GPH-GU 5150 Emergency Preparedness for Healthcare Organizations Class Schedule: Asynchronous, On-line course Semester and Year: Summer, Term I, 2025 COURSE DESCRIPTION: The healthcare system is uniquely challenged by large-scale disasters, which are on the increase in the United States and throughout the world. Every setting of healthcare, from hospitals to outpatient clinics may be affected by acute emergencies and disaster events. Therefore, as public health professionals, healthcare professionals, emergency managers, or other professionals in charge of ensuring a safe patient care environment, it is essential to become familiar with the current disaster management paradigm (mitigation, preparedness, response, and recovery) as it pertains to the healthcare environment. This course is designed to provide students with disaster management capabilities that will have applicability in their current or future employment. COURSE LEARNING OBJECTIVES AND COURSE COMPONENT *Please note, this course is designed to meet leading models of Core Competencies of Emergency Management in Healthcare: such ashttps://www.calhospitalprepare.org/core-competencies The most up to date information (links etc.) will always be on the course website Learning Objective By the end of this course, students should be able to…. (1). Define and characterize different types of major emergency events and incidents of concern to healthcare facilities. Course Component Lecture, Readings/Viewings, Activities/Exercises from Module 1 (Introduction to Healthcare Emergencies and Disasters) Assessments: (1) Post your discussion on the guest Interview (NYU Office of Public Safety Leadership) on the topic: “Overview of the NYU Office of Emergency Management and Communications.” (2) Post your reflection on guest interview (Dr. Jackie Merrill, Professor, Columbia School of Nursing) regarding her statement - “Every public health worker is, in fact, an emergency responder.” (3) Prepare and submit a Case Study Report based on the sample cases in your Case Study Inventory or you may select one of your own choosing. (4) Prepare and submit your Threat and Hazard Identification and Risk Assessment (THIRA) [or Hazard and Vulnerability Assessment (HVA)] (5) Final Plan, FEMA certification training. Learning Objective (2). Develop a Healthcare Disaster Management Organizational Structure and Plan. Course Component Lecture, Readings and Activities/Exercises from Module 2 (Overview of Healthcare Disaster Management Program Structure). Assessments: (1) Post your discussion on the guest Interview (Mr. Jake McCarty, President and CEO of Children’s Health of Northern California) on topic “Role of Leadership in Disaster Planning.” (2) Post your discussion on the guest interview (Mr. David Miller, Director of Emergency Management, Mt. Sinai Health System) on building a “Culture of Preparedness” (3) Prepare and submit your Base Plan for standard Generic Plans or if constructing a Hospital- JCAHO type plan you will prepare specific plan elements with the guidance of your instructor. (4) Case Study report (5) Final Plan, FEMA certification training. Learning Objective (3) Describe how the Threat and Hazard Identification and Risk Assessment will be used to identify and prioritize structural and non-structural mitigation strategies. Course Component Readings and Activities/Exercises from Module 3 (Mitigation of Healthcare Disasters). Assessments: (1) Post your discussion on guest Interviews (Mr. Kelly McKinney, Director, Emergency Management and Enterprise Resilience, NYU Langone Health on the topic of “Challenges to Mitigation, structural and non-structural.” (2) Post you refection on guest Interview (Alex Resnick, Associate Director, Emergency Management and Enterprise Resilience, Manhattan Region, NYU Langone Health.) on what he considers as greatest challenges ). (3) Prepare and submit your Case Study Presentation (4) Preparation of CONOPS Section of Final Plan, FEMA certification training. Learning Objective (4) Describe operationalizing the healthcare disaster plan, including Hospital Incident Command Structure; leadership designation and succession planning; designating a Command Center; organization of the Emergency Management Committee; planning for vulnerable patient populations (children, the elderly, pregnant women, disabled, non-English speaking, etc.); and personal and professional preparedness. Course Component Lecture, Readings and Activities/Exercises from Module 4 (Preparedness Strategies for Healthcare Disasters). Assessment: (1) Post your discussion on guest interviews (Mr. Lewis Kraus, Ms. Jan Garrett, Pacific ADA Center, Oakland, Ca. and Dr. Kris Qureshi, Professor, University of Hawaii, School of Nursing)) on various “Strategies for Effective Disaster Management.” (2) Training Plan Annex (3) Post your discussion on the prepared case study topic “Hurricane Katrina: Memorial Hospital- Preparedness Failure for Vulnerable Hospitalized Patients.” (4) Final Plan; FEMA certification training. Learning Objective (5) Analyze (compare and contrast) key response strategies for: shelter in place, evacuation (and transportation), mass casualty management and triage, and shelter of community members. Course Component Lecture, Readings and Activities/Exercises from Module 5 (Response to Healthcare Disasters). Assessment: (1) Post your discussion on guest Interviews (Dr. Dario Gonzalez, Associate Medical Director, Fire Department of New York, Division 2 - Medical Director, and USAR Medical Team Leader, Mr. Kelly McKinney, Director, Emergency Management and Enterprise Resilience, NYU Langone Health, and Dr. Vicki Raveis, Professor, NYU, College of Dentistry) on the topic of “Coordination of Effort During Healthcare Disaster Response.” (2) Prepare a brief alert for an event of your choice. Post and discuss at least one other student’s postings. (3) Prepare and submit your Emergency Management Committee Document (Plan element #16), Training Plan (Plan element #17). Emergency Communications Document (Plan element # 18), and Decision Tree for determining Evacuation vs. Shelter in Place and location of alternate care sites and/or or shelters (Plan element #19). (4) Final Plan; FEMA certification training. Learning Objective (6) Describe the key stages of recovery, including personnel recovery, non-personnel infrastructure recovery, business systems recovery, community recovery. Course Component Lecture, Readings and Activities/Exercises from Module 6 (Recovery from Healthcare Disasters). Assessment: (1) Post your discussion on guest Interviews (Mr. Dennis Manley, Chief Nursing Officer, Mercy Hospitals Joplin and Carthage and Mr. Peter Miller, Survivor, WTC attack) on the topic of “Recovery Strategies.” (2) Final Plan; FEMA certification training. Learning Objective (7) Define and discuss the legal, ethical, and psychological issues related to healthcare disaster response and recovery (including mass causalities, mass fatalities, and patient and staff morbidity and mortality). Course Component Lecture, Readings and Activities/Exercises from Module 7 (Ethical, Legal, and Psychological Aspects of Healthcare Disasters) Assessment: (1) Post your discussion on the guest Interview (Dr. Cameron Kaiser, Public Health Officer, Riverside, California) on the topic of “Crisis Care Standards the ethics of the principle of ‘all lives having an equal claim’.” (2) Post your reflection in the Forum on the guest Interview (Dr. Fred Matzner, Trauma Psychiatrist) on the topic of “Psychological Impact of Disaster on Staff, Patients, and Community.” (3) Final Plan; FEMA training. PRE-REQUISITES: None. This course is designed for MPH or equivalent students or advanced education students (nursing doctoral, medicine, veterinary, management etc.). Course Requirements and Expectations: Students are expected to complete all required course activities and to meet assigned due dates. This is a hands-on experiential, on-line course; as such, all course work is completed at the course website on NYU classes. Students are expected to submit all assignments, to prepare and post various exercises, and to comment on fellow-classmates posts. The Instructor is available for one- on-one or team meetings (by phone, or zoom, WebEx, or in-person, if feasible). Microphone/headset for your computer is helpful. Course Overview Over a 7-week term, students will explore the topic of Healthcare Disaster Management. Material is organized into 7 learning modules over the 7-week term period. Students will meet in small groups with the instructor (by zoom) a few days before the course begins to review the course site and to identify a healthcare organization as a potential collaborating partner in the preparation of the Disaster Plan- we will assist in finding a suitable organization. Students will work in small team on a plan chosen from a prepared list of potential disaster events. Team Captains will be identified (students may volunteer), preferably one that is needed by a healthcare organization. Dr. Gershon can facilitate the formation of teams. Students will work on a disaster specific healthcare plan. Students will be provided sample plans. Students will also complete and Intro form. and prepare and post (by the first day of classes) a short (2-3-min) video introducing themselves to their fellow classmates. Each week, students will complete various exercises that are designed to meet the course learning objectives and to help students develop various public health and disaster preparedness competencies. Further details of all assignments will be provided within the online course, but are summarized below. Please note, the Instructor, Dr. Gershon, and the CAs work closely and individually with each student (by email, phone or zoom), reviewing and commenting on drafts of all key work products (case studies, Plan elements, presentations, etc.). These work products can be submitted for review before final submission and grading. Therefore, students get extensive feedback before work products are graded. Exceptional course products are published in our online Student Disaster Journal.
ARCH20003 MODERN ARCHITECTURE: MOMO TO POMO SM1 2025 ASSESSMENT TASK 3 ESSAY Marks: Marked out of 100 Weight: 40% of the total marks for the subject Due Date: 5pm Friday 30th May The Objective The Biennale Architettura 2023: 18th International Architecture Exhibition staged in Venice, Italy two years ago was envisaged as a Laboratory of the Future. In convening it, Lesley Lokko, the Biennale’s Creative Director (and recent visitor to the Melbourne School of Design) asked the question: “What does it mean to be an agent of change?” and further commented, “architects have a unique opportunity to put forward ambitious and creative ideas that help us imagine a more equitable and optimistic future in common.”[1] Beyond the Biennale, a review of current policy and advocacy advanced by various professional institutes of architects internationally, including the Australian Institute of Architects, reveals common themes for a more diverse, equitable and optimistic future on issues such as the environment, social justice, community resilience, diversity, equity and housing. If we zoom out, improving people’s lives has been a longer goal of modern architecture as communities encountered the rapidly changing social, economic, scientific, industrial and technological conditions of the late nineteenth and twentieth centuries. In other words, the issues of today are variously entwined with the history of modernity and modern architecture. These issues are also now being used as lenses in recent and current modern architectural historiography. Assignment Instructions For this essay, students are asked to adopt one of following themes and select one of the architects listed beneath it. Use the theme as a lens to discuss the architect’s work and consider how their practice or projects (and with it, architectural history) might contribute to current architectural debate and practice. The essay should be carefully researched, demonstrating consultation and critical evaluation of relevant primary and secondary source material. The writing style. should be lucid, aiming at readership of practicing designers and students, in other words, readers with background architectural knowledge. The essay should be illustrated with exactly six images, carefully chosen and placed in the text to support key themes and arguments. The goal is a thought-provoking, illustrated essay as might appear in a professional architectural journal. Topics Climate Change and Sustainability. With the ongoing use of fossil fuels, it is widely understood that the world is facing the prospect of catastrophic climate change. On one hand, the technologically-oriented modern architecture was predicated upon the consumption of fossil fuels. The performance of key buildings associated with the movement were and remain energy intensive. It is part of the problem. On the other hand, many leading architects of the twentieth century designed buildings incorporating passive responses to different environmental conditions globally. Select one of the following architects/partnerships and discuss the extent to which chosen projects addressed environmental and energy contexts of the time. Note that they practiced before the consolidation of sustainability or climate change agendas. Consider both successes and any shortcomings. On what terms might the architect’s work be of interest in relation to current-day knowledge and action on climate change and sustainability? Charles Correa Lucio Costa Maxwell Fry and Jane Drew Richard Rogers Social Justice. The racially motivated police-killing of George Floyd in the United States (2020) and the rise of the Black Lives Matter movement has further ignited debate about historical and contemporary racial, ethnic and social injustice in many places, often connected with the intertwined processes of colonialism and modernity. Increasingly, communities and activists are calling for various forms of restorative justice including in the built environment. As explained by the American Institute of Architects report Justice in the Built environment, justice can “take the form. of just processes (ones that involve people who have experienced harm) and just outcomes (spaces that are safe, welcoming, and worthy of the beings who inhabit them).”