of female team leads, and the proportion of male employees—may influence UG representation. By investigating these factors through an independent t-test and multiple linear regression, this study seeks to identify potential systemic barriers that may prevent UGs from being equitably represented across all functions. The results will inform targeted diversity and inclusion (D&I) initiatives designed to foster a more inclusive workforce in line with commercial goals and employee engagement objectives. Data Description The dataset includes 29,976 employees across 928 teams in the UK, aggregated from an employee engagement survey. The primary variables are: • Function: Sales or Professional Service • UG Representation: Proportion of underrepresented groups in each team Ethnicity data was collected voluntarily, and only teams with 10+ employees are included for anonymity. An independent t-test will assess differences in UG representation between functions, and a multiple regression will explore additional influencing factors. Methods of Analysis To examine whether there is a significant difference in the proportion of UGs between the Sales and Profes- sional Service functions, two primary statistical tests were used: Levene’s test for homogeneity of variances and an independent t-test. Levene’s Test for Homogeneity of Variance Levene’s test was applied to assess whether the variances in UG representation across the two functions were equal. This step ensures the validity of the independent t-test’s assumptions regarding equal variances. Independent Samples t-Test An independent t-test was conducted to compare the proportion of male employees—used here as a proxy for UG absence—between the Sales and Professional Service functions. Despite Levene’s test indicating unequal variances between the groups, the t-test was performed assuming equal variances due to the robustness of the test with large sample sizes. The null hypothesis posited no significant difference in UG representation between the two functions. Multiple Linear Regression To further explore the factors influencing UG representation, a multiple linear regression model was fitted. This model included five predictors: team location (London or not), function (Sales or Professional Services), group size, the number of female team leads, and the percentage of male employees in the team. The aim was to assess how these factors interact to affect UG representation and to identify any additional disparities that might exist beyond functional differences. Key Results The results of Levene’s test indicated a significant difference in variances between the two functions (F(1, 925) = 30.99, p
ENGLISH FOR ACADEMIC PURPOSES 1 Task 3: Presentation April 2025 Student Outline Due Date: You must submit your Powerpoint to Stream by Wednesday of Week 6. The presentation will be delivered in class on Friday of Week 6. Weighting: 15% Length: 5-7 minutes (per student) Task Description: Identify a controversial topic within your chosen academic field and then prepare a short academic presentation outlining the pros and cons of the topic. A slide presentation using Powerpoint application or similar needs to accompany the presentation. Learning Outcomes for this Task: S2 - Communicate effectively with comprehensible pronunciation. S3 - Deliver a well-structured, coherent presentation using appropriate verbal and non-verbal features. S4 - Accurately use a range of grammatical structures. S5 - Accurately use a range of lexis relating to a variety of fields. S6 - Use appropriate non-verbal features of communication (e.g. - gestures, body language, eye contact) SS5 - Prepare effective audio-visual aids. Citations and referencing You must use referencing and citations in your slide presentation. This includes any images, diagrams or graphs that you use. A reference list must also be included at the end of the presentation. Assessment Criteria: Grammar and vocabulary /5 Fluency and discourse management /5 Pronunciation /5 Non-verbal features /5 To see the details of the assessment criteria, please see end of this document Academic Misconduct: Any form. of academic misconduct is taken very seriously. Work found to be plagiarised, ghost-written, collaborated on will be penalised. Depending on the severity of the misconduct, a mark of zero may be given for the assessment. Please see your teacher for guidance on avoiding academic misconduct.
SIEN6006 Entrepreneurship Critical Reflection guide IMPORTANT INFO Due: Tuesday 10th June, 23:59 via Canvas ULOs assessed: 1, 2, 3, 4, 5 Length: 1500 words (excluding references) Weight: 25% The task Over the semester, you have explored how and why entrepreneurship occurs, how entrepreneurship varies across different contexts and times, and your own entrepreneurial interests. For this assignment, you will synthesise this knowledge by reflecting on your learning and how it has contributed to your individual development in the field of entrepreneurship. Identify two learning experiences from the semester and critically reflect on how they have contributed to your future development in the entrepreneurship space. The two examples should include: • a learning experience where you discovered something about your personal entrepreneurial identity; • a learning experience where you discovered something about your approach to entrepreneurship, now and after you have completed this unit of study. You can use the 4Rs reflection framework outlined below to support your reflection, or another model of your choosing. Note that use of a structuring framework is a minimum requirement for this assignment. Tips for writing your reflection: Reflection is a crucial capacity for successful entrepreneurs. This unit has emphasised the importance of reflection and reflective practice as a key entrepreneurial skill. By purposively reflecting on active experiences, you can consolidate knowledge and build understanding. Practising reflection and reflective writing throughout the semester will assist you when you come to write your final reflection. Activities in the weekly workshops are designed to support you with practising reflection regularly. Strong critical reflections will move beyond simple description of the learning experiences to analyse how and why these experiences were impactful. To do this, you will need to apply relevant concepts and tools from the unit into your reflection. The 4Rs framework for reflective writing involves four key elements: 1. Reporting and responding to a critical issue or experience, 2. Relating this issue or experience to disciplinary knowledge in this field, 3. Reasoning about causes and effects of the experience according to relevant theories or tools, and, 4. Reconstructing your thinking to plan new ways to engage in similar experiences in the future. Level Stage Questions to get you started 1 Report (describe) the experience and explain why it is important to your personal entrepreneurial identity / approach to entrepreneurship. Give your initial response to the experience or issue. What happened? Why is it relevant? Respond to the incident or issue by making observations, expressing your opinion, or asking questions. 2 Relate the experience to your own discipline knowledge, skills, and experience of entrepreneurship. How does this connect to your knowledge of the entrepreneurship field or your professional/personal experiences of this field? 3 Reason about (discuss) the experience to show an understanding of how it relates to your knowledge of the discipline. Which factors in the experience are important for a new understanding? How do these factors relate back to the concepts and tools from the unit? What evidence can support your claims? 4 Reconstruct your understanding for future practice What are the changes in your understanding as a result of the experience and your reflection upon it? What are the implications of what you learned for your future entrepreneurial practice? What actions will you take and why? Source: this framework is based on Bain, Ballantyne, Mills & Lester (2002). The reporting and responding stages in the 5Rs model have been combined in the model above to create 4Rs. Reflective resources are available in Module 13. You are recommended to familiarise yourself with these resources during semester. Format and style guide Reflective writing can be more personal in tone than a formal academic essay. It is appropriate to use first person perspective. However, as a critical reflection your work must not be merely anecdotal, your style should be analytic, and your claims supported by evidence. You should structure your report clearly and logically, including an introduction at the beginning and a conclusion at the end. Avoid merely describing your experiences. Rather, demonstrate your understanding by applying concepts and tools to your experiences within the unit. You must provide appropriate referencing of any data sources or quotes, using APA style 7. Use 12-point font with normal (2.54cm or 1”) margins all around, and double spacing. Documents must be submitted in Microsoft Word format. No other format, including PDF, will be accepted. Any assignment submitted in an incorrect format will be considered incomplete and penalties of – 5% for everyday or part thereof will be applied until the assignment is resubmitted in the correct format. A mark of zero will be awarded for work resubmitted in the correct format more than 10 days after the due date. Write in full sentences. Dot points are only for listing issues. You must still explain the issues. Do not exceed the word limit. The top end of the word limit is the UPPER BOUND. Anything beyond that will not be read. Present your ideas convincingly, creatively and concisely.
