School of Mathematics and Statistics MAST30021 Complex Analysis, Semester 1 2025 Written assignment 3 and Cover Sheet 1. Mandatory Summary 10 points. Write a summary of three lectures chosen from Lecture 16 to Lecture 20. Note, that any Theorem and Definition, especially those with a name of a renowned mathematician, are worth mentioning. Use the space below. Clearly indicate which lecture you are writing about. Lecture : 2. Question (simple computation) 10 points. Find all zeros and singularities of the following functions and classify those (isolated or not, essential, removable or the order of the poles and zeros). Give an explanation of your classification. Moreover compute the residues at all singularities where the residue is defined (removable singularities are ex-cluded). You are allowed to use the fact that all zeros of sin(z) in the complex plane lie at z = πn with n ∈ Z. Simplify your results as much as possible (fractions and factors of π remain as they are)!) (a) (you must make use of Landau symbols when computing the residue), (b) (you must make use of the limit formula when computing the residues). 3. Question (simple proof) 10 points. Consider the real function (a) Compute the Taylor series at any x0 ∈ R+ {1} and show that its radius of convergence is R(x0) = |1 − x0|. When computing the radius of convergence make use of the theorems and corollaries of Lectures 12 & 13 (say which you use and why you can apply those!) so that no ϵ − N criterion is required. (b) Prove that the union of the open discs of convergence D(x0, |1 − x0|) for x0 ∈ R+ {1} of these Taylor series is equal to the set 4. Question (advanced computation) 5 points. Compute the Laurent series at any point z0 ∈ C and any open annulus centred at z0 of the function Do not forget to state what the inner and outer radii of convergence Ri < Ro are? (You only need to give a simple explanation via holomorphicity of the function why these are the radii.) Hint: it is sometimes helpful to make use of the contour integral formula to find the Laurent coefficients! The total number of structurally different Laurent series you should find is 3. Moreover, you will need at some point the product rule for the nth derivative which is 5. Question (advanced proof) 5 points. Prove the following statement with the help of the theorems and statements up to Lecture 15: Let f(z) and g(z) be two entire functions satisfying |f(z)| ≤ |g(z)| for all z ∈ C, and there exists a z1 ∈ C such that f(z1) = g(z1) ≠ 0. Prove that f(z) = g(z) for all z ∈ C.
INFO1113 Assignment 1 - 2048 Due: 13 April 2025, 11:59PM AEST This assignment is worth 8% of your final grade. Task Description Implement the 2048 game using the Processing library for graphics and Gradle as a dependency manager. Setup of Gradle and a demonstration of the graphics capability of Processing will be done in the week 5 tutorial. You can access the documentation fromhere. As with any assignment, make sure that your work is your own, and do not share your code or solutions with other students. Figure 1. 2048 Example Game State Figure 2. 2048 Tile Colour Reference. Any value higher than 2048 uses the same colour as 2048. The game takes place on an n × n grid, initially with 2 randomly placed blocks (which are randomly selected from either a 2 or 4 with equal chance). The parameter n should be retrieved from command line arguments. If it is invalid or not provided, use the default which is n=4. Each turn, the player may make one of four moves with the arrow keys: UP, DOWN, LEFT or RIGHT. This shifts all blocks in that given direction, and also merges adjacent blocks with the same number into a higher value (eg, 4 and 4 makes 8). You should ensure that block movement is smoothly transitioning from one cell to the next (as in the example game linked above), OR that only one block moves one space per frame. After the pIayer’s move is finished, a new random bIock wiII spawn in one of the empty spaces. This can be either a 2 or a 4. In addition, the player may also spawn any amount of new blocks into empty cells themselves by clicking on an empty space, and a 2 or 4 will then spawn there (randomly chosen with 50% chance). If the player is unable to make any moves that change the position of blocks, the game is over. A timer in the top right corner of the screen should keep track of the number of seconds since the game began. When the game ends, this timer stops, and the text “GAME OVER” is displayed in the centre of the screen. The pIayer can press (r’ to restart the game. Marking Criteria (8%) Your final submission is due on Sunday 13 April 2025 at 11:59PM. To submit, you must upload your build.gradle file and src folder to Ed. Do NOT submit the build folder. Ensure src is in the root directory with the other files, and not part of a zip, then press MARK. Shown during tutorial in week 5 when Gradle and Processing are covered. (-1 deduction if your submission breaks these features) • • • Window launches and shows initial layout correctly with brown cells. Hovering over tiles with cursor changes the brown tile to a lighter colour to highlight it Left clicking on a cell pIaces a (2, or a (4, randomIy in that position 1 mark • • Board size adjusts based on command line argument input (default 4x4 if not provided) Timer counts up every second in the top-right corner of the screen. It stops when the game ends. 0.5 marks • Tile colours are correctly shown to differentiate different values 1.5 marks • Arrow keys result in tile movement in the corresponding direction (LEFT, RIGHT, UP, DOWN) if there is empty space for the tiles to move 0.5 mark deduction for each with bugs or not working 1.5 marks • Adjacent tiles are merged correctly after the player makes a move in either LEFT, RIGHT, UP or DOWN directions 0.5 deduction for each not working 1 mark • Random bIock spawns in an empty ceII after the pIayer,s move either a 2 or a 4 1 mark • If the player is unable to make any moves that change the position of blocks, the game is over. DispIay“GAME OVER”. PIayer can press (r, to restart the game. 1.5 mark • Movement is progressive such that blocks smoothly transition from one cell to the next (such as in https://play2048.co/) OR only one block can move one space on each frame.