[2] Select one of the following architects/partnerships and identify contexts and communities that they worked within, as well as processes and projects that can be considered just. This might include acknowledgement of any shortcomings in terms of understandings of social justice today: ATBAT-Afrique [or Candilis Josic Woods] Lina Bo Bardi Hassan Fathy Alison and Peter Smithson Charlotte Perriand Community Resilience. Community Resilience refers to the capacity for communities to “withstand, adapt to and recover from adversity”. Today, adversity may be experienced, either acutely or incrementally, as a consequence of environmental, political, social or economic change. The idea of strengthening communities through urban and architectural design is seen in theories and projects associated with the post-WWII forums of CIAM and Team Ten. Alternately, critiques of modernism in the 1960s, associated with the rise of postmodernism, advocated direct engagement with contexts and communities that had been overlooked in earlier discourses, and the development of contextual, community-oriented design languages. Select one of the following architects/practices/partnerships and discuss the ways in which their thinking and/or design work has addressed themes of building community resilience. Reflect on how a discussion of their work might contribute to current-day architectural debate and practice: Aldo van Eyck Charles Moore Aldo Rossi Alison and Peter Smithson Denise Scott Brown or Venturi Scott Brown & Associates Right to Housing. The United Nations identifies access to adequate housing as a human right. However, this is not the case for more than one billion people living insecurely in the world. Moreover, in wealthy capitalist economies such as Australia, housing is also treated as a commodity, bought and sold to generate private wealth rather than social good, thereby limiting access and discriminating against many groups and individuals. Responding to industrialisation and urbanisation, mass housing was central to twentieth century discourses on urban and architectural design and was the subject of many influential design projects (built and unbuilt). Examine the principles and models of modernist housing by one of the following critics/architects/partnerships. Consider their theories, successes and any shortcomings. Identify any relevant ideas or outcomes that might contribute to current-day architectural debate and practice on the right and access to housing: Le Corbusier Catherine Bauer Kisho Kurokawa Moshe Safdie Ernst May and/or Margarete Schütte-Lihotzky Jorn Utzon Gender, Equity and Diversity in the Architectural Profession. Historically, the architectural profession – like other professional fields – has been dominated by men and this imbalance is reflected in architectural histories which typically feature few women architects. However, more recent research is challenging these biased narratives, revealing the increasing presence of women in the profession from the late nineteenth century and especially from the 1920s onwards. Their work encompasses a variety of scales, from modernist urban design projects, across a full range of building typologies, and through to interiors and objects. Select one of the following architects/practices and discuss the ways in which their careers and projects have challenged normative modes of modernist architectural practice and/or modes of authorship at the time: Lina Bo Bardi Denise Scott Brown Marion Mahony Griffin Charlotte Perriand Lilly Reich Minnette de Silva Conservation approaches for modernist buildings. Modern architecture in the early to mid-twentieth century strove to be new; employing new technologies, materials and aesthetics. Many of those buildings are now at, or approaching one hundred years old (i.e. they’re antiques!). In many instances, their functions are obsolete, and their performance and materials are failing. Key tenets of western conservation practice include the preservation of authentic (i.e. original) functions, materials and elements but, as queried by David Fixler, is this the right approach for buildings that were innovative and striving for newness? Critically evaluate the conservation work of one of the following projects. Why is it important? How has it been conserved? To what extent are new elements and materials introduced? Is the building still "modern architecture" as its original design and construction intended? Mies van der Rohe, Barcelona Pavilion Walter Gropius, Fagus Factory Wells Coates, Isokon Le Corbusier, Villa Savoye Eileen Gray, E-1027 Approaching the Essay Consider the following requirements and recommendations in developing your essay: A good place to start is to read about your architect and their work in the general survey texts recommended for MoMo to PoMo (refer lecture 1). This should give you a sense of the nature of their career and how they might fit with the given theme. It will help you to test if the theme and architect is right for you. How is the connection to the theme evidence in that architect’s practice and/or projects? Unless otherwise specified, analyse at least three projects, discussing drawing and images. Support your discussion with brief reference to other projects by the architect or their contemporaries, where possible. Please use a minimum of 6 scholarly sources, including credible online and printed books, book chapters and journal articles and excluding unverified online sources such as blogs. If you are unsure, please visit the ABP Study and Research Guide: https://unimelb.libguides.com/abp/evaluating To what extent is the connection between theme and architect (for or against) already identified and discussed in written histories? Is any connection consistent in appraisals of their work? It is recommended that you present at least three different perspectives on the architect. In other words try to finding writing on the architect by at least three different authors. Be sure to plan and structure your essay to maximise the available word count. As a general rule, every essay should have an introduction, body, and conclusion. The essay introduction should briefly introduce the theme and architect and state an argument about how the architect’s work speaks to the chosen theme and why that connection is of interest to current-day architects. Think carefully about the selection and placement of images so that they can contribute to your written argument. In concluding the essay, reflect on the role of architectural history and the architect’s practice and projects in relation to current architectural debate and practice. Make sure that you attend the week 8 tutorial as we will discuss techniques for approaching the essay! Submission Style The goal is a short, thought-provoking illustrated essay as might appear in a professional architectural journal which design students and practitioners often consult, for examples, Architectural Review or Architecture Australia. As such, you are asked to adhere to strict parameters just as journal editors impose upon their contributors: Word length: 1800 words (+/-10%,), excluding image captions, footnotes and bibliography. Images: 6 images (exactly 6, no more and no less), strategically located in the text. All images must include a short caption (10 words max. + source). Citation Style. Chicago 16A/17A Style, footnotes and bibliography. Assessment Criteria Extent to which the essay demonstrates consideration of the topic including effective argumentation within specified word count. (Linked to Subject Intended Learning Outcome, [SILO] 1, 5) The essay will be worth 40% of the overall result for the subject and it will be assessed against the following evenly weighted criteria: Extent to which the essay addresses the topic via effective argumentation within specified word count (linked to SILO1, 5) Extent to which the essay demonstrates thorough research via the identification and critical evaluation of relevant secondary research materials appropriate for a scholarly essay (i.e. book and journal articles) (linked to SILO3, 5) Extent to which the essay employs primary evidence such as the analysis of buildings, images and/or original texts to support discussion and argumentation (linked to SILO1, 3, 5) Clarity of expression, spelling and grammar, and visual presentation of the essay appropriate to a professional audience (linked to SILO 4, 5) Click here to download the assessment rubric. [1] Lesley Lokko quoted in “Biennale Architettura 2023: 18th International Architecture Exhibition,” https://www.labiennale.org/en/architecture/2023 & https://www.labiennale.org/en/architecture/2023/18th-exhibition [2] American Institute of Architects, Justice in the Built Environment – Executive Summary, https://content.aia.org/sites/default/files/2022-03/Justice_Exec_Summary_Final.pdf
Module Code IB3M10 Module Title Fintech Exam Paper Code IB3M10 Exam Paper Title IB3M10_ Fintech_ IB3M10 _Paper_ Summer 2023-2024 Duration 2 hours Exam Paper Type Fixed time - Open Book Question 1 1.1 Name different types of network nodes that participate in the Bitcoin blockchain and describe their functions. [2 marks] 1.2 Your friend claims that if one knows a private key and a hash (an output of a hash function), one is able to recover the message that was used to generate the given hash. Do you agree with this statement? Explain your answer. [3 marks] 1.3 You have 2 Bitcoins in your crypto-wallet, and would like to send i) 1.5 Bitcoins to your account at a centralized cryptocurrency exchange and ii) 0.08 Bitcoins to your friend. You create a single Bitcoin transaction that includes both transfers. Explain what is the associated unspent and what happens to it. What is the smallest and largest it can be? [3 marks] 1.4 Write down and explain the condition that is obtained by combining the free entry condi- tion for miners and the incentive compatibility condition against an attacker in the paper “The Economic Limits of Bitcoin and the Blockchain” by Budish (2018). [Hint: begin by defining the ingredients of the equation.] [6 marks] 1.5 List and describe various functions performed by centralized cryptocurrency exchanges that we discussed in the class. [2 marks] 1.6 What is a fork in a blockchain? Explain the reasons behind the creation of the major Bitcoin blockchain forks such as BTC Cash, BTC Gold, BTC SV. [3 marks] 1.7 Illustrate schematically the workings of a mining pool. Explain the blockchain security concerns associated with mining pools. [Hint: draw the main parties involved and rela – tionships between them.] [5 marks] 1.8 Explain the oracle problem in the context of NFT smart contracts that represent physical art such as oil paintings. Does your answer change for NFT smart contracts that represent digital art? Explain your answer. [4 marks] 1.9 List and explain several factors that contributed to the sharp drop in the price of the stablecoin DAI in March 2023. [3 marks] [Total marks: 31] Question 2 2.1 You are working at a marketplace lending platform. Your team is developing a new product that would allow disadvantaged borrowers to connect to multiple banks through your platform in order to seek credit. The idea is that this service would increase their chances of obtaining a loan. Explain how this novel product is different from the marketplace lending that we discussed in the module. [3 marks] 2.2 Describe what API is. Consider the setting of Part 2.1 above. Explain why your team is likely to deal with APIs when building your new lending product. What are these APIs? [2 marks] 2.3 Consider the setting of Part 2.1 above. A colleague that works with you at the marketplace lending platform suggests enrolling your new lending product into a regulatory sandbox. Discuss advantages and disadvantages of doing so. [3 marks] 2.4 List and explain the benefits of cloud computing for digitally focused businesses that we discussed in the class. [2 marks] 2.5 Describe the business model of traditional retail brokerages and explain the innovation behind the business model of the brokerage Robinhood. Compare the two models from a customers’ perspective. [3 marks] 2.6 You are working at a hedge fund. You think that a confidence of CEO’s answers during quarterly earnings calls is a significant determinant of a company’s stock performance. So, your team sets out to measure the confidence of answers using ML tools. Explain which tools that we covered in the class are suitable for your task. Propose the steps that your team would take to carry out the measurement. [4 marks] 2.7 Describe the Howey test and what it is used for. Your friend claims that some NFT collections might fail the Howey test. Do you agree with this statement? Explain your answer. [5 marks] 2.8 List and briefly explain the three main categories of ML algorithms. What category does a credit risk estimation using ML belong to? [2 marks] 2.9 Illustrate schematically the workings of a crowd-sourced hedge fund. [Hint: draw the main parties involved and describe relationships between them.] [5 marks] [Total marks: 29] Question 3 All questions below refer to the programming language Python. 3.1 Suppose you have a Pandas DataFrame with house prices from different counties of the country. You would like to work only with the data for Warwickshire. Explain how you can create another DataFrame with the desired data only. [2 marks] 3.2 Describe what the following script does. [Hint: use the line numbers on the left if you need to refer to a part of the code.] 1 class Dog: 2 def _ _init_ _ (self , breed , age): 3 self . breed = breed 4 self . age = age 5 self . tricks = [ " Sit " ] 6 7 def add_trick(self , trick): 8 self . tricks . append(trick) 9 10 def bark(self): 11 greet= " My name is Woof ! " 12 print (greet[0]+greet[6]+greet[-3]+greet[-5]+greet[-1]) 13 14 doge = Dog( " Shiba Inu " , 5) 15 doge . add_trick( " Roll " ) 16 doge . add_trick( " Catch " ) 17 print (doge . tricks) 18 doge . bark() What is its output? [6 marks] 3.3 Describe what the following script does. [Hint: use the line numbers on the left if you need to refer to a part of the code.] 1 import pandas as pd 2 tech = pd . DataFrame({ " Field " :[ " NFT " , " Web3 " , " Crypto " , " AI " ], 3 " Age " :[3, 2, 5, 2], 4 " Funded? " :[True , False , True , True]}) 5 6 print (tech . shape) 7 tech[ " Year " ] = 2023 - tech[ " Age " ] 8 9 fin = tech[tech[ " Funded? " ]] 10 startups = fin . drop( " Funded? " , axis=1) 11 startups . sort_values(by= ’ Age ’ , ascending=False) What is its output? [6 marks] 3.4 Your team is training a neural network model. After checking its performance on a valida- tion set, your colleague reports that the model is overfitted. Explain how your colleague could have reached this conclusion and suggest what can be done with the model to remedy the problem. [4 marks] 3.5 In the seminars, we introduced one concept in Python using the analogy of a “blueprint” . What is it? Explain why the analogy was appropriate. [2 marks] 3.6 Describe what the following script does. [Hint: use the line numbers on the left if you need to refer to a part of the code.] 1 def mine(btc): 2 for nounce in range (2, btc): 3 if btc % nounce == 0: 4 return False 5 return True 6 7 blocks_per_day = 24*6 8 height=blocks_per_day *365*15 .4 9 block chain = list ( range (2, height)) 10 for block in block chain: 11 print ( " Number : {}; Result : {} " . format (block , mine(block))) What is its output? [6 marks] 3.7 Your team is building an ML tool that aims to estimate values of houses. When it is complete, you are planning to sell the model to real estate agents around the country. You have already collected a dataset that will be used for training. However, you still need to pick an ML model: either a Linear Regression model or a Random Forest model. You would like to 1) obtain good estimates for house values and 2) avoid any “black box” concerns about your tool that your prospective buyers might have. Based on your knowledge from the module, discuss which of the two models would be a better choice. [4 marks] [Total marks: 30]
Stage 1 Mathematics Unit A 2025 Investigation: Polynomial Designs Due: Friday Week 5 (30th May) at the start of the lesson via Canvas and printed. PURPOSE To demonstrate your ability to: • Use mathematical modelling and problem-solving strategies as well as your knowledge, skills and understanding of mathematical ideas and processes. • Effectively and appropriately communicate relevant mathematical information with your solutions. DESCRIPTION OF ASSESSMENT Students are to investigate sequences of numbers that can be represented by polynomials and develop conjectures to find these polynomial functions. These skills will then be applied to replicate an image or logo made up of various polynomial functions. All solutions are to be supported with calculations and appropriate representation and notation. ASSESSMENT CONDITIONS Use of technology is required. The report should include • an introduction that demonstrates your understanding of the problem to be explored. • the method required to find a solution, in terms of the mathematical model or strategy used • the application of the mathematical model or strategy, including: - relevant data and/or information - mathematical calculations and results, using appropriate representations - the analysis and interpretation of results, including consideration of the reasonableness and limitations of the results • the results and conclusions in the context of the problem. • a bibliography and appendices, if required. Each investigation report, excluding bibliography and appendices, must be a maximum of eight A4 pages. The maximum page limit is for single-sided A4 pages with minimum font size 10. Appendices are used only to support the report, and do not form. part of the assessment decision. For this assessment type, students provide evidence of their learning in relation to the following assessment design criteria: • concepts and techniques • reasoning and communication. Concepts and Techniques Reasoning and Communication A Comprehensive knowledge and understanding of concepts and relationships. Highly effective selection and application of mathematical techniques and algorithms to find efficient and accurate solutions to routine and complex problems in a variety of contexts. Successful development and application of mathematical models to find concise and accurate solutions. Appropriate and effective use of electronic technology to find accurate solutions to routine and complex problems. Comprehensive interpretation of mathematical results in the context of the problem. Drawing logical conclusions from mathematical results, with a comprehensive understanding of their reasonableness and limitations. Proficient and accurate use of appropriate mathematical notation, representations, and terminology. Highly effective communication of mathematical ideas and reasoning to develop logical and concise arguments. Effective development and testing of valid conjectures. B Some depth of knowledge and understanding of concepts and relationships. Mostly effective selection and application of mathematical techniques and algorithms to find mostly accurate solutions to routine and some complex problems in a variety of contexts. Some development and successful application of mathematical models to find mostly accurate solutions. Mostly appropriate and effective use of electronic technology to find mostly accurate solutions to routine and some complex problems. Mostly appropriate interpretation of mathematical results in the context of the problem. Drawing mostly logical conclusions from mathematical results, with some depth of understanding of their reasonableness and limitations. Mostly accurate use of appropriate mathematical notation, representations, and terminology. Mostly effective communication of mathematical ideas and reasoning to develop mostly logical arguments. Mostly effective development and testing of valid conjectures. C Generally competent knowledge and understanding of concepts and relationships. Generally effective selection and application of mathematical techniques and algorithms to find mostly accurate solutions to routine problems in a variety of contexts. Successful application of mathematical models to find generally accurate solutions. Generally appropriate and effective use of electronic technology to find mostly accurate solutions to routine problems. Generally appropriate interpretation of mathematical results in the context of the problem. Drawing some logical conclusions from mathematical results, with some understanding of their reasonableness and limitations. Generally appropriate use of mathematical notation, representations, and terminology, with reasonable accuracy. Generally effective communication of mathematical ideas and reasoning to develop some logical arguments. Development and testing of generally valid conjectures. D Basic knowledge and some understanding of concepts and relationships. Some selection and application of mathematical techniques and algorithms to find some accurate solutions to routine problems in some contexts. Some application of mathematical models to find some accurate or partially accurate solutions. Some appropriate use of electronic technology to find some accurate solutions to routine problems. Some interpretation of mathematical results. Drawing some conclusions from mathematical results, with some awareness of their reasonableness or limitations. Some appropriate use of mathematical notation, representations, and terminology, with some accuracy. Some communication of mathematical ideas, with attempted reasoning and/or arguments. Attempted development or testing of a reasonable conjecture. E Limited knowledge or understanding of concepts and relationships. Attempted selection and limited application of mathematical techniques or algorithms, with limited accuracy in solving routine problems. Attempted application of mathematical models, with limited accuracy. Attempted use of electronic technology, with limited accuracy in solving routine problems. Limited interpretation of mathematical results. Limited understanding of the meaning of mathematical results, their reasonableness or limitations. Limited use of appropriate mathematical notation, representations, or terminology, with limited accuracy. Attempted communication of mathematical ideas, with limited reasoning. Limited attempt to develop or test a conjecture. INTRODUCTION: The equation of a quadratic function can be found using the x-intercepts and one other point on the quadratic or using the coordinates of the vertex and one other point. These methods are limited as this information may not be known. The aim of this investigation is to develop another method for finding the equation of a quadratic function from points without relying on the x-intercepts or the vertex and then extend this method to finding the equation of other polynomials from points. These findings will then be applied to recreating a logo or image made up of polynomial functions. PART A: Finding Equations of given Quadratic sequences Consider the quadratic: y = 2xz + 3x 7 and a table of some of its points. Consider adding two further rows to the table: Δ1 which gives the differences between successive y values and Δ2 which gives the differences between successive Δ1 values. The difference table below illustrates this. A sequence of numbers with a constant second difference is a feature of a quadratic pattern. Complete a difference table, as shown above, to show that the following sequences of y values have a second difference which is constant. Using technology (see instructions on page 5) to verify that the y values in the sequences above follow a quadratic pattern. State the quadratic function that generate each of these values and use them to find three other terms in each of the sequences. PART B: Finding patterns connecting the coefficients of all Quadratic Sequences Consider the general case of a quadratic sequence with equation: T(x) = ax2 + bx + c Find the terms T(0), T(1), T(2), T(3), T(4) and T(5) Set up difference table for T(x) in terms of a, b and c. Use this table to make a conjecture in terms of a, b and/or c for the: • y intercept of T(x). • second differences. • nth term of the first differences. Test the conjectures by using them to verify the equations of the quadratic sequences found in Part A. PART C: Finding Equations of all Cubic Sequences Extend the investigation to form. conjectures to find the equation connecting numbers in all cubic sequences. Find an example of a cubic sequence and use it to verify these conjectures. PART D: Using polynomials to recreate an image or logo of your own choice Find a logo/image that already exists. Provide a reference of the image. https://au.pinterest.com/logolearn/logo-design-sketches/might provide some inspiration. The logo/image must be able to be recreated using polynomials. Transfer your image onto DESMOS. Position the image and select suitable points on each section of the design. Investigate possible models that best fit the data on each section of the design. The design must include sections that can be modelled by: • at least 1 quadratic function that can be found using factorised form. • at least 1 quadratic function that can be found using vertex form. • at least 1 quadratic function that can be found using your findings from PART B. • at least 1 cubic function that can be found using your findings from PART C. Other polynomials can be included such as lines and quartics. Circles can be included. Clearly explain and show the development of each function algebraically. State all equations and their relevant domains. Graph the completed image. Analyse how well your chosen models fit the data by comparing and appraising the reasonableness of each model visually and using technology. CONCLUSION: Summarise the findings. Discuss the reasonableness and limitations of the findings. Graphics Calculator Instructions Use STATISTICS mode • Type x data in LIST 1 and y data into LIST 2 • Select GRAPH(F1) • Select SET (F6) Graph Type: Scatter 1Var X List: List 1 1Var Y List: List 2 Frequency: 1 • EXE • Select GRAPH 1 (F1) • Select CALC (F1) • Select X2 (F4) • The coefficients of the quadratic, ( a, b, and C) are shown on the screen.
School of Electrical Engineering & Computer Science Semester One Examinations, 2024 COMP3400 Functional and Logic Programming Very Short Answer Question 1. [20 marks] The following ten questions are worth two marks each for a total of 20 marks. Part (a) [2 marks] For what value of b does fold r (++) b xs == foldl (++) b xs Part (b) [2 marks] Let maximum :: [Integer] -> Integer return the largest integer from a list. Write a useful quick–check for maximum. We presume xs and ys represent arbitrary non-empty integer lists in the solution. Part (c) [2 marks] What type will be inferred for the following function? Be sure to include any necessary class constraints. foo 0 = 1:2:3:[] foo n = n : (foo $ n-1) Part (d) [2 marks] Let p :: Integer -> Bool and suppose there are at least ten nonzero x :: Integer such that p x == True. Write a Haskell expression that assigns ten such integers to the list xs :: [Integer]. Part (e) [2 marks] Add one set of brackets, round braces (), to the following expression so that it can be executed by the Haskell REPL without producing an error. pure (,) [1] pure (,) [2] [3] Part (f) [2 marks] Define a function f so that > : type f f :: (a -> b -> [c]) -> (a -> b) -> a -> c up to renaming the type variables. Your implementation does not have to be total. Part (g) [2 marks] Use the Maybe applicative to concatenate Just "Exam-" with Just "Bear" to obtain Just "Exam-Bear". Part (h) [2 marks] Give an example of “syntactic sugar” being used in the Haskell language. Part (i) [2 marks] Recall the cons operator: (:) :: a -> [a] -> [a]. What is the type of (:) . (:)? Part (j) [2 marks] Very briefly explain how input/output was made pure in Haskell. Short Answer The following eight questions are worth five marks each for a total of 40 marks. Question 2. [5 marks] For each question give the β normal form for the given λ–calculus expression or show the expression is divergent. You must use Haskell ordering. Part (a) [3 marks] ((λx.xx)(λy.y)) (λz.zz) ab Part (b) [2 marks] x ((λy.yy)(λz.zz)) Question 3. [5 marks] Write a function runningSum :: Integer -> IO () that repeatedly prompts the user (with add:) for numbers until their sum is divisible by seven. The intermediate sums are printed. The first input is the starting sum. Sample usage . . . 1 > runningSum 10 2 add: 5 3 15 4 add: -2 5 13 6 add: 1 7 14 8 > Question 4. [5 marks] A boolean expression is one that is built from variables, conjunctions (And), disjunctions (Or), and negation (Not). A datatype for representing such expressions is given by 1 data Bexpr = Var Char | And Bexpr Bexpr | Or Bexpr Bexpr | Not Bexpr De Morgan’s laws imply p or q = not ((not p) and (not q)) so it is therefore possible to rewrite every boolean expression without using Or. Define a function noOr :: Bexpr -> Bexpr that, given a boolean expression, returns an equiv- alent expression that has no Or’s in it. 2 > noOr $ Or (Var‘p’) (Var‘q’) 3 Not (And (Not (Var ‘p’)) (Not (Var ‘q’))) Do not simplify or evaluate the expression. Question 5. [5 marks] We define unzip to be the inverse of the zip operation: 1 unzip [(1,2), (3,4), (5,6)] == ([1,3,5], [2, 4, 6]) Part (a) [4 marks] Define unzip using a fold (either left or right). You must include the type–definition. Your unzip must be equal to a fold and nothing else to receive marks. Part (b) [1 mark] What is the type of the function passed to fold in Part (a) of this question? Question 6. [5 marks] Vending machines can only dispense coins. Suppose someone purchases an item (in Aus– tralia) for $1.55 and pays with a $5 note. The machine will dispense back one $2 coin, one $1 coin, zero $0.50 coins, two $.20 coins, zero $0.10 coins, and one $0.05 coin totalling $3.45 in change. Write a function change :: Int -> [Int] -> [Int] that when given a target sum, and list of coin values returns a list of how many coins of each denomination to give back as change while always choosing the most valuable coin first. To avoid floating–point errors we use 200 for $2, 100 for $1 and so on. . . 1 > change 345 [200, 100, 50, 20, 10, 5] 2 [1,1,0,2,0,1] -- 1*200 + 1*100 + 0*50 + 2*20 + 0*10 + 1*5 = 345 Assume that: target sum is positive and can be made with the available coins; the machine has infinitely many coins of each denomination; the coin values are given in descending value. Question 7. [5 marks] The following is a tail recursive function for multiplying nonnegative integers. 1 trMult :: Integer -> Integer -> Integer -> Integer 2 trMult ans x 0 = ans 3 trMult ans x y = trMult (ans+x) x (y-1) Prove that trMult 0 x y == x * y for all nonnegative integers x and y. Question 8. [5 marks] Define a function mZipWith :: (a -> b -> c) -> [Maybe a] -> [Maybe b] -> Maybe [c] which does a zipWith over Maybe types. Truncate to the length of the shorter list. Return Nothing if mZipWith tries to “zip” any value with Nothing. > mZipWith (+) [Just 1, Just 2] [Just 3, Just 4, Just 5] Just [4, 6] > mZipWith (+) [Just 1, Just 2] [Just 3, Nothing] Nothing > mZipWith (+) [Just 1, Just 2] [Just 3, Just 4, Nothing] Just [4, 6] Question 9. [5 marks] Implement a function makeUnique which removes duplicates from a list. Note: The ordering of the output does not matter. > makeUnique [1, 3, 1, 2, 2] [1,3,2] > makeUnique "aaabbbccc" "abc" Your solution must include a type declaration. Long Answer Show your work. Unsupported solutions will receive few or no marks. Question 10. [10 marks] Given the type and instance declaration below, prove the second functor law for the Poly type by using induction. -- Second functor law fmap (g . h) = fmap g . fmap h data Poly a = Mono a Integer | Add (Poly a) (Poly a) instance Functor Poly where fmap g (Mono c k) = Mono (g c) k fmap g (Add polyA polyB) = Add (fmap g polyA) (fmap g polyB)