Marketing 229 – Routes to Market Course Overview This module is a core element of Marketing degrees at Lancaster. It covers key asp[ects of modern marketing in considering point of sale (retail). It is directly relevant to what we shall term “Route to Market Marketing jobs” . These include shopper marketing, trade marketing and category management. The module enlarges your career options. Mktg builds on Mktg 101 or Mktg 227. It provides background relevant to final year modules including Strategy (301), Negotiations (303), Global Marketing (303) and Business to Business Marketing(329). It is a prerequisite for Marketing 327 and Mktg225. Module Aims Provide students with understanding of practical challenges in marketing posed by distribution. Introduce students’ knowledge and understanding of techniques in managing the routes through which consumer products reach audiences. Deepen understanding of value as understood by shoppers and organisations Enhance understanding of ethical issues in marketing. Deepen understanding of context in which marketers work. Module Learning Outcomes Understand the role of the route to market in marketing, how value is created and captured in this. Relate the availability of products to upstream activity and to the nature of the product. Identify channel functions and how these take place. Appreciate interconnections in the route to market – and their practical and ethical implications. Understand the importance of the shopper and the concept of shopper segmentation. Understand techniques used by brands in retail contexts. Employability Skills Conduct a process of enquiry- conduct independent research, evaluate sources, present information in a visually accessible way. Analyse and evaluate industry data. Concise communication of analysis and conclusions Autonomous work skills and ‘self management,. Module Structure The module comprises three themes with relevant information and discussion delivered in lectures. Theme 1: Understanding marketing at the retail level Week 11 – Introduction to the module and understanding VALUE in your own shopping Week 12 – Retail structures and introduction to shopper psychology and marketing responses. Week 13 – Route to Market marketing jobs – Shopper Marketing, Category Management and Trade Marketing. What do these jobs involve? Week 14 – by now your assignment should be quite advanced, so we will have aa lecture to look at information searches, use of information and AI anything else that allows you to relate your project to the lecture content. Theme 2 – Marketing and supply chains Week 15– Delivering value through the supply chain – how do we get what drives value in our personal value statement? What has to have happened behind the scenes? What do marketers need to understand about supple chain activity? Week 16 - Internationalisation and global supply chains. We will be looking at contemporary supply chains and there will be some politics discussed. We will be looking at tariffs or other issues of relevance at the time. Theme 3 – Ethics in the route to market. Week 17 – Global connections – we shall be looking at how you are connected to the world through the goods and services that you consume. What are the implications of this for social and environmental justice? Week 18 - How do marketers seek to use ethics to attract customers. To what extent do you trust the ethics of the products you buy? Week 19 – Bottom of the Pyramid Marketing and luxury markets We shall be looking at these contrasting markets and at the particularities of the supply chain and marketing activity in both cases. Week 20 – Review of the module and exam preparation. Workshops Workshops are a very important part of the module and take place in weeks 12, 14, 16 and 18. Brief preparation is required for each workshop. A file will be added in the preceding week to the workshop section of moodle. This includes brief reading and questions to prepare. We anticipate that this will take you about 1 hour. Workshop activity is the best place to test your understanding and to cover practical topics that are useful to the exam. Assessment – MKTG229 is assessed 50% by coursework and 50% by exam. Coursework In coursework you must pick any object that you have bought and that interests you (please no bananas!). Your project should explain how value has been delivered to you and according to your own ‘value statement,. The project is therefore personal. You will need to consider – why did you buy it and at that price? What was the influence of the retail environment on your purchase? How has shopper marketing or store placement been used to influence you? In order to deliver to your value statement (eg being fresh or being right place right time, or being cheaper than the alternatives) what activity has taken place behind the scenes and how was this managed? In other words, your task is to unpack the seemingly mundane and everyday task of getting goods into shoppers, hands. A lot of work goes into the mundane and it is your task to show that. Your assignment can be delivered in a variety of formats – but you are limited to 800 words (+/-10%). This word count is tight. But you are able to additionally use ANY visuals (eg graphs, cartoons, pictures, figures, timelines etc etc etc) in which you can convey information more effectively that through lengthy writing. Words included in your visuals do not count in your word count. Your assignment is due in at the end of term. More information will be given in a separate moodle document. This will explain also the criteria by which we assess your work. EXAM – there is also a take home summer exam. You will need to answer 2 of 4 questions. Fuller information will be issued in advance. Resources will be added to moodle – these may include academic papers, trade publications, videos, podcasts and more.
Coursework Assignment Brief Academic Year 2024-25 Module Title: Commercial Quantification and Cost Module Code: BNV5107 Assessment Title: Quantification and Cost Assessment Type: Measurement Weighting: 100 % School: School of Engineering and the Built Environment Module Co-ordinator: ANGELA KILBY Hand in details: For all work submitted to moodle, the submission time is 3.00pm. If the assessment includes a presentation or other part not submitted to moodle, please see the assessment section of the module moodle page for details. Return of Feedback date and format 20 working days from date of submission (see Moodle for details). Support available for students required to submit a re-assessment: Timetabled support sessions will be arranged for the period immediately preceding the hand-in date. NOTE: At the first assessment attempt, the full range of marks is available. At the re-assessment attempt the mark is capped and the maximum mark that can be achieved is 40%. Assessment Summary Groundwork measure IMPORTANT STATEMENTS Undergraduate Regulations Your studies will be governed by the BCU Academic Regulations on Assessment, Progression and Awards. Copies of regulations can be found at https://www.bcu.ac.uk/student-info/student-contract For courses accredited by professional bodies such as the IET (Institution of Engineering and Technology) there are some derogations from the standard regulations, and these are detailed in the academic regulations. Cheating and Plagiarism Both cheating and plagiarism are totally unacceptable, and the University maintains a strict policy against them. It is YOUR responsibility to be aware of this policy and to act accordingly. Please refer to the Academic Registry Guidance at https://icity.bcu.ac.uk/Academic-Services/Information-for-Students/Assessment/Avoiding-Allegations-of-Cheating The basic principles are: · Don’t pass off anyone else’s work as your own, including work from “essay banks”. This is plagiarism and is viewed extremely seriously by the University. · Don’t submit a piece of work in whole or in part that has already been submitted for assessment elsewhere. This is called duplication and, like plagiarism, is viewed extremely seriously by the University. · Always acknowledge all