CS111 2025 Spring Homework 2: Task 0 For this program, the source code files appear in different folders: Algorithms, Core, IO, Utils, and each of them has its own Test folder containing a testing file.Compare this organization with putting all files in a single folder. •Which approach is better for a project with many files, and why? •Consider aspects such as maintainability, compilation speed, teamwork, and ease of navigation.Answer: Task 1: Answer the question.In the Utils folder, you see files with .h, .hpp, .cpp, and .c extensions. Explain the typical use of each extension in a C++ project. When should you use .h vs .hpp, and .cpp vs .c?Task 2: Answer the question.In the Utils folder, according to the Makefile, the file c_utils.o (created by the C compiler gcc) will be linked with test_c_util.o (created by the C++ compiler g++). •How can this be done successfully? •What must be considered in the header files to ensure correct linkage? Task 3: Answer the question. There are three header files in the Utils folder:•c_and_cpp_utils.hpp•c_only_utils.h•cpp_only_utils.hppWhat are the different intended uses of each file, and why? Task 4 •In bit_stream.hpp, there is a line:BitStream() = default;Is this line needed? Why or why not? •Consider another similar case, doubly_linked_list.hpp, there is a line:DoublyLinkedList() = default; Is this line needed? Why or why not? Task 5In bit_stream.hpp, there is a line:size_t size() const noexcept;•Is the noexcept part proper or helpful here? Why or why not? •Discuss the implications of using noexcept regarding performance, correctness, and code design. Task 6In the file, there are two lines: class BitProxy; BitProxy operator[](size_t index);Why is the first line (class BitProxy;) needed?Why does operator[] return a BitProxy object instead of a bool& or bool?Compare this design to how operator[] works in standard containers like std::vector or arrays.Task 7Regarding the design of the BitStream as shown in the file bit_stream.hpp, why not simply use an array of bool to replace it? Explain. Regarding the design of the BitStream as shown in the file bit_stream.hpp, why not simply use an array of bool to replace it? Explain.•Discuss the advantages and disadvantages of using an array of bool versus a BitStream.•Consider aspects such as memory usage, performance, and practical implementation details, and relevance to the project. Task 8In the file bit_stream.hpp, you will find the following declaration:std::vector data;Suppose we replace uint8_t with char, i.e.,std::vector data;•Would this change be appropriate? Why or why not? •Discuss the implications of using char instead of uint8_t for storing raw bit data, considering type safety, portability, and clarity.Task 9In bit_stream.cpp, consider the function definition of append_internal. a.) Explain the meaning of the following code: if (byte_index >= data.size()) { data.push_back(0); }b.) Provide the missing statements in the following code, and briefly explain what your code does: if (bit) { // code missing } else { // code missing }Task 10In the file bit_stream.cpp, in the definition of the function write_to_file, there are two lines:const uint64_t bit_count = end_pos - start_pos; file.write(reinterpret_cast(&bit_count), sizeof(bit_count));Explain these two lines of statements. Task 11In the file bit_stream.cpp, in the function read_from_file, there is a loop to read the bits one by one from the file. for (uint8_t byte : buffer) { for (int bit_pos = 7; bit_pos >= 0 && bits_added < bit_count; --bit_pos) { append_internal((byte >> bit_pos) & 1); bits_added++; } }Is this necessary? Why not simply read a sequence of uint8_t bytes from the file and save them into the BitStream object? Why?Task 12 In doubly_linked_list.hpp, there are lines to assign values to members that are not part of a constructor, like:Node* head = nullptr; Node* tail = nullptr; size_t len = 0;What is the meaning of these, and why are these allowed? How does this differ from initializing these members in the constructor’s initializer list?Task 13 In doubly_linked_list.hpp, the structure Node is declared in the public section of the class. Compared to another choice, putting this declaration in a private section of the class, what are the advantages and disadvantages of these two choices? Which is better for this project, and why? Task 14In doubly_linked_list.hpp, consider the constructor of Node:explicit Node(const T&& val) : ... What is the meaning of this? When does the method of the DoublyLinkedList class call this constructor of Node? Task 15In doubly_linked_list.hpp, in the function link_node, the code part for inserting a new node before an existing node is missing. Provide the missing code.•You can put it in both places, here in this report file, and in the missing-code place in doubly_linked_list.hpp. Task 16 In doubly_linked_list, there is a template function:template void insert_back(U&& value) { link_node(new Node(std::forward(value)), tail, false); }What is the meaning of calling the forward function here?Task 17 Since the insert_back function appears in the template class DoublyLinkedList, it is automatically a template function. So, maybe the template type name can be ignored and shared with the template type name T of the class. Then, can we use the following function? Why? void insert_back(T&& value) { link_node(new Node(std::forward(value)), tail, false); }Task 18How about writing the insert_back function as follows: template void insert_back(T&& value) { link_node(new Node(std::forward(value)), tail, false); }Is it ok? Why? Task 19In the file linked_list_and_priority_queue_tests.cpp, we see a range-based for loop: for (auto& item : list) { forward.push_back(item); std::cout mingw32-makeg++ -c ../../IO/Bit_stream/bit_stream.cpp -o bit_stream.og++ -o bit_stream_tests bit_stream_tests.o bit_stream.o...b) a screen shot of running an exectuable file. Paste the image in this report. c) [optional]: redirect output to a file, like: Huffman_code_programBuildWindows_g++>huffman_tests.exe > huffman_tests_output.txt Upload test ouptut .txt files together with the report file. Task 44[optional]Describe any other extra work that worth bonus points. Task 45Summarize your experience, what you have learned in this project. You may think in the aspects like: •The specific C++ features you found valuable: design patterns, skills of debugging, testing and compiling skills ... •How will this experience help you in future programming projects? •How this project can assist a future Data Structure and algorithm course? Submission Instructions: Submit the folloing files: 1.The completed report file (Word/PDF) with answers 2.A .zip file made by compressing the whole program folder, which contain all subfolders as distributed by this homework. The folder should contain all your modified program files. 3.Other supporting files, like•the executing output recording files. •...
SITXHRM009 Lead and manage people Assessment overview This Student Assessment Booklet includes all your tasks for assessment of SITXHRM009 Lead and manage people About your assessments This unit requires that you complete 3 assessment tasks. You must complete all tasks to achieve competency for this unit. Assessment Task About this task Assessment Task 1: Written questions You must correctly answer all questions in this task to show that you understand the knowledge required of this unit. Assessment Task 2: Address organisational requirements You are required to meet with members of the staff team to identify and discuss performance issues impacting the organisation. You are then to prepare a report and plan. This task will involve role play in a simulated workplace environment. Your assessor will observe you during part of this task. Assessment Task 3: Provide coaching and mentoring You are required to prepare and provide coaching/ mentoring to members of the staff team to address performance issues. This task will involve role play in a simulated workplace environment. Your assessor will observe you during part of this task. Assessment requirements You will be provided an assessment schedule by your trainer. This will indicate the dates assessments will be undertaken e.g. for practical activities and/ or the dates for assessment submissions e.g. for written work. Prior to assessment your assessor will provide you information on how to prepare. Ensure you are fully prepared for each assessment task. The resources required for each task are indicated in each task. If you have identified special learning needs the assessment process and/ or materials may be adjusted to address these requirements. If you feel there is an issue that will impact your performance during an assessment task, it is important to bring this to the attention of your assessor prior to attempting the task. Read all assessment task information in full. Contact your assessor to clarify assessment requirements if you are unsure about any aspect of the assessment process or task requirements. Each assessment task includes a set of instructions that guide you on requirements. Information is also provided on the assessment context (e.g. where it will be undertaken) and conditions (e.g. closed book). For performance to be deemed satisfactory in an assessment task, you must satisfactorily address all the assessment criteria. You must satisfactorily complete each assessment task to be deemed competent in this unit. Submitting assessments You will be informed the process for submitting any written work and what must be submitted. This information will be supplied with each task. You must submit all work by the due date. Failure to do so may count as a submission attempt. Complete the Student declaration section of the Assessment Cover Sheet that is supplied with each assessment task. Submit this to the assessor along with your work. Retain a copy of all work submitted for each assessment task. Academic conduct Cheating, plagiarism and unauthorised collusion in any form during assessments will result in the assessment submission being invalidated. Assessment feedback You will be provided feedback on performance on completion of the task. The feedback will be provided in the Assessment Cover Sheet and will indicate if you have satisfactorily addressed all the assessment criteria and indicate the assessment result as S – Satisfactory or U - Unsatisfactory. Assessors will discuss your performance in each task when providing feedback. Assessment resubmissions If you fail to demonstrate satisfactory performance in an assessment task you will be provided another 2 opportunities to address the assessment criteria. The assessor will arrange this with you. Accepting the assessment result Once the assessor has provided written and verbal feedback, you are required to complete the Accepting assessment result section of the Assessment Cover Sheet. Assessment appeals You have the right to appeal the outcome of assessment decisions if you feel you have been dealt with unfairly or have other appropriate grounds for an appeal. Tips for submitting written work Assessment questions, report briefs and project instructions include words that guide you on the expected level of response. The information below is a guide on the expected level and type of response required by questions and instructions that include the highlighted words below. Note that the following guidance is the minimum level of response required. List Identify information in a list format. A short response is required e.g. a list of food items required for a menu. Identify Similar to list. A short response is required e.g. identify 3 types of cheese. Outline A brief response of 1 or 2 sentences is required that includes a brief overview of the main parts/ aspects of the question subject. Summarise A brief response of 1 or 2 sentences is required that includes a brief overview of the main parts/ aspects of the question subject. Describe This requires a more comprehensive response than outline or summarise. When describing something you provide more detailed information of the question subject. You may be often asked to describe processes or aspects/ features or qualities of the question subject. Expected responses will be between 3 to 4 sentences in length. Explain When explaining something you provide detailed information on the question subject. You may be asked to explain reasons justifying why you would complete processes in a certain order or why something happened. Expected responses will be between 3 to 4 sentences in length. Analyse When responding to questions asking you to analyse something, you should identify key aspects or features of the subject. Expected responses will be between 3 to 4 sentences in length. Quick summary of assessment process . Review task requirements to identify assessment criteria and task requirements. . Clarify anything you don’t understand with your assessor. . Ensure you are fully prepared to undertake the task. . Complete the Assessment Agreement. Provide this to your assessor prior to attempting assessment task 1. . Complete the Assessment Task Cover Sheet and submit to you assessor at the commencement of a task that is observed by your assessor or when submitting written work. . Undertake the task in accordance with task requirements. . Your assessor will provide written feedback in the Assessment Task Cover Sheet and discuss this with you. . If required identify and confirm part of the task that must be resubmitted and confirm your understanding of requirements with the assessor. . Complete the Student Declaration – Acceptance of assessment result section of the Assessment Task Cover Sheet. Keep a copy of the feedback provided in the Assessment Task Cover Sheet. Assessment Task 1: Written questions TASK SUMMARY You are to answer all written questions. RESOURCES AND EQUIPMENT REQUIRED TO COMPLETE THIS TASK Access to textbooks and other learning materials. Access to a computer, printer, Internet and email software (if required). WHEN AND WHERE DO I NEED TO COMPLETE THIS TASK? This task may be done in your own time as homework or you may be given time to do this task in class (where applicable). Your assessor will provide you with the due date for this assessment. WHAT DO I NEED TO SUBMIT? Your answers to each question in this task. INSTRUCTIONS You must answer all questions in this task correctly. You must answer the questions by typing your answers in Microsoft Word or a similar program – your assessor will advise as to whether you must email them your completed assessment, submit the file on a USB drive or hand in a hard copy. QUESTION a) Describe three ways a manager/supervisor/team leader might identify a quality problem or issue with a product or service in their workplace? b) What are the six steps in an accepted problem-solving model? c) Describe five examples of workplace problems that have an operational and/or customer service impact? QUESTION a) Provide three strategies managers/supervisors/team leaders can use to optimise the chance of finding out from colleagues about ways to improve workplace efficiency and service levels. d) Describe three ways managers/supervisors/team leaders can monitor efficiency and quality of service levels through a service session. QUESTION Name three ways a supervisor/team leader can provide staff and managers with information that could help with their future planning for the business. QUESTION Explain how managers/supervisors/team leaders can ensure their day-to-day workplace activities assist the business achieve its organisational goals. QUESTION List three ways supervisors can learn about current and emerging trends which might present opportunities for their business/department/team? QUESTION Outline one staff development consideration for each of the following: a) a change in job responsibilities b) arranging external training and professional development c) the team member has been promoted into a new position d) arranging internal training and professional development e) providing opportunities for greater autonomy or responsibility QUESTION Describe three important things to consider when delegating tasks to team members. QUESTION Read the case study and answer the following questions. Jeff is the manager at Evolutions Restaurant, an up-market dining space in one of the Marino gaming complexes. The room has a reputation for fine food and drinks at competitive prices but is especially known for its super- fast service enabling players to return to their gaming machines or tables quickly. Orders are currently taken person-by-person at the table by waiters and then taken to the kitchen by hand where they are given to the Head Chef at the Pass. Both management and guests appreciate this aspect of the dining room and market research has consistently shown this is the main reason people come to the room to eat. Evolutions is open 18 hours every day, seven-days-a-week. Jeff knows the value of good staff in maintaining the room’s reputation and constantly monitors their work to evaluate their performance so issues can be readily detected and addressed. He is about to enter a team meeting he has organised as a result of monitoring which has indicated service times have slowed, guest waiting times have increased, customer complaints about slow service have spiked and patronage and revenue is starting to decline. Jeff mentioned his concerns to several of the staff and they told him the answer was to hire more waiters, but his budget simply will not accommodate this suggestion. Jeff hopes his team meeting will help resolve the issue. a) Jeff has data indicating that a problem with service and waiting times exists. Give four examples of the monitoring he might have done to obtain this data to become aware of the issue. e) How might Jeff have determined there was a decline in sales and patron numbers? f) What are three techniques Jeff might use to share the information he has about the looming problem? g) Identify three pieces of information about the issue Jeff could/should share with the team. h) How might Jeff challenge the suggestion that all he needs to do to improve things is hire more staff? i) What are three examples of critical thinking techniques Jeff could suggest to his team to encourage them to generate fresh ideas to address the identified problematic situation? j) List three actions Jeff could take to support individual staff members to improve their service times. QUESTION a) Name five things that determine the overall planning and organisation of work in different sectors of the hospitality industry? k) For each of the following services name three factors that influence the way work needs to be organised/planned for the upcoming session: Housekeeping Front office Kitchen Dining room QUESTION a) Describe the leadership and management roles applicable to your hospitality industry sector. l) What are the roles and functions of a supervisor? QUESTION a) What is the difference between a ‘programmed’ decision and a ‘non-programmed’ decision? m) Name three ways ‘programmed’ decisions help resolve typical workplace issues. QUESTION a) As a manager list two industrial/legislative issues that affect how you plan/organise work for employees. n) Describe three workplace health and safety procedures that a manager must ensure are in place and being implemented to protect the health and safety of all employees. QUESTION As the manager/supervisor or team leader in hospitality services, it is important that you are aware of specific service information relevant to customers. List five important facilities/promotions/service options that all employees must be aware of to inform. customers. QUESTION What are six things you can do to act as a positive role model for people you lead and manage? QUESTION What are six things you can do to show support for and commitment to organisational goals when leading and managing people? QUESTION What are six ways a workplace leader can treat people/workers with integrity, respect and/or empathy? QUESTION Give five examples of plans and objectives that may need to be communicated to teams. QUESTION a) What are three innovative approaches work teams might be encouraged to take by team leaders? o) Describe three ways team leaders might encourage teams to develop innovative approaches at work? QUESTION Describe three ways in which leaders/supervisors can model and encourage open and supportive communication within their teams. QUESTION a) What are six examples of information that team leaders should seek from the wider organisation to share with their teams? p) Describe three ways team leaders/supervisors might obtain information from the wider organisation to share with their teams. q) What are three ways team leaders/supervisors might share information from the wider organisation with their teams? r) Give two examples of how team leader/supervisors might represent the team and communicate their interests, needs and ideas to the wider environment QUESTION a) What are three things team leaders/supervisors should seek feedback from their teams about as part of developing team commitment and cooperation? b) What are three keys to seeking feedback from teams as part of developing team commitment and cooperation? QUESTION List two benefits of using presenting awards to reward good performance/ achievement of individual staff. QUESTION What are three ways a team leader/supervisor might provide recognition and reward for team achievements? QUESTION a) What is the name given to the leadership style that expects workers to follow the rules, display a formal work attitude and respect the chain-of-command? c) Briefly describe the ‘laissez faire’ style of leadership. s) What is the name given to the leadership style that is an authoritarian style based on telling employees what to do using threats and punishments to achieve results? t) Briefly describe the ‘democratic’ style of leadership. QUESTION What are six characteristics of effective leadership? QUESTION a) Describe six characteristics of effective teams. u) What are four roles and attributes of effective team members? v) What are five common potential team problems? w) What are five practical ways to improve workplace team dynamics? x) Describe the benefits of effective teamwork. QUESTION How does motivation assist when leading and managing people? QUESTION a) Briefly explain Maslow’s Hierarchy of needs motivation theory. y) What are the three categories identified by Alderfer’s ERG theory of motivation? a) Herzberg developed the ‘Two factor theory of motivation’: what are the two factors? QUESTION a) Outline two factors a manager of a restaurant should consider when informing staff of plans to implement new cash registers. QUESTION Outline how developments in training methodologies should be considered when training restaurant staff. QUESTION Outline two factors to be considered by a manager when implementing changes to expectations, roles and responsibilities of team members in policies and procedures. QUESTION Provide one example of why it’s important to inform. new team members on job roles, responsibilities and expectations for each of the following: a) importance of adhering to restaurant policies and procedures b) practices for cooperative and open communication c) nature and scope of work for their job role d) interdependent areas of activity within the restaurant e) importance of effective relationships with others in the workplace f) reporting requirement for their job role What do I need to hand in for this task? Have I completed this? Your answers to all questions o
CSSE3100/7100 Reasoning about Programs Week 7 Exercises In each of the following exercises, use the loop design techniques from Week 5 to find invariants that imply the postconditions when the loop terminates. Provide additional invariants based on your mental model of the implementation when needed. Exercise 7.1. Specify and implement a method that increases every element of an integer matrix by 1. Verify your method is correct using the Dafny verifier. Note: An integer matrix has type array2 and has number of rows Length0 and number of columns Length1. Exercise 7.2. Specify and implement a method that copies the elements of one matrix to another of the same dimensions. Allow the matrices to be possibly aliased. Verify your method is correct using the Dafny verifier. Exercise 7.3. Specify and implement a method method DoubleArray(src: array, dst: array) that sets dst[i] to 2*src[i] for each i. Assume the given arrays have the same lengths, and allow the possibility that they reference the same array. Verify your method is correct using the Dafny verifier. Exercise 7.4. Specify and implement a method that in a given array rotates the elements “left” . That is, what used to be stored in a[i + 1] gets stored in a[i], and what used to be stored in a[0] gets stored in a[a.Length - 1]. Verify your method is correct using the Dafny verifier. Hint: There is a strategy which involves swapping pairs of elements of a. Try working out this strategy on paper first. Exercise 7.5. Specify and implement a method that in a given array rotates the elements “right” . That is, what used to be stored in a[i - 1] gets stored in a[i], and what used to be stored in a[a.Length - 1] gets stored in a[0]. Verify your method is correct using the Dafny verifier. Hint: Again there is a strategy which involves swapping pairs of elements of a.
Assignment 3 1. (a) Show that {P, Q, ¬(P ∧Q)} is an unsatisfiable 3-element set, each of whose 2-element subsets is satisfiable. (b) For every n ≥ 3, find an example of an unsatisfiable n-element set, each of whose (n − 1)-element subsets is satisfiable. 2. Show that ϕ is a tautology if and only if {¬ϕ} is unsatisfiable. 3. Use the DPP to decide whether the following sets of clauses are satis- fiable. (a) {{¬Q, T}, {P, ¬Q}, {¬Q, ¬S}, {¬P, ¬R}, {P, ¬R, S}, {Q, S, ¬T}, {¬P, S, ¬T}, {Q, ¬S}, {Q, R, T}} (b) {{¬Q, R, T}, {¬P, ¬R}, {¬P, S, ¬T}, {P, ¬Q}, {P, ¬R, S}, {Q, S, ¬T}, {¬Q, ¬S}, {¬Q, T}} 4. Decide whether each of the following arguments are valid by first con-verting to a question of satisfiability of clauses (see the Proposition on page 3 of Week 3 Slides), and then using the DPP. (Note that using DPP is not the easiest way to decide validity for these arguments, so you may want to use other methods to check your an-swers, but do not submit them with your assignment.) (a) (P → Q), (Q → R), (R → S), (S → T) therefore (P → T). (b) (P ∨ Q), (Q ∨ R), (R ∨ S), (S ∨ T) therefore (P ∨ T). (c) (P → Q), (Q → R), ¬R, therefore ¬P.
COMP9313 Big Data Management Aims This exercise aims to get you to apply the design patterns you have learned in Chapter 2.2 on MapReduce programming. Create a folder “Lab3” and put all your codes written in this week’s lab in this folder and keep a copy for yourself after you have finished all the problems. Download the input file “pg100.txt” from WebCMS3. For all problems, using the following codes to tokenize a line of document: import re words = re.split("[ *$&#/t f"'\,.:;?![](){}~-_]", line.lower()) Problem 1. Compute a Nonsymmetric Term Co-occurrence Matrix Using the "Pair" Approach The problem is to compute the number of co-occurrences for each pair of terms (w, u) in the document. In this problem, the co-occurrence of (w, u) is defined as: u appears after w in a line of document. This means that the co-occurrence counts of (w, u) and (u, w) are different! The task is to use the “pair” approach to solve this problem. Input is in the format of (line number, line). Output is in the format of ((w, u), co-occurrence count). Hadoop Streaming: Create new python scripts CoTermNSPair_mapper.py and CoTermNSPair_reducer.py in the folder Lab3. mrjob: Create a new script “mr_CoTermNSPair.py” in the folder Lab3 and solve this problem. Hints: 1. Refer to the pseudo-code in slide 36 of Chapter 2.2. Note that the condition u is in “NEIGHBORS(w)” means that u appears after w in the same line in this problem. For example, give a line “a, b, c, d”, for term a, you will generate ((a, b), 1), ((a, c), 1), and ((a, d), 1). 2. What is the map output key? How to store the pair of terms? (A simple method is to concatenate the two terms as a string) 3. How to write the reducer? 4. How about the combiner? The head and the tail of the result are like: If your code is correct, you should output 1,161,210 pairs. Problem 2. Compute a Nonsymmetric Term Co-occurrence Matrix Using the "Stripe" Approach The problem is the same as Problem 2. The task is to use the “stripe” approach to solve it. Input is in format of (line number, line). Output is in format of ((w, u), co-occurrence count). Hadoop Streaming: Create new python scripts CoTermNSStripe_mapper.py and CoTermNSStripe_reducer.py in the folder Lab3. mrjob: Create a new script “mr_CoTermNSStripe.py” in the folder Lab3 and solve this problem. Hints: 1. Refer to the pseudo-code in slide 39 of Chapter 2.2. 2. You need to use dictionary to formalize the final output string as the map output value. 3. In the reducer, you will receive a list of dictionary objects for the same term w. You need to aggregate them and generate a final “stripe”, and then output the key-value pairs in format of ((w, u), co-occurrence count). 4. The mapper output of Hadoop Streaming is a string that is separated by ‘t’. The value (second part) of this output should be a string transformed from the dictionary object. How to transform. the dictionary to a string that will be processed in the reducer? 5. How to write the combiner? Can you use the reducer as the combiner in this problem? Remember, the input of the combiner is the output of the mapper, and the output of the combiner is the input of the reducer. If your codes are correct, the results obtained should be the same as obtained in Problem 1. (Optional) Problem 3. Compute a Symmetric Term Co-occurrence Matrix Using the "Pair" Approach In this problem, the co-occurrence of (w, u) is defined as: both w and u appear in one line of a document. By this definition, (w, u) and (u, w) are treated as the same. Use the “pair” approach again to solve this problem. Hadoop Streaming: Create new python scripts CoTermSynPair_mapper.py and CoTermSynPair_reducer.py in the folder Lab3. mrjob: Create a new script “mr_CoTermSynPair.py” in the folder Lab3 and solve this problem. Hints: 1. How to modify the codes for Problem 1 slightly to solve this problem? 2. Do you need to change the reducer and combiner? The generated pairs should be fewer than the nonsymmetric version. The count of (w, u) and (u, w) are merged in the symmetric problem. For example, you will see “a mad 22” and “mad a 21” in the result of Problem 2, and in this problem you will only see “a mad 43” in the output. If your code is correct, you should output 978,615 pairs. (Optional) Problem 4. Compute a Symmetric Term Co-occurrence Matrix Using the "Stripe" Approach The problem is the same as defined in Problem 3. The task is to use the “stripe” approach to solve it. Input is in format of (line number, line). Output is in format of ((w, u), co-occurrence count). Hadoop Streaming: Create new python scripts CoTermSynStripe_mapper.py and CoTermSynStripe_reducer.py in the folder Lab3. mrjob: Create a new script “mr_CoTermSynStripe.py” in the folder Lab3 and solve this problem. Hints: 1. You only need to modify the mapper. When you get a pair of terms w and u, you need to consider the alphabetical order of w and u. If w < u, you write the information to the stripe for w; otherwise, you need to emit a key-value pair for u, i.e., (u, (w, 1)). 2. Do you need to change the combiner and reducer? If your codes are correct, the results obtained should be the same as obtained in Problem 3. Solutions of the Problems I hope that you can finish all problems by yourself, since the hints are already given. All the source codes will be published in the course homepage on Friday in the same week.