of the sources that you have used in your coursework assignment or project. · If you are using the exact words of another person, always put them in quotation marks. · Check that you know whether the coursework is to be produced individually or whether you can work with others. · If you are doing group work, be sure about what you are supposed to do on your own. · Never make up or falsify data to prove your point. · Never allow others to copy your work. · Never lend disks, memory sticks or copies of your coursework to any other student in the University; this may lead you being accused of collusion. By submitting coursework, either physically or electronically, you are confirming that it is your own work (or, in the case of a group submission, that it is the result of joint work undertaken by members of the group that you represent) and that you have read and understand the University’s guidance on plagiarism and cheating. You should be aware that coursework may be submitted to an electronic detection system to help ascertain if any plagiarised material is present. You may check your own work prior to submission using Turnitin at the Formative Moodle Site. If you have queries about what constitutes plagiarism, please speak to your module tutor or the Centre for Academic Success. Electronic Submission of Work It is your responsibility to ensure that work submitted in electronic format can be opened on a faculty computer and to check that any electronic submissions have been successfully uploaded. If it cannot be opened it will not be marked. Any required file formats will be specified in the assignment brief and failure to comply with these submission requirements will result in work not being marked. You must retain a copy of all electronic work you have submitted and re-submit if requested. Learning Outcomes to be Assessed: 1 Apply software to measure, bill and price different work, works sections by the appropriate standard method and appropriate specification. 2 Produce a working process that is methodical, logical, accurate and sequential using appropriate annotations and workings to enable others to understand the work that has been done. 3 Analyse, assess and implement a strategy to manage the impact of inaccurate design, specification and missing information on the project cost. Assessment Details: TASK 100% Title: Groundwork tender package Style.: Priced tender package, scope of work including activity schedule for payment Rationale: As an undergraduate QS you will be expected to continually practice the skill of measurement and cost. ------------------------------------------------------------------------------------------------------------------------------------ Description: Task 1: Kier have just been awarded the contract to procure and build a new multi-million-pound scheme to ensure fish have an easier route to swim along the River Severn. Unlocking the Severn, the group behind the £19.7 million project, says it is one of the largest river restorations of its kind ever attempted in Europe. It will see 158 miles of the river reopened to fish, by creating routes around physical barriers, namely weirs that currently prevent migration to critical spawning grounds. The aim of the project is to secure the long-term future of many of the UK’s declining and protected fish species. State-of-the-art fish passes will be installed on four navigation weirs on the River Severn. As the subcontractor JJF Limited you have secured the Groundworks package on one of the four fish passes. Your fish pass is located in Lincomb. Site mobilisation is due July 2025. Kier have programmed your works over a 10-week period. Assessment Details: Excel – Measure the excavation to the fish pass, and in the same document produced a priced Bill of quantities and activity schedule for the works job as a Groundworks subcontractor. Please see document titled ‘Supplementary Information Fish Pass’ for details, drawing, notes and guidance. · Your measurement approach – annotate the measure and link to the drwg (30%) · Priced Bill of Quantities applying NRM2 descriptions (40%) · Activity Schedule for payment (20%) · Operational Schedule (10%) Additional information: The nature of this module and assessment lends itself to in class assistance each week. Some essential reading: Ashworth, A. (2004) Cost Studies of Buildings, 4th ed., Pearson Prentice Hall: London Cartlidge, D (2012) Quantity Surveyor's Pocket Book, 2nd Edition, Oxon, Routledge Cartlidge, D (2013) Estimator’s Pocket Book, Oxon, Routledge Cartlidge, D. (2006) New aspects of quantity surveying practice, Butterworth-Heinemann. Murray, M., Langford, D., (2004) Architects Handbook of Construction Project Management, RIBA Publishing: London Morton, R. and Jagger, D. (1995) Design and the Economics of Building, E & FN Spon, London, UK Ostrowski, S (2013) Measurement Using the New Rules of Measurement, West Sussex, John Wiley & Sons Ltd RICS (2012) New Rules of Measurement 2 (NRM2) Detailed Measurement for building works 1st Edition, RICS, London Willis C J, Willis A, Trench W, Lee S (2014) Willis’s Elements of Quantity Surveying, West Sussex, John Wiley & Sons Ltd For advice on writing style, referencing and academic skills, please make use of the Centre for Academic Success: Centre for Academic Success - student support | Birmingham City University (bcu.ac.uk) Workload: Overall your coursework for this module is equivalent to 3000 words Overall this module will take 30 hours of your own time to complete the task set +10% is allowed for each Coursework Transferable skills: Measurement, logical sequencing of measurement approach, understanding of construction technology, appreciation of how design information is recorded to assist in the creation of quantities, awareness of different approaches to measurement, insight into how measurement and package management influences subcontractor payments and IT skills. Marking Criteria: Task Assessment Criteria à 1. Apply software to measure, bill and price different work, works sections by the appropriate standard method and appropriate specification. 2. Produce a working process that is methodical, logical, accurate and sequential using appropriate annotations and workings to enable others to understand the work that has been done. 3. Analyse, assess and implement a strategy to manage the impact of inaccurate design, specification and missing information on the project cost. Grading Criteria 0 – 29% F Failed to submit or Incomplete submission of significant areas Demonstrates no understanding of the task set 30 – 39% E Generally: Incomplete task, incorrect/unprofessional pricing document, poor or no description of work, no specification, incorrect unit of measurement, poor approach to measure, and no annotation. 40 – 49% D Generally: Incomplete task, incorrect/unprofessional pricing document/scope of works, missing information, poor use of NRM2 work descriptions, incorrect units, incorrect approach to measure, and some missing annotation 50 – 59% C Generally: Some aspects of the task are incomplete, incorrect/unprofessional pricing document, information, poor NRM2 descriptions, incorrect units, incorrect approach to the measure, and some missing annotation 60 – 69% B Generally: Tasks complete, accurate, good NRM2 descriptions used, pricing document, units incorrect approach to measure, missing annotation 70 – 79% A Generally: Tasks complete, accurate, good/excellent description of the work, clarity of the information presented, pricing document/scope of work, measure, annotation, units. 80 – 89% A+ Tasks complete, accurate, excellent descriptions use, pricing document/activity schedule, measure, annotation, units, clear assumptions relating to measure, and annotation linked to drawing 90 – 100% A* Excellent Applied experience or demonstrating the relevant application of knowledge. Excellent presentation Thought-out activity schedule and operational strategy, clear presentation of complex data, clear management of commercial strategy, and clear presentation and statement to the Client, good client management.