Assignment Title IFY_Sep_ECO_EXAM Assignment Deadline 1 pm Wednesday 6th December SECTION A 1.Explain the factors which can cause a change in demand for a product. Demand is the quantity of goods or services that a consumer is willing and able to purchase at a given price over a period of time. The change in demand for a product can be affected by several factors, and different factors can have an increasing or decreasing effect on it. Changes in population can significantly impact demand. An increase in population often means a broadening of the consumer base, which may lead to a growth in the demand for a wide range of goods and services. For example, an increase in the population in an area commonly drives more demand for housing, food, and other essential goods. ( figure-1: illustrates Changes in demand under the influence of population) Another key determinant factor is the price of substitutes. It will directly affect demand. When the price of a substitute product decreases, consumers may switch from the original product to the cheaper substitute, leading to a decrease in demand for the original product. Conversely, if the price of a substitute increases, it might lead to an increase in demand for the original product. Like tea and coffee. If the price of coffee increases, consumers might switch to tea, leading to an increase in demand for tea. ( figure-2：illustrates two different substitute cases, perfect substitutes and imperfect substitutes) Moreover, the income levels are also related to the demand scale. When consumers' incomes increase, their purchasing power grows. They are willing to buy more of certain goods or services. For common goods, an increase in income leads to an increase in demand. In contrast, for inferior goods, consumers buy less as their incomes increase. For example, an income growing might tend to buy more advanced appliances while abandoning the use of cheaper cleaning supplies.（figure-3 : Shows the relationship between income level and inferior good A and common good B.) These three factors are my explanation of the main influences on demand for a product. 2.Explain the factors which can determine the level of investment in an economy. Investment refers to the spending on newly acquired fixed capital goods, ongoing projects, and increased stock levels within a period of time. Investments are further classified as autonomous and induced investments. Autonomous investments are less affected by external economic conditions, while induced investments are more affected by changes in the external environment and vary with short-term changes in economic conditions. Therefore, I will discuss more about the factors that determine induced investments. For induced investment, GDP holds significant sway.A strong GDP means growing economic activity, increasing incomes and economic development. With the economy thrives, consumption usually surges,that prompting companies to invest more to cater the escalating demand. Imagine a country whose GDP continues to grow as productivity increases and businesses grow. People's incomes gradually increase and their expenditures rise naturally. The increase in spending drives demand for products, prompting companies to increase investments to expanding production capacity or introducing new products. Additionally, the price level (inflation/deflation) is also an important factor affecting induced investment. Inflation and deflation affect the purchase of capital goods as they change the expected profitability of any given project. High inflation may reduce the expected return on investment, thus discouraging firms from investing. Conversely, in times of deflation, the expectation of increased profitability may encourage more investment.（figure-4 : inflation and deflation) Last but not least, a discussion of Autonomous Investment remains necessary. Technological innovation is one of the most important factors affecting Autonomous Investment, and technological development cannot be achieved overnight but requires constant investment by firms. Therefore Autonomous investment is particularly important in this regard. For example, a company may invest autonomously in technological innovation to ensure that it remains competitive in the marketplace and is not subject to short-term interest rates or revenue fluctuations. SECTION B 3.To what extent is a sharp depreciation of its exchange rate always beneficial for an economy? Currency devaluation has both positive and negative effects on countries’ economies. Currency devaluation refers to a decline in the value of a country's currency relative to other currencies. A devaluation can enhance the competition ability of a country's exports, but it can also make the price of imported goods increasing. This change has far-reaching effects on the country's economy, not only affecting the domestic market but also involving international trade. The positive aspect of currency devaluation is that it can enhance a country's export competitiveness. As a country's currency depreciates, the country's exports become relatively less expensive in the international market, thereby stimulating foreign demand for its products and services, which in turn boosts the country's export business. Thus, an increase in foreign demand can enhance the country's economic activity and have a positive impact on the trade surplus. For instance, China has a huge manufacturing base with tens of thousands of factories producing countless products. China's domestic market demand has plummeted in the post-epidemic era and the domestic economy is facing difficulties. At this time, the depreciation of the RMB has boosted the export of Chinese-made products, giving impetus to China's economic recovery. （figure-5 : Shows the relationship between export and currency depreciatation.) However, currency depreciation may also have a number of negative effects. Firstly, the imported goods price increase may cause domestic inflation. With the devaluation of the currency, the prices of the country's imported goods will rise again, especially for essential items that are not domestically self-sufficient. This will significantly affect the costs for consumers and businesses, limiting their spending power and productive capacity, and affecting the overall economic environment. For example, Japan is highly dependent on imports of daily necessities such as clothing, home appliances, and smartphones, the depreciation of the yen in recent years has increased the cost of daily living for Japanese households, putting pressure on their livelihoods.（figure-6 : Shows the relationship between the price of import products and currency depreciatation.) In addition, currency devaluation also has a negative impact on countrys' financial stability and debt. If a country has a large amount of debt denominated in foreign currencies, currency depreciation will increase both the cost of servicing the debt and the country's fiscal burden. It will put the country in a debt trap, increasing the instability of national financial systems. In conclusion, although currency devaluation can promote exports and international competitiveness in some cases, it also hurts the domestic economy. Therefore, I believe that the disadvantages of devaluation outweigh the advantages to most non-export-oriented countries. 4. Evaluate the reasons for and against a government using protectionist policies to correct a balance of payments deficit. Trade protectionism is a policy stance, it aims to reducing the impact of foreign product imports on domestic industries by restricting or raising the cost of imports to protect domestic industries. There are several forms of these policies, such as tariffs, quota restrictions, subsidies to domestic industries. Those policies have been heated debating on the international platform. Someone argue that this police are very helpful to correct balance-of-payments deficits, while others insist that it’s upsides is more than downsides. Protectionist policies are seen as a means of dealing with balance-of-payments deficits. By raising the prices of imported goods, governments can reduce their import expenditures, which may help to reduce the trade deficit. In addition, the support for domestic industries can bring more opportunities to their production and employment, increasing GDP and contributing to economic growth. These policies also play a key role in the protection of the country's core industries and ensure that domestic productivity capacity is maintained in crisis times. In the case of the United States, the Government has taken a series of measures to protect and support the development of the country's automobile manufacturing industry. In the 1980s, the United States published a law, that aimed to impose more tariffs on automobiles imported from Japan. At the same time, the government provided subsidies and trade support to its own automobile manufacturers and adopted policies to encourage United States automobile manufacturers to return to their home countries to build factories. To a certain extent, these policies have helped the United States to preserve the automotive industry and reduce import dependence in this sector, enhancing the resilience of the United States industry to cope with external crises. （figure-7: Demonstrate the extent to which U.S. tariff policy affects the bilateral trade balance. Reveals the ripple effects of inter-country trade policy adjustments on cross-country economic relations and global supply chains.) However, protectionist policies are also accompanied with several negative effects. First, the imposition of tariffs or restrictions on imports may lead to higher prices for imported goods, and it will infringement of consumer interests. High import taxes may reduce consumers' purchasing power and limit their consumption choices. Second, protectionist policies are easily trigger trade wars, making global trade instability. In addition, protectionist policies also violate international trade rules and agreements, undermining a country's standing and credibility in the international arena. Again using the US as an example, while the US imposed tariffs on Japanese cars, Japan retaliated by imposing tariffs on goods imported from the US as a response to the US behavior, resulting in trade friction intensifying. On the other hand, the restriction on Japanese cars has caused American consumers to lose the right to choose economical Japanese cars and have to pay more money to buy other cars. All in all, in the short term, these policies may bring benefits to domestic industries and employment, but in the long term, they may not only lead to instability in global trade and tensions in international relations, damaging the country's trade credibility, but also damaging the rights of domestic consumers. Therefore, I believe that the policy of trade protectionism is a policy that does more harm rather than good. This position of restricting and distorting free trade by hindering imports through tariffs, quota restrictions, and other means is contrary to the concept of free trade.
Assignment 3: Ethics and Sustainability Case COMM 105: Values, Ethics, and Community Purpose: A core element of business is the practice of analyzing a problem, understanding its root causes through application of key concepts and frameworks, and making well-supported recommendations on how to solve the problem. Case studies are useful in simulating real business situations and providing you with opportunities to practise what you have learned. This assignment is a closed case (i.e. no additional research permitted beyond what is provided to you) that will require you to step into a decision maker’s role in analyzing a real-life business story with complex ethical, social, environmental, and economic considerations. Learn in g Objectives: Take an ethical and responsible approach to business to identify inherent opportunities and risks in a complex scenario. Take a long-term view in framing business analysis and decision-making. Guidelines: This assignment is due Tuesday, October 22 at 10pm Pacific Time. It is worth 25% of your overall course grade in COMM 105. Submit on Canvas through the assignment dropbox. Convert your documents to PDF and combine all parts into a single PDF file for upload. Multiple files will not be accepted. Use single-spaced 11-point Arial font, 1-inch (2.54cm) page margins, and 8.5x11 inch pages (except for your appendices, which may be 9-point font or larger). Ensure your assignment is easy to read. Use section headers to organize your assignment. Write “(course concept)” after any course concept or framework that you reference in your work. File naming convention: Last5NumbersOfStudent#-Sec#-AssignmentName.pdf (e.g. 12345-Sec101-EthicsAndSustainabilityCase.pdf). This is an individual assignment. UBC policies regarding academic integrity and plagiarism apply. You may not work on this project with others. AI is not permitted for this assignment. You may not use ChatGPT or other large language models for this assignment. The use of artificial intelligence tools will be considered cheating; see 3.b(iv) of the Vancouver Academic Calendar. Please keep all drafts and notes in case you are asked to demonstrate that you created this assignment without the use of AI. Assignment components: ● Page 1: Cover Page ● Pages 2-4: Case Write-Up ● Page 5: Appendix ● Page 6+: References List Instructions: Page 1: Cover Page Include the assignment title, your COMM 105 section number, and the last five digits of your student number. We will be uploading assignments to Turnitin, so to protect your privacy, please do not include your name or full student number anywhere in your assignment. Page 2-4: Case Write-Up (2.5 pages maximum) This assignment has a website containing all of the information and materials you require to complete this assignment. To access it, click on “Ethics and Sustainability Case Website” on Canvas in the course navigation. Make a recommendation based on this case question: Your task is to take on the role ofa Responsible Investment Analyst at the Canadian Imperial Bank of Commerce (CIBC) in 2019, faced with the decision of whether or not CIBC should invest in LNG Canada according to its principles of environmentally and socially responsible action. You must make a recommendation: either invest in the project, or do not invest. ● Assume the financial prospects of the investment (e.g. credit rating and risk-return ratio) are comparable to other profitable investment opportunities available to CIBC in BC. ● Assume that other possible projects that CIBC might invest in would have complex social and environmental issues, just like the issues described in this case. In other words, the opportunity cost of this investment would be another project that has its own benefits, drawbacks, risks, and tensions just like the potential LNG Canada investment. ● Your recommendation to either invest or not invest must be based on analysis of the situation based on the information provided on the case website, and supported by the tools and concepts covered so far in COMM 105, especially those on business ethics, sustainability, Indigenous knowledge, and values-based decision making. To build a rational and persuasive argument for a chosen recommendation, your case analysis will use the IAR (Issues – Analysis – Recommendations) framework of case methodology: ● Issues (aim for ½ page): Clearly identify 3-4 key issue(s) facing CIBC, the decision maker, in the case. Give each issue a short name or title, and give each issue a short 2-3 sentence description that justifies why you have selected the issue as a priority in this case. Your issues will likely be under the three broad categories of environmental, social & Indigenous, and economic. The old adage, “stating the right problem takes you more than half way towards the right solution,” applies to case analysis. Remember that these issues should be related to whether CIBC should invest in LNG Canada. ● Analysis (aim for 1 ½ pages): To support your decision of whether or not CIBC should invest in LNG Canada, apply analytical tools, frameworks, and concepts from the course. Structure your analysis in three categories of Environmental, Social & Indigenous, and Economic. Like any investment, this project has benefits and clear drawbacks, and a strong analysis will consider the pros and cons of the LNG Canada investment. While your analysis will likely go beyond a discussion of the 3-4 issues you identified, ensure that you emphasize your issues (as you have already justified why they are the important to consider when investing in the project). Making unfounded assumptions or giving your opinion are not sufficient; focus on evidence-based analysis. ● Recommendation (aim for ½ page): Based on your analysis, choose either to invest or to not invest, and briefly summarize why this would best address your 3-4 