CMPM 121 - Game Development Patterns Quarter: Spring 2025 COURSE INFORMATION In this course, we will discuss how to build and organize large software projects in a way that will feel friendly and familiar to designers and programmers who have never seen it before. One aspect for doing this is the use of familiar tropes, or design patterns, which we will talk about in this class. Another is to avoid anti-patterns, which we also be covering. To provide you with hands-on experience in working on a (somewhat) large-scale project, you will be adding different "modules" to a game throughout the quarter. The first 3 of these modules will be done in teams of two, while the last (and largest) will be done in teams of 4. LEARNING OUTCOMES By the end of this class students should be able to: 1. Describe what software design patterns are and why they are useful 2. Define and apply the covered design patterns in an implementation 3. Analyze given software design problems and identify suitable design patterns 4. Apply software engineering practices when developing software 5. Identify code structure problems in their own and other people's code 6. Apply refactoring techniques to resolve code structure problems PREREQUISITES/COREQUISITES Course CMPM 120 (Game Development Experience) is a prerequisite. Game Development Patterns builds upon the game programming knowledge students develop in CMPM 120, and expects entering students to have substantial expertise writing game software for a 2D framework in a high-level language. Experience using Unity is a plus, but not required. REQUIRED MATERIALS, TEXTBOOKS AND TECHNOLOGY This class has no set textbook, but it makes extensive use of readings available on the web. The readings include blogs, videos of game play, conference talks, and primary research articles. Two textbooks that may sometimes appear as a reference are: · Robert Nystrom: Game Programing Patterns (freely available online (https://gameprogrammingpatterns.com/)) · Martin Fowler: Refactoring Improving the Design of Existing Code (website (https://refactoring.com)) COMMUNICATION Our primary communication platform. for the class will be Discord. However, as Discord is owned by a private entity not affiliated with the university, please keep all confidential communication (grades, DRC accommodations, medical absences, etc.) to email: [email protected] (mailto:[email protected]) ASSIGNMENTS & ASSESSMENT GRADING POLICY We are here to learn, not to get or give a grade. Grading is a necessity of the systems in which we operate, and I will try to make it work for your learning, not the other way around. The course is structured so that you can earn up to 100 points: · Assignment 0 (Unity tutorial): 5 points · Assignments 1-3: 3*15 points = 45 points · Assignment 4a (getting started): 5 points · Assignment 4: 25 points · Reading quizzes: 20 points The points will then be converted to letter grades according to the standard grading scale: A+ 97-100 A 93-96.9 B 83-86.99 C 70-76.99 A- 90-92.99 B- 80-82.99 D 60-69.99 B+ 87-89.99 C+ 77-79.99 F < 60
EPCD11006 Numerical Algorithms for High Performance Computing Released: Monday 24th March 2025 Due: Monday 31st March 2025 by 11:59am (GMT) In lectures we saw that an important way in which linear algebra libraries such as LAPACK and ScaLAPACK obtain good performance is by somehow dividing matrices up into blocks when executing algorithms such as LU factorisation. This coursework explores this topic further. You are asked to conduct a practical investigation that requires you to apply knowledge gained from lectures and practicals supplemented with limited consultation of external resources such as the official (Sca)LAPACK documentation. Marks are available for the correctness and quality of your code and scripts, the explanations you give in response to the questions, and the quality of the plots you are asked to make. Indications of marks achievable for each part below constitute a total for all aspects of your submission related to that part. Please ensure that you provide the following in your submission (using sensible file names throughout): • Your code, which should compile and run on Cirrus as outlined below • Your written answers to the questions below • The plots you are asked to generate • The raw data you used to generate these plots • Any job scripts you used to run experiments Written answers and plots should be given in one document, while code, data and job scripts should be provided in a separate zip or tar archive. In addition to course materials you may want to consult (and reference if they directly inform. your answer) the following external resources: • The User Guide for Netlib’s reference LAPACK and ScaLAPACK implementations, on which MKL was based: https://www. netlib. org/lapack/lug https://netlib. org/scalapack/slug • Source code documentation for Netlib LAPACK routines such as SGETRF, available from https://www. netlib. org/lapack/explore-html • For additional background, Chapter 10 of https://link. springer. com/chapter/10.1007/3-540-36574-5_10 (accessible through Springer Institutional login via the University of Edinburgh). 1. LAPACK You have been provided with a simple LU factorisation program in both C (lufact-lapack. c) and Fortran (lufact-lapack. f90), similar to the code you worked with in exercises in the course. You can choose to work in either of these two languages. The provided code generates a random matrix A and right-hand side b using the matgen function, then performs an LU factorisation using the LAPACK sgetrf function before solving the problem for b with the sgetrs function. The right-hand side b is chosen in matgen such that the solution x should be a column vector of ones: x = (1, . . . , 1)T . The code uses single precision throughout, and you will find that several matrix and vector helper functions are included. To compile the provided code on Cirrus, first load the Intel compilers and MKL modules: module load intel-20 .4/compilers module load intel-20 .4/cmkl Then to compile and link against LAPACK and BLAS provided by MKL, include the -mkl compiler option, i.e. for the two languages respectively: ifort -mkl -o lufact-lapack lufact-lapack. f90 icc -mkl -o lufact-lapack lufact-lapack . c (a) One of the main ways LAPACK achieves good serial performance on modern processors with a multilevel cache hierarchy (L1, L2, L3) is by dividing the full matrix A into blocks, i.e. submatrices, when executing an algorithm such as LU factorisation. How and why does the block-based implementation of an algorithm like LU factorisation in LAPACK typically yield higher serial performance compared to its implementation in LINPACK? Your answer should include which aspects of theoretical algorithmic performance matter for performance given real-life hardware bottlenecks, and why. [6 marks] (b) Block size can not be specified explicitly when calling LAPACK routines and instead is automatically decided internally based on heuristics encoded in the LAPACK routine ILAENV. Modify the provided code to interrogate ILAENV and determine the block size chosen by SGETRF when it is called by your program. Summarise your findings regarding how the block size changes going from matrix A of size 1x1 up to size 5000x5000. Why do you think the block size changes the way it does? [6 marks] (c) Insert calls to omp_get_wtime() before and after the call to SGETRF and use these to determine the time taken for LU factorisation (you will need to compile with OpenMP support). Run experiments on Cirrus compute nodes to determine how this time changes as the matrix size increases across the range described above. Remember to load the same modules as during compilation, follow standard practice for running serial jobs on Cirrus as described in the Cirrus user guide, and ensure you follow good benchmarking practice, including: • Request exclusive node access (#SBATCH --exclusive) and #SBATCH --cpus-per-task=1 in your job script(s) • Set export OMP_NUM_THREADS=1 to isolate results from any potential effect of multithreading within MKL • Use srun --cpu-bind=cores to launch your executable Plot the time taken for SGETRF against the linear dimension N of the matrix A. Can you discern any effect of the changes in block size? [6 marks] ScaLAPACK You are also provided with Fortran code (lufact-scalapack. f90) that uses ScaLAPACK to run SGETRF in parallel using MPI and a block-cyclic processor grid decomposition as shown in lectures. There should be no need to make any changes to the code itself and you do not need to be familiar with Fortran to complete this part of the coursework. The code contains several new routines and variables to allow the ScaLAPACK library to work but is otherwise basically the same as for the serial version. Small changes have been made to make the array sizes dynamic and there are a few small changes to the matgen routine. Before compiling, make sure the following modules are loaded: module load mpt module load intel-20 .4/compilers module load intel-20 .4/cmkl A Makefile is provided, so to compile simply type make. The executable takes the following input arguments: ./lufact matsize nprocrow nproccol blocksize where matsize sets the size of the global matrix A (i.e. gives A the dimensions matsize × matsize), and the processor grid is set to have nprocrow rows of blocks and nproccol columns of blocks. Finally blocksize sets the size measured in number of elements of the side of the blocks along both row and column dimensions, i.e. the blocks are square with dimensions blocksize × blocksize (apart from any blocks at the boundaries of the matrix that may be cut off if they do not fit exactly). You should take care to ensure that nprocrow × nproccol = nprocs (the total number of processors you run on). As before, the code is designed to give a solution of xi = 1. Rather than print out the entire x array, the code prints out the value of |x − 1|, where 1 is a vector with each element equal to 1. (d) Submit the code to Cirrus using a batch script that launches lufact on 16 processes and with a 4x4 processor grid. Remember to load the same modules as during compilation, follow standard practice for MPI-parallel jobs on Cirrus as described in the Cirrus user guide, and ensure you follow good benchmarking practice as outlined above. Try running the code with blocksize=6400 using different block sizes (eg 8, 16, 32, 64, 128, 256). What is the optimal block size for this particular problem? Can you give likely reasons for the trend in performance when using different block sizes? [7 marks]
CHNS1601 UNDERSTANDING CONTEMPORARY CHINA Essay (40%) Write an argumentative essay of 2,000 words in English on one of the following questions. Please make sure that you read the section ‘essay’ in the unit outline, the marking criteria and essay guidelines before you write and submit your essay. 1. China’s encounter with Western powers 2. Economic reform. 3. Environment protection 4. Gender inequality (in the countryside, in education, in government, at the workplace, or at home) 5. Housing 6. Hukou (household registration) 7. Political reform. 8. Population control 9. Rural reform. in the 1980s 10. Social stratification 11. Urbanization 12. Village elections
ELEC6252W1 SEMESTER 2 EXAMINATIONS 2022 - 2023 FUTURE WIRELESS TECHNIQUES Section A Question A1. (a) In a cooperative system shown in Figure 1, when the source node S, relay node R and destination node D are all half-duplex nodes, the achievable spectral efficiency is (1) when amplify-and-forward cooperation is employed. In (1), γ is the signal-to-noise ratio (SNR) measured at the destination node D, E[·] represents the expectation with respect to the involved channels, and the factor 1/2 is because of the shortcoming that two time-slots are required to deliver one symbol from source node S to destination D. (i) Suggest an alternative cooperative system to improve the spectral efficiency of the system by avoiding the above-mentioned shortcoming; (ii) Describe in detail the operations of signal transmission in your suggested system. [5 marks] (b) Assume that two base-stations (BSs) can conduct cooperation based on data exchange only. State three types of BS cooperative processing that the BSs may operate. [5 marks] (c) Consider a Non-Orthogonal Multiple-Access (NOMA) downlink, where a BS broadcasts x1 and x2 , which satisfy E[xk(2)] = 1 for k = 1, 2, to users 1 and 2 using power P1 and P2 , respectively. At some time, the signals received respectively by users 1 and 2 can be expressed as (1) (2) where h1 and h2 represent the channel gains from the BS to users 1 and 2, respectively, and n1 and n2 are Gaussian noise distributed with zero mean and a variance of σ 2. • Assume that j h1 j 2 < j h2 j 2 , and correspondingly the power assigned by BS to users 1 and 2 satisfies P1 > P2. Derive the sum rate achieved by this NOMA downlink. • Describe the detection (decoding) procedures carried out, respectively, by users 1 and 2 for achieving the above sum rate. [5 marks] (d) Provide two application examples to show the benefit of employing full-duplex instead of half-duplex. You may use drawings to support your explanation. [5 marks] (e) Consider a multiple-input multiple-output (MIMO) system employing M transmit and N receive antennas. Draw and annotate the MIMO system model and write the received signal equation and explain the different terms used. [5 marks] (f) Explain the concept of massive MIMO and comment on the motivation for using massive MIMO from a channel capacity perspective and also from a transmission and detection perspective. [5 marks] (g) Discuss the concept of pilot contamination and antenna correlation and analyse their effect on the performance of massive MIMO. [5 marks] (h) Explain the reasons for using beamforming for communications at millimetre wave frequencies and also the reasons for the need to use hybrid beamforming for millimetre wave communications. [5 marks] Section B Question B1. (a) There is a sparse-spread code-division multiple-access (CDMA) system, which has the input-output relationships of (4) Draw the factor graph of this sparse-spread CDMA system for operating the message-passing algorithm, in order to detect the data symbols x1 , x2 , . . . , x8. [5 marks] (b) Fig. 2 shows a two-hop communication link, where d1 and d2 represent the distances, h1 and h2 represent the fast fading gains, and P1 and P2 represent the transmit power, of the first and second hops, respectively. Assume that signals transmitted over either hops experience propagation path-loss with a