issues. The page limits for each of the Issues, Analysis, and Recommendations sections are guidelines, not requirements, but you must not exceed 2.5 pages total for your case write-up. Write this section in the third-person narrative voice, not in the first- or second-person narrative. Even though you will provide your own analysis, it is standard business practice to write in an impersonal voice. For example, instead of “ I think the company should …”, write “The company should …”. Instead of “My analysis shows …”, write, “The analysis shows …” Page 5: Appendix You have up to one page to include exhibits, diagrams, or charts to support your analysis. This would likely include your application of frameworks, concepts, or tools from class. Diagrams or charts should only appear in your appendix, and not in your case write-up. Appendices should be labelled and titled, e.g. “Appendix A: Managing for Stakeholders Analysis” . Appendices must be referenced in the body of the memo, e.g. “see Appendix A for a full Managing for Stakeholders analysis”). Do not add a page of random graphics that is not mentioned in your case write-up. It is helpful to demonstrate how you have used the framework as part of your analysis. For example, instead of including an image of the Managing for Stakeholders diagram, outline the important stakeholders for the case and why they are relevant. Only include items in your appendix if they add value to your analysis and recommendations. The appendix must be a useful tool for the reader; it is not a “scrap bin” for information you could not fit in the body of your assignment. Page 6+: References List This assignment is a closed case and does not allow outside research. You can only use details that are included directly on the case website; do not click on the hyperlinked resources. You cannot use your own personal knowledge as part of your analysis. You are not permitted to reference external images, ideas, or analytical tools that have not been discussed in COMM 105. However, some situations may require citations and references: ● You are directly quoting from the course website (i.e. facts and statistics do not need to be cited, but quotes of phrases or full sentences do, to identify that these phrases or sentences are not your own words). If you quote something from an outside source that is referenced on the case website, cite the outside source, and not the case website. ● Format all in-text citations and references using APA style, 7th edition . ● APA-style. formatting for the case website in-text citation: (“LNG Canada Case”, 2024) ● APA-style. formatting for the case website reference: LNG Canada Case. (2024). Canvas@UBC. https://canvas.ubc.ca ● Course concepts (e.g. from prep materials, video lectures, or lecture slides) do not need an APA citation or reference as long as you are not directly quoting from these materials. However, you must write “(course concept)” after each course concept that you reference in your work. For example, “Based on the Managing for Stakeholders framework (course concept), it’s clear that …“ There is no limit to the number of pages of your References List. If you do not directly quote the case website, you do not need to include a References List. It is your responsibility to learn how to use the APA format. Assignments that are inadequately referenced (either lacking detail or using improper format) may be returned for correction and will be subject to penalties, including possible academic misconduct investigations. Grading (25% of course grade): Criteria Points Issues: Three or four key issues are clearly stated, relevant to the case, and related to the environmental, social & Indigenous, and/or economic impacts of the project. Course concepts are/or case facts used to justify your choice of issues. 10 Analysis - Overall: You have presented an analysis of whether or not CIBC should invest in the LNG Canada project by considering the benefits and drawbacks of the investment from three perspectives: environmental, social & Indigenous, and economic. Your analysis is persuasive and anchored in evidence from the case. Your analysis focuses on the three or four issues you defined in your Issues section. 15 Analysis - Course Concepts: At least three course frameworks, tools, or concepts are used in your analysis section. You have shown an understanding of each concept, and your chosen concepts are relevant and have made your analysis more persuasive. 10 Recommendations: Your recommendation is connected to the key issues stated at the beginning of the paper and is reinforced with a brief and confident summary statement which synthesizes the most important parts of your analysis. 5 Professionalism Deductions: ● Up to -4 points: Formatting instructions not followed (file title, font, font size, margins, etc.), sections in incorrect order, unclear or inconsistent formatting (overly-long paragraphs, lack of headings, blank pages, etc.) ● Up to -4 points: Spelling or grammatical errors ● Up to -8 points: Going over page limits or word counts ● -0.5 points: Including your full name or full student number in your work ● -0.5 points: For each APA citation or reference mistake Up to -12 (30% of max score) Each of the Criteria will be graded using the following scale: Far Below Expectations 0-49% Below Expectations 50-69% Meets Expectations 70-79% Exceeds Expectations 80-100% It is your responsibility to provide enough time for your submission to be uploaded on time, and to ensure that you have uploaded the correct file to the Canvas assignment page. Review the COMM 105 course syllabus on Canvas for a reminder of the late assignment submission policy. Assignment Tips: There is no one, single “correct” answer to this case. We are interested in your framing of the issues, choice of information, analysis, connection to course concepts, rationale, and recommendations. Given the complexity of the issues in this case, the recommendation either to invest or to not invest can both score well if argued persuasively using course concepts, facts from the case, and logical argumentation. Linkage of concepts or frameworks used to their application is imperative for a top grade. Saying you would “analyze the ethical issues” or “do a stakeholder analysis” is not specific enough to be useful. Mentioning a concept or framework is not the point; your objective is to gain insights by demonstrating the correct application of an appropriate concept or framework. It is important to be specific. Case memos that use concrete, specific facts from the case website demonstrate a more detailed and nuanced argument. While you can assume that your reader is familiar with the case, do not assume that they have memorized all of the case facts; rather, your use of relevant case facts adds evidence to your argument. Some discussion questions to help you start framing your analysis of this situation: ● What are the triple-bottom-line (environmental, social and economic) impacts of the LNG Canada project? ● What ethical factors need to be considered when making this investment decision? ● Does investment in this project fit with CIBC’s Responsible Banking guidelines? Note: Do not simply answer these discussion questions in your paper; rather, use your answers to guide your analysis and think about alternatives and recommendations in an integrated way. Remember, this case is set in 2019, not the present day. Details about LNG Canada later than 2019 are not relevant. Do not use external research in this assignment. References to facts that are not included on the case website will significantly impact your score We have not provided an exemplar for this assignment, as we are interested in your own independent thought. However, you can check Canvas for a sample case template document. The case will be discussed in class after the submission deadline. You are encouraged to have your notes handy (and even a copy of your case submission) to allow you to contribute fully in these discussions.
CSSE3100/7100 Reasoning about Programs Week 6 Exercises Exercise 6.1. Below is the linear-search specification from the lecture slides that returns the first element satisfying P, and a.Length if there is no such value. method LinearSearch2(a: array, P: T -> bool) returns (n: int) ensures 0
COMP9313 Big Data Management Aims This exercise aims to get you to: · Compile, run, and debug MapReduce tasks via Hadoop Streaming · Compile, run, and debug MapReduce tasks via MRJob · Apply the design pattern “in-mapper combining” you have learned in Chapter 2.2 to MapReduce programming One Tip on Hadoop File System Shell Following are the three commands which appear same but have minute differences: 1. hadoop fs {args} 2. hadoop dfs {args} 3. hdfs dfs {args} The first command: fs relates to a generic file system that can point to any file system like local, HDFS etc. So this can be used when you are dealing with different file systems such as Local FS, HFTP FS, S3 FS, and others. The second command: dfs is very specific to HDFS. It would work for operations relates to HDFS. This has been deprecated and we should use hdfs dfs instead. The third command: It is the same as 2nd. It would work for all the operations related to HDFS and is the recommended command instead of hadoop dfs. Thus, in our labs, it is always recommended to use hdfs dfs {args}. Hadoop Streaming Hadoop streaming is a utility that comes with the Hadoop distribution. The utility allows you to create and run Map/Reduce jobs with any executable or script. as the mapper/reducer. NOTE: Please be careful when directly copying and pasting the commands in this instruction. It is better to enter the command by yourself. 1. In Lab1, you tested an application of word count. In Linux, wc command can be used to find out the number of lines, word count, byte and character count in the files specified in the file arguments. Test wc command: NOTE: Please use the whereis command to check the location of the cat and wc commands. For example, $whereis wc $ wc $HADOOP_HOME/etc/hadoop/*.xml 2. Run a streaming task with /bin/cat as the mapper and /bin/wc as the reducer: $ hadoop jar $HADOOP_HOME/share/hadoop/tools/lib/hadoop-streaming-*.jar -input input -output output2 -mapper /bin/cat -reducer /bin/wc 3. Check out the output: $ hdfs dfs -cat output2/* If you are using Mac OS, please add ‘’ before the ‘*’ if the file/folder exists but you still see some errors. For example, in step 3 (check out the output) $ hdfs dfs -cat output2/* 4. To specify the number of reducers, for example two, use: $ hadoop jar $HADOOP_HOME/share/hadoop/tools/lib/hadoop-streaming-*.jar -D mapreduce.job.reduces=2 -input input -output output3 -mapper /bin/cat -reducer /usr/bin/wc Specifying Python Scripts as Mapper/Reducer Next, you will learn to run Map/Reduce jobs with Python script. as the mapper/reducer. #!/usr/bin/python3 import sys for line in sys.stdin: line = line.strip() words = line.split() for word in words: print (word + "t" + "1") 1. Create a folder “Lab2”, and put all your codes written in this week’s lab in this folder. Next, create a file named mapper.py and copy the codes below into the file. Make sure this file has the execution permission: $ chmod +x mapper.py #!/usr/bin/python3 import sys results = {} for line in sys.stdin: word, frequency = line.strip().split('t', 1) results[word] = results.get(word, 0) + int(frequency) words = list(results.keys()) for word in words: print(word, results[word]) 2. Similarly, create a file named reducer.py and copy the codes below into the file. Also, make sure this file has the execution permission: $ chmod +x reducer.py Compare the above code with that provided in slide 38 of Lecture 2.1. What are the differences? What problem the above approach may encounter? 3. Run the application (you need to enter the Lab2 folder): $ hadoop jar $HADOOP_HOME/share/hadoop/tools/lib/hadoop-streaming-*.jar -input input -output python_output -mapper mapper.py -reducer reducer.py -file mapper.py -file reducer.py 4. Check out the output (you can also download the file from HDFS): $ hdfs dfs -cat python_output/* Try to Write Your First Hadoop Streaming Job 1. Download the test file “pg100.txt” to your home folder from WebCMS3, and put it to HDFS: $ hdfs dfs -rm input/* $ hdfs dfs -put ~/pg100.txt input 2. Now please write your first MapReduce job with Hadoop Streaming to accomplish the following task: Output the number of words that start with each letter. This means that for every letter we want to count the total number of words that start with that letter. In your implementation, please first convert all words to lowercase. You can ignore all non-alphabetic characters. Create “mapper. py”, “reducer.py” and “combiner.py” scripts in the folder “LetterCount” to finish this task. Hint: In the (key, value) output, each letter is the key, and its count is the value. You can run the three scripts on Hadoop MapReduce by: $ hadoop jar $HADOOP_HOME/share/hadoop/tools/lib/hadoop-streaming-*.jar -input input -output python_output -mapper mapper.py -reducer reducer.py -combiner combiner.py -file mapper.py -file reducer.py -file combiner.py Compare your results with the answer provided at: https://webcms3.cse.unsw.edu.au/COMP9313/23T3/resources/92020 Install MRJob If you use Mac, you can skip installing pip3, since it is already in Mac OS. As you will install mrjob with pip3, you should first install pip3: $ sudo apt install python3-pip Then, you will be asked to enter the sudo password: comp9313 When pip3 is successfully installed, install mrjob with pip3: $ pip3 install mrjob An Example of MRJob Create a file called mr_word_count.py in the folder Lab2 and type this into it: from mrjob.job import MRJob class MRWordFrequencyCount(MRJob): def mapper(self, _, line): yield "chars", len(line) yield "words", len(line.split()) yield "lines", 1 def reducer(self, key, values): yield key, sum(values) if __name__ == '__main__': MRWordFrequencyCount.run() We still use the downloaded file “pg100.txt” as input (make sure it exists in /home/comp9313). Run the codes locally with: $ python3 mr_word_count.py ~/pg100.txt You will see the result: If you want to run in Hadoop, use the “-r hadoop” option, and then you can check the result in the file “output”: $ python3 mr_word_count.py -r hadoop pg100.txt > output If your files are in HDFS, you can run like: $ python3 mr_word_count.py -r hadoop hdfs://localhost:9000/user/comp9313/input If you want to store your results in HDFS (e.g., in the “output” folder) as well, you can run: $ python3 mr_word_count.py -r hadoop hdfs://localhost:9000/user/comp9313/input -o hdfs://localhost:9000/user/comp9313/output There are different ways to run your job, see more details here. Try to Write Your First MRJob Program Please write your first mrjob program to complete the above “letter count” task, and compare it with the Hadoop streaming approach. Improve WordCount by In-Mapper Combining A better tokenization method: Use the following codes to tokenize a line of document: import re words = re.split("[ *$&#/t f"'\,.:;?![](){}~-_]", line.lower()) Documents will be split according to all characters specified (i.e., " *$&#/t f"',.:;?![](){}~-_"), and higher quality terms will be generated. Convert all terms to lower case as well (by using lower() method). Apply this to mapper.py of WordCount we have used. Note that you need to check if the word is an empty string now. a) Put the input file to HDFS by: $ hdfs dfs –rm input/* $ hdfs dfs –put ~/pg100.txt input b) Go into the folder Lab2 and use the existing mapper.py and reducer.py scripts. c) Use the new method to tokenize a line of document d) Run the application with Hadoop Streaming/mrjob e) Remember to delete to output folder if it exists in HDFS f) If you forget the details, please refer to the previous instructions. Type the following command in the terminal: $ hdfs dfs -cat output/* | head You should see results: Use the following command: $ hdfs dfs -cat output/* | tail You should see: Apply the in-mapper combing approach: Based on the previous python scripts, you are required to write an improved version using the “in-mapper combining” approach. Hadoop Streaming: Create a new script “mapper2.py” in the folder Lab2 and solve this problem. Your results should be the same as generated by mapper.py. mrjob: Create a new script “mr_word_count2.py” in the folder Lab2 and solve this problem. Your results should be the same as generated by mapper.py. Hints: 1. Refer to the pseudo-code shown in slide 23 of Chapter 2.2. 2. You can use a dictionary in the mapper script. to buffer the partial results for Hadoop streaming. 3. You need to override the methods mapper_init() and mapper_final() in mrjob 4. Do you need to change the reducer? Solutions of these Problems I hope that you are able to finish all problems by yourself, since the hints are already given. All the source codes will be published in the course homepage on Friday.