path-loss exponent Q, and noise added at relay R and destination D obeys the Gaussian distribution with zero mean and variance σ 2. Furthermore, relay R is assumed to be operated in half-duplex mode, and it also has no buffer for storing the data received from node S. Assuming that the decode-and-forward (DF) relaying scheme is employed by relay R, derive an expression for the spectral-efficiency achieved by this two-hop link. [5 marks] (c) Fig. 3 illustrates a network having two pairs of distributed nodes, (S1 , D1 ) and (S2 , D2 ), where two destination nodes D1 and D2 are close to each other. In this network, node S1 needs to send a symbol x1 to D1 , while node S2 needs to send a symbol x2 to D2. Assume that nodes S1 and S2 can cooperate with each other by exchanging their data to be sent to their destinations, respectively, and that the channels h11 , h12 are only known to D1 , while the channels h21 , h22 are only known to D2. (i) Based on Alamouti’s space-time code, design a cooperative transmission scheme for S1 and S2 to send x1 and x2 , respectively, to D1 and D2. Explain in detail the transmission steps. [4 marks] (ii) Assuming the maximal ratio combining (MRC) assisted decoding scheme, derive the expressions for the decision variable obtained by D1 or D2. [4 marks] (d) Figure 4 shows a three-hop communication link for node S to send information to node D with the help of two relay nodes R1 and R2. As shown in the figure, signals sent by node S can be received by relay R1 with the signal-to-noise ratio (SNR) of 01 and by relay R2 with the SNR of 02 ; signals sent by relay R1 can be received by relay R2 with the SNR of 12, and by node D with the SNR of 13 ; signals sent by relay R2 can be received by node D with the SNR of 23. Assume that all nodes are operated in half-duplex, and that both the relay nodes R1 and R2 use the amplify-and-forward (AF) relaying protocol. Furthermore, assume that relay node R2 uses the maximal ratio combining (MRC) scheme to combine the signals received from nodes S and R1, and that node D also uses the MRC scheme to combine the signals received from nodes R1 and R2. Based on the above settings and assumptions, (i) provide a formula for the SNR achieved by node D for detecting a symbol sent by node S; [4 marks] (ii) provide a formula for the spectral-efficiency achieved by this three-hop communication link. [2 marks] (e) In MultiCell Cooperation/Processing (MCCP), two Base-Stations (BSs) may cooperate based on exchanging both Channel State Information (CSI) and Data (CSID-MCCP mode), exchanging CSI only (CSI-MCCP mode) or exchanging data only (D-MCCP mode). For each of the three MCCP modes, provide an example to explain the principle of the corresponding BS cooperative processing. [6 marks] Question B2. (a) Fig. 5 is a cooperative network, which uses a direct-link (S → D) and a relay-link (S → R → D) to send information from source node S to destination node D. The distance from node S to node R is d1 , that from node R to node D is d2, and that from node S to node D is d. Transmited signals experience both the propagation pathloss with a pathloss exponent of α, and the small-scale fading with the fading gains shown in the figure. Assume that the transmit power of node S is P1 and that of relay R is P2 , and all nodes are operated in half-duplex mode. Noise power is σ 2. Furthermore, assume that hSR is known to node R, and hD , hRD are known to node D. Based on the above settings/assumptions and assuming amplify-and-forward (AF) relaying at node R, derive an expression for the signal-to-noise ratio (SNR) achieved by node D for detecting the symbol x sent by node S. [6 marks] (b) Consider a non-orthogonal multiple-access (NOMA) system, where two users send their information to a base-station (BS). The signal received by the BS can be expressed in the form of where x1 and x2 are the information sent respectively by users 1 and 2, which satisfy E[xk(2)] = 1 for k = 1, 2, P1 and P2 represent the transmit power of users 1 and 2, while h1 and h2 represent the channel gains, respectively, from users 1 and 2 to the BS. Finally, n is Gaussian noise distributed with zero mean and a variance of N0. (i) Assume that j h1 j 2 P1 ≥ j h2 j 2 P2 , derive the sum rate achieved by users 1 and 2. (ii) Describe the BS’s detection (decoding) procedure for achieving the above sum rate. [6 marks] (c) Assume that a single-antenna BS broadcasts x1 , x2 , . . . , xK , satisfying E[x 2 k ] = 1, via Gaussian channels to users 1, 2, . . . , K using power P1 , P2, . . . , PK , respectively. The channel gains from the BS to users 1, 2, . . . , K are h1 , h2, . . . , hK , respectively. (i) Assume that the transmit power of the BS satisfies P1 ≥ P2 ≥ . . . ≥ PK , which models that user 1 is the user furthest from BS, then user 2, and finally, user K is the one closest to BS. Describe the optimum detection scheme of user k , k = 1, 2, . . . , K, to achieve the sum rate of the NOMA system. [5 marks] (ii) In addition to the assumption in (c)(i), further assume that the noise variance is N0. Derive an expression for the sum rate achieved by the K users. [3 marks] (d) The biggest challenge to implement full-duplex in practice is the self-interference cancellation (SIC), which may be implemented in propagation domain, analog-circuit domain and digital domain. (i) State two SIC techniques operated in the propagation domain, and discuss respectively their operational principles, advantages and the challenges they may face in practice. [5 marks] (ii) State two SIC techniques operated in the analog-circuit domain, and discuss their operational principles, advantages and the challenges they may face in practice. [5 marks] Section C Question C1. (a) Consider a single-user millimetre wave (mmWave) multiple input multiple output (MIMO) system that employs hybrid analog-digital beamforming, where the transmitter is equipped with Nt antennas and the receiver with Nr antennas. The transmitter is assumed to have NR(t)F radio frequency (RF) chains, while the receiver employs NR(r)F RF chains, where the number of RF chains is assumed to satisfy (NR(t)F ≤ Nt ) and (NR(r)F ≤ Nr ). The transmitter and receiver communicate via Ns data streams, where Ns ≤ min(NR(t)F , NR(r)F ). Draw the block diagrams of the sub-array connected hybrid beamforming architectures and briefly explain the processing stages. [10 marks] (b) Consider a multiple-input multiple-output (MIMO) system, where a base station (BS) equipped with NT = 4 antennas is communicating with a user equipment having NR = 4 antennas. The BS has NRF = 2 radio frequency (RF) chains. (i) Design a transmission scheme that would result in throughput of 6 bits per channel use. You should decide on the modulation scheme used and the processing carried out at the transmitter. (ii) Write the mathematical representation of the transmitted signal and the received signal, highlighting the dimensions of any vectors or matrices used. (iii) Design a detection scheme to decode your received signal. [20 marks] Question C2. (a) (i) Explain the concept of preprocessing aided spatial modulation. (ii) Write the mathematical representation of the transmitted signal and the received signal, highlighting the dimensions of any vectors or matrices used. (iii) Explain how the signal can be detected at the receiver side. [14 marks] (b) Consider a single-user millimetre wave (mmWave) multiple input multiple output (MIMO) system that employs hybrid analog-digital beamforming, where the transmitter is equipped with Nt antennas and the receiver with Nr antennas. The transmitter is assumed to have NR(t)F radio frequency (RF) chains, while the receiver employs NR(r)F RF chains, where the number of RF chains is assumed to satisfy (NR(t)F ≤ Nt ) and (NR(r)F ≤ Nr ). The transmitter and receiver communicate via Ns data streams, where Ns ≤ min(NR(t)F , NR(r)F ). (i) The mmWave channel matrix H (t) of size CNr ×Nt at time instant t is given by: Explain your understanding of the mmWave channel model and what the equation above represents. (ii) Draw the block diagrams of the fully-connected hybrid beamforming architectures and briefly explain the processing stages. [16 marks]
BMED 4501 Biophotonics (Semester 2 – Year 2024 – 2025) Homework 2 (Full mark: 90) (Due: May, 21st) Retinal Imaging and OCT Angiography in Eye-Disease Diagnosis Retinal imaging plays a central role in modern ophthalmology, allowing detailed visualization of the fundus, or the back part of the eye, for diagnosis and monitoring of retinal diseases (see Fig. 1(A) for an overview of ocular anatomy). One of the most common and vision-threatening retinal pathologies is age-related macular degeneration (AMD). AMD exhibits both structural and vascular changes in the macula, which can be effectively assessed using various retinal imaging modalities. Common symptoms of AMD include blurred central vision and metamorphopsia (i.e. distorted version). Fig. 1 (A) Anatomy of human eye. (B-C) Images taken by fundus camera: (B) healthy retina (C) age-related macular degeneration. RPE: retinal pigment epithelium The current gold standard for general retinal imaging is fundus photography, which provides a wide-field, magnified view of the retina, optic disc, choroid, and retinal blood vessels. It is widely used for screening of retinal pathologies. Figures 1(B)–(C) show representative fundus images of both healthy and AMD-affected eyes, highlighting key clinical features such as drusen, pigmentary changes, and retinal pigment epithelium (RPE) irregularities. However, fundus photography provides only en-face 2D structural information and lacks the ability to image depth or blood flow. To address these limitations, more advanced imaging techniques have been adopted: (1) Fluorescence angiography (FA) – Two extrinsic contrast agents (fluorescence dyes) have been adopted: sodium fluorescein and indocyanine green (ICG). Both fluorescein an ICG angiography involve dye injection into the systemic circulation (into veins of the forearm) prior to retinal imaging. Few minutes after injection, the retinal and choriodal vasculatures, which are filled with the dye, can be visualized by fluorescence imaging (Fig. 2). FIG. 2. (A) ICG angiogram and (B) Fluorescein angiogram of the same field-of-view across the fundus. The vasculature is clearly visualized in both images. Note that the central bright region in (A) reveals choroidal neovascularization (CNV), that is absent in (B), i.e. the creation of new blood vessels in the choroid layer – an indication of AMD. (2) Fundus autofluorescence (FAF) – A noninvasive imaging modality that captures the natural autofluorescence of lipofuscin in the RPE. It is a pigment by-product observed in retinal pigment epithelial (RPE) cells. Normally, lipofuscin is constantly being produced by the RPE and choriocapillaris (capillaries near choroid). However, aging process and/or various retinal conditions could lead to lipofuscin accumulation. Excessive amount of lipofuscin interferes with normal cell function and thus results in cell death. Therefore, lipofuscin is a key component related to RPE metabolism (health condition). Distinct patterns of fundus autofluorescence (or absence of autofluorescence) correlating with RPE death are most strongly seen in age-related macular degeneration (AMD) (Fig. 3). Fig. 3 Fundus autofluorescence images. (A) Healthy fundus. (B) Fundus with AMD. Note that banded pattern of increased autofluorescence in the junction. While typical OCT—which you have already studied in the class —provides high-resolution cross-sectional structural images of retinal layers, it cannot directly visualize blood flow or vascular abnormalities such as choroidal neovascularization (CNV). To overcome this limitation, Optical Coherence Tomography Angiography (OCTA) has emerged as a noninvasive, dye-free imaging technique that enables depth-resolved visualization of retinal and choroidal vasculature (Fig. 4). In brief, OCTA achieves this by detecting motion contrast from moving erythrocytes (red blood cells) across repeated OCT B-scans at the same location (Fig. 5). This allows the construction of high-resolution vascular maps without the need for intravenous dyes. Fig. 4. An example of an active CNV lesion in retina imaged with OCT (left) and OCTA (right). The superficial (ILM to IPL) and deep retinal plexuses are depicted, along with the outer retina (OPL-BRM), which is normally avascular, and the choriocapillaris. ILM: internal limiting membrane; IPL: Inner Plexiform Layer; OPL: Inner Plexiform Layer; BRM: Bruch’s membrane (See Fig. 1 for detailed anatomy of the retina). Fig. 5. Generic workflow of OCTA image construction. In this homework, you will explore the principles of OCTA, compare it with other imaging modalities, and apply your knowledge of OCT to understand its role in AMD diagnosis. You will also evaluate the advantages and limitations of each modality in visualizing CNV and understand why structural OCT alone is insufficient for vascular imaging. Questions 1. (12%) Apart from wide-field fundus photography, confocal scanning laser imaging approach has also been adopted in retinal imaging, termed as confocal scanning laser ophthalmoscopy (cSLO) (Fig. 6). It is capable of producing high-contrast retinal images by raster scanning a laser spot on fundus and detecting fluorescence emission(signal) through a confocal pinhole. Fig. 6 General concept of confocal scanning laser ophthalmoscopy (cSLO). BS: beam-splitter; DM: Dichroic mirror; FOV: field-of-view. Caution: the beam profile shown in the image is only for illustration, should NOT be treated as rigorous reference for calculation in the questions. A simplified design schematic of a cSLO system is shown in Fig. 7 - designed for Fluorescence angiography (FA) as well as Fundus autofluorescence (FAF) imaging. The generalized design includes separate optical pathways for illumination and collection through a common telescope (formed by 2 lenses L1 and L2). The two paths are separated by a beam-splitter. The telescope is configured in a way such that the subject’s pupil plane L3 and the scanning mirror plane M1 form the pair of conjugate planes. For the sake of simplicity, only one mirror is shown in Fig. 7. (In practice, two mirrors are needed for 2D scanning). Fig. 7 Simplified system configuration of cSLO. Note that the drawing is not to scale. The mirror scanner M1 has a maximum steering angular range of θmirror=10o bounded by the blue and green lines, as shown in Fig. 7. Based on the system configuration shown in Fig. 7 and the ray-tracing technique, sketch how the two scanning beam paths (along the blue and green lines) are projected (focused) onto the retina. 