EXERCISE 1 Theoretically, horizontal merger models with no efficiencies predict that these will generally lead to higher prices and lower consumer surplus, may benefit the inside firms (i.e. the merging parties), and will always benefit the outside firms (i.e. the non-merging parties). Discuss. EXERCISE 2 Based on Motta Exercise 5.1 In the model of Salant, Switzer and Reynolds (1983), n firms produce a homogenous good and compete in quantities, the authors show that mergers where there are no efficiency gains are almost always unprofitable for the insiders, and are always profitable for outsiders Give the intuition for the result obtained by these authors. Under what conditions would such a merger be profitable for insiders? Tip: see lecture slides on merger paradox….. and in your answer, don’t just state outcomes – provide explanations EXERCISE 3 In models of mergers between firms producing substitute (not identical) goods where price is the strategic variable, and assuming no efficiency gains, the merger is predicted to lead to unilateral market power effects (higher prices) and to benefit both insiders and outsiders. Explain clearly the mechanisms that drive these outcomes, and the role played by the degree of substitutability between goods in generating such effects. Exercise 4 In determining whether or not a horizontal merger between two firms producing substitute goods should be allowed, competition authorities must consider the potential unilateral market power effects and potential efficiency gains of the merger. (i) Generally, merger models assuming no efficiencies, predict that the merger increases prices and decreases consumer surplus, benefits insiders and outsiders, and likely reduce welfare. Outline the roles that concentration and market share might play in the first instance in predicting the unilateral effects of the merger, and the factors that might mitigate the ability of firms to raise market power post-merger. (ii) Discuss how the presence of efficiency gains might affect the decision competition authorities to allow the merger (tip – clearly explain the potential outcome post-merger in the presence of efficiency gains from the merger) (iii) Given the above, outline the steps that anti-trust authorities may take in investigating the likely effects of a proposed merger. (iv) Anti-trust authorities can allow a merger, prohibit it, or allow the merger if certain remedies are adopted. Outline the different types of remedies that may be used. Exercise 5 Motta exercise 5.9 - something to think about…. There are three sellers F1, F2 and F3 in an industry. They have comparable capacities, technologies and market share. One Friday evening, firms F1 and F2 announce a merger. The next Monday, which is the first trading day after the announcement, the share price of firm F3 falls by 15%. Explain (a) Is this consistent with what economic theory would predict, and if so, under which circumstances? (b) Can information about this drop in shares prices be of any relevance at all to the competition authorities? Exercise 6 Based on Motta exercise 5.12 - something to think about…. In a small European country there are several newspapers, but only two newspapers that are specialised in international news and comments (they contain very little information about local events or national news, and even their coverage of sports and financial news is mainly international in scope). Since the country is bilingual, both newspapers are bilingual: the same articles are published in both German and French. Now the two newspapers announce that they plan to merge. The national competition authority argues that the merger is giving rise to a monopoly position in the relevant market, and proposes to block it. Under the country’s competition law, though, the anti-trust authority has only an advisory role, and it is the Minister for Competition Affairs who has to decide. You are the Minister: What would you do? Tip: think about the steps in assessing a merger…… market definition – unilateral effects – and cost efficiency effects…… what kind of factors might you take into account here? Recall – we did the first part of this exercise in-class earlier on in the term when discussing definition of the relevant market (narrow? Broad?). Given the definition of the relevant market (important this is correct when following traditional approach…..), consider now what are the likely unilateral effects without cost efficiencies – what indicators might be used? How might cost efficiencies influence outcomes? Also….. potential for co-ordinated effects post-merger?
Sequential testing and disorder problems in stochastic diffusion models. Sequential hypothesis testing and disorder or on-line change-point detection problems form. an important class of optimal stopping problems with partial information. The problem of sequential testing of two simple hypotheses about the dynamics of an observed stochastic process is to determine the time when the observations should be stopped and one of the hypotheses should be accepted. This time is sought to be optimal in the sense of minimal error probabilities and average observation time. The problem of disorder or online change-point detection is to find a time of alarm that should be sounded to indicate a change in probability characteristics of the observed process. This time is sought to be as close as possible to the unknown and unobservable (random) time of change in the sense of minimal probability of a false alarm and average time delay. It is shown that the optimal stopping times in these problems are the first times when the related sufficient statistic processes (weighted likelihood ratios) exit certain continuation regions restricted by the stopping boundaries. The explicit expressions for the corresponding risk functions and the boundaries are derived by means of reducing the initial optimal stopping problems to the associated free-boundary problems and then verifying the candidate solutions using martingale methods. After these problems for observed sequences of independent random variables and Wiener and compound Poisson process with changing probability characteristics were solved, the solution of these problems for observed general diffusion processes and with nonlinear delay penalties became the next challenge. Literature: 1. Shiryaev A.N.: Optimal Stopping Rules. Springer, 1978 (Chapter IV). 2. Peskir G., Shiryaev A.N.: Optimal Stopping and Free-Boundary Problems. Birkhäuser, 2006 (Chapter VI). 3. Gapeev P. V., Shiryaev A. N. (2011). On the sequential testing problem for some diffusion processes. Stochastics: An International Journal of Probability and Stochastic Processes 83(4–6) (519–535).
USB345 Specialised Valuation Semester 1 2024 Overview Specialised Valuation is the capstone valuation unit and applies the valuation principles and procedures developed in USB142 Residential Valuation and USB144 Investment Valuation, to the more complex property classes such as rural land and the valuation of specialist properties that are based on the profit generated from the businesses operating from these properties. Learning Outcomes On successful completion of this unit you will be able to: 1. Analyse unique property market segments and the drivers of property value. 2. Apply valuation methodologies and calculations to property valuation problems. 3. Identify and apply legislative compensation principles to statutory acquisition scenarios. 4. Prepare and present a written report to a professional standard required of an expert witness as evidence in a court of law. 5. Collaborate in a team to manage professional relationships and represent a party in a case conference meeting. 6. Make professional and ethical judgments in relation to the role of the valuer as an expert witness. Content Learning outcomes will be achieved through coverage of the following topics: Rural property inspection procedures and application of valuation methodologies Rural property market analysis and reconciliation Rural valuation report Retail property valuation Classification of specialist premises Going concern valuations Business goodwill and value Valuation methodologies for boutique property types Boutique and special premises property valuation reports Evidence: the expert witness, professional liability understanding, and moot court experience Learning Approaches This unit engages you in your learning through a theory-to-practice approach, with a large proportion of the unit made up of practical application of basic theoretial concepts. This unit will involve some computer laboratory based blended lectures combined with formal training opportunities, online activites, studio sessions. Where lectures are held, these will convey the essential theoretical background to the unit, blended together with hands on experience and training in the nominated software. The assessment items are designed to help you understand and apply the key concepts via more practical application.
Research Project Questions DATA5207: Data analysis in the social sciences Assessment overview Seventy per cent of your final grade for this unit comes from the completion of the major research project. This assessment is divided into two parts. First, you will be required to develop an 800-word research plan. This is due half-way through the unit (see canvas for due dates) and requires you to outline how you intend to complete the project. This is designed to allow you to gain early feedback on your approach to this assessment to increase your chances of passing as much as possible. Second, there is a final paper due at the end of semester. This is a 2500-word research report. You must provide a more developed (but still brief) literature review, outline your data and methodology and specify why you have chosen the methods used, and present your results. These assessments are designed to track your competence in the core skills developed in this unit, and provide you with the opportunity to apply them on practical research tasks. For assessment purposes this item is considered your final exam. Failure to achieve at least a combined 40 per cent on the plan and project will result in a fail grade for the unit. There are four options for topics to examine for this assessment. Once you have selected your question, you are expected to write and test your own theory answering the question, and examine the data using your chosen methods, providing you with flexibility in how you can approach the question (see the rubric, templates and guides on canvas for more information on what we expect). All work for the plan and final report, including data cleaning and analysis, must be conducted in an # Markdown (RMD) file with your literature review and analysis (templates are provided for both assessments). You can (and are encouraged) to look for additional data sources and other information, but this is not a requirement. Creativity and effort will be rewarded. Grades will be given for quality of analysis and presentation, and how well you use the methods and material covered in this class. The research plan For this first part of the assessment, you will need to outline your hypothesis and the working theory you plan to test, the academic literature that informs it (ten sources are required for your plan) and then outline the methodology you intend to use to answer it. You should read through the canvas page to make sure you include what you believe will be relevant methods dealt with later in the semester, and discuss your ideas with the teaching team. No analysis will need to be conducted for this assessment. You just need to show you have thought about the question, the data you are using, and how you will examine it. Although you should examine the data and familiarise yourself with the variables you are going to use, to make sure your approach makes sense and will work. Additionally, you are not locked in to this plan for your final research project. This provides an opportu- nity for you to think about and receive feedback on your research design before you complete your final assessment. Questions 1. Was there are a change in Australian attitudes towards towards climate before and after the 2019 fires? If so, what are predictors of shifted opinions? The bushfire season in eastern Australia began early in 2019, with several serious fires across Northern Aus- tralia in June, followed by the unprecedented burning of subtropical rainforest in Queensland in Septem- ber. In the following months the fire moved along the coast of New South Wales, and reached East Victoria by late December. Sydney and Canberra were shrouded in smoke for large parts of Spring and Summer. Breathing masks sold out in Melbourne in January, when it too was covered by ash from the nearby fires. Most experts say the hot and dry conditions that made these fires so severe were exacerbated by climate change. Others — mostly non-experts — blamed arson, or a lack of hazard reduction burns. This leads us to wonder if the scale and intensity of these fires, and the widespread impact from smoke across several of Australia’s largest metropolitan areas, may have shifted public opinion on whether climate change was occurring in Australia. Using the data provided, you are to test whether attitudes towards climate change shifted between surveys, and what predicts changed attitudes. Data provided: Survey data collected in July 2019 and January-February 2020 (folder contains .sav file and code book); just before and after the east coast fires.These are panel data with the same respondents interviewed for both surveys, which have been merged into a single file. You have two possible dependent variables that can be taken from these data. Questions Q29a/Q29_a from the 2019/20 surveys provide responses to questions about whether climate change is happening, and Q29b/Q29_b and Q29c/Q29_c if it is caused by human activity (whether a respondent received Q29 b or c depended on their answer to a). When you are trying to make sense of the survey, everything above line 6487 in the codebook file is from the 2019 survey, everything below this is from the 2020 re-contact, starting with the item case_recon. 2. What factors explain support for gun control in the United States? Use the provided survey data, as well as other sources of information you can obtain, to establish a theory of support or opposition to gun control and an explanatory model. Data provided: The General Social Surveys, 1972-2016, survey data file. More detail on this can be found here. Suggested additional data: You can look at other survey data available (Pew Research has an excellent collection, much of which can be easily accessed). Additionally, you could also look at relationship between attitudes and rates of gun crime and other homicides, by state (or other geographical patterns). These data are available from a number of sources. 3. What are the predictors for better health outcomes at the county level in the United States? Use a combination of the data provided and data from other sources to establish a theory of ecological health outcomes and an explanatory model. Your dependent variable will be the Premature age-adjusted mortality variable in sheet 6 of the provided dataset. You can use other variables from this dataset as predictors, as long as they make sense conceptually. You may want to (but are not required to) obtain data from other sources to help with your analysis. Data provided: Data file of different health outcomes at the level of US counties, from the Robert Wood Johnson Foundation and the University of Wisconsin Population Health Institute. Some additional detail on this can be found here. Suggested additional data: You may source additional predictors from the Centers for Disease Control and the US Census Bureau. 4. What explains domestic violence rates in NSW local government areas? Use a combination of the data sources provided, to establish a theory of ecological crime rates and an explanatory model. Your dependent variable are those cases listed as Domestic violence related assault in the variable Subcategory. Note: these data can be difficult to work with. Data provided: Data file of reported incidents of domestic violence by local government area. This comes from the Bureau of Crime Statistics and Research. Suggested additional data: You will need to source your own independent variables for this question (matching on LGA). You may want to examine other census data, and perhaps surveys that cover domestic violence. A good place to get data is the Australian Bureau of Statistics Data Packs.