2. (6%) Figure 8 shows the excitation and emission spectra of lipofuscin, fluorescein, and ICG. Hence, what are the emission colors of FAF images, fluorescein angiograms and ICG angiograms? Fig. 8 Fluorescence excitation (dashed curves) and emission (solid curves) of lipofuscin, fluorescein, and ICG. 3. (6%) In order to perform. multimodal retinal imaging, i.e. FAF imaging, fluorescein angiography and ICG angiography are performed in the same platform, multiple lasers are required to excite different fluorophores. In view of cost effectiveness, the number of lasers used in the system should be kept at minimum. Based on this criterion and Fig. 8, choose the proper lasers (from Table 1) to be used in this multimodal retinal imaging system. 4. (10%) Draw a system schematic explaining how such a multimodal retinal cSLO system works (Hints: How many laser sources/photodetectors do we need? What are the specifications of the spectral filters used in the system so that it can perform. multicolour imaging of FAF, fluorescein angiography and ICG?) 5. (12%) It has been argued that ICG angiography is more appropriate than fluorescein angiography for imaging of the choroidal circulation below RPE. Based on what you have learnt from Tissue Optics, explain if you support this argument. (Hint: RPE consists of high density of pigment melanin; what are excitation/emission wavelengths of ICG/fluorescein?). 6. (8%) Let’s consider a spectral-domain OCT system, which is to be integrated with the cSLO system we studied in Questions 1-4. If it is required to achieve an axial resolution no worse than 7 μm, choose the best light source from the list shown in Table 2 for this OCT system. Explain your choice. (*Assuming all four sources have the Gaussian spectral shape) 7. (8%) If it is required to achieve real-time 3D imaging (512(x) × 512(y) × 1024(z) voxels) at a speed of 1 frame per second (fps), i.e. 512 x 512 A-scans in 1 second, choose the best line-can camera from the list shown in Table 3 and Fig. 9. Note that you should also make your choice based on the source you choose in question 6. Explain your choice. (**x and y are along the transverse directions whereas z is along the axial direction.) Figure 9: (left) Typical configuration of a line-scan camera. (right) Spectral responses of four different line-scan cameras for OCT. 8. (10%) To visualize blood flow in retinal and choroidal vasculatures, OCTA is needed. According to Fig. 5, OCTA detects the changes in the OCT intensity signal between repeated B-scans (up to 4 B-scans) acquired at the same location (pixel). One simple approach of evaluating such changes is to compute the variance of the intensity of an image pixel over N repeated B-scans: Where Ii is the intensity of the pixel in the ith B-scan. is the average intensity of the pixel over N repeated B-scans. Let’s take the following simple example which displays the intensity values of the 6 pixels along an A-scan direction (Pixel 1 to 6) captured in 4 repeated consecutive B-scans. Calculate the variances of all 6 pixels over N=4 B-scans (*this array of 6 pixels is essentially the OCTA signal along the A-scan direction). 9. (8%) Explain why the approach of detecting the OCT intensity change (e.g., by calculating the variance of intensity in Question 8) can yield a map of blood flow in vasculatures? (hints: what do we expect, on the other hand, the variance value from the static tissue region?) 10. (10%) Choroidal neovascularization (CNV) is a hallmark of neovascular age-related macular degeneration (AMD) and is classified into three main subtypes based on the anatomical location. Understanding these subtypes is essential for selecting the appropriate imaging modality and guiding treatment decisions. • Type 1 CNV arises from the choroid and grows beneath the retinal pigment epithelium (RPE), often presenting as pigment epithelial detachments (PEDs). • Type 2 CNV extends above the RPE into the subretinal space and is usually associated with prominent leakage on FA, corresponding to "classic" CNV. • Type 3 CNV, also known as retinal angiomatous proliferation (RAP), originates within the retina and can progress to form. retinal-choroidal anastomoses, often requiring multimodal imaging for accurate detection. A 75-year-old patient presents with blurred central vision and metamorphopsia in one eye. Fundus examination reveals drusen and subtle pigmentary changes. An ophthalmologist suspects choroidal neovascularization (CNV) secondary to AMD. She has access to the following imaging modalities: • Fluorescein angiography (FA) • Indocyanine green angiography (ICGA) • Spectral-domain optical coherence tomography (OCT) • Optical coherence tomography angiography (OCTA) Which of the following statements correctly match the CNV subtype with the most appropriate or helpful imaging modality for its detection and characterization? Select all that apply. A. Type 1 CNV (occult, beneath the RPE) is best detected using indocyanine green angiography (ICGA) or OCTA due to its choroidal origin and lack of dye leakage on FA. B. Type 2 CNV (classic, above the RPE) is readily identified using fluorescein angiography (FA), which shows early leakage and well-defined lesion boundaries. C. Type 3 CNV (retinal angiomatous proliferation) is best visualized using OCT alone, as other angiographic modalities provide limited additional information. D. OCTA is capable of detecting both Type 1 and Type 3 CNV by identifying flow patterns in the outer retina and choriocapillaris layers, even in the absence of leakage. E. Fluorescein angiography is the most reliable modality for detecting Type 1 CNV due to its ability to show occult leakage from sub-RPE vessels. (Hints: think about the tissue properties of RPE; Light-tissue interaction in these layers of retina, choroidal layers) **A challenge to think (not counted as the Homework 2,s grade): How to integrate OCT, OCTA, FAF, fluorescein and ICG angiography in a unified system. (hint: You could think of a schematic diagram design of the entire system to explain the basic operation principles)
ANTH0003: Introduction to Social Anthropology Book Review Guidelines 1. You are required to write a 1,500-word book review essay on an ethnographic monograph in the field of social anthropology. We have provided a list of titles which can be found under the Assessment tab on Moodle. N.b. A monograph is simply an ethnographic study of a particular society, culture, or related subject matter (although some may be more progressive and experimental in terms of focus), in the form. of a single book, and usually (but not always) by one author. Theoretical books, textbooks, or edited volumes by multiple authors do not qualify for the task. 2. This may seem obvious, but choose a book that you find interesting! Perhaps it relates to your own intellectual interests or life experience, or maybe just appeals to you in a more general sense. This does not mean you need to agree with it on all fronts. On the contrary, if you have some disagreements with the author or their arguments, it will make it easier for you to engage critically with the book. 3. Read the whole book, from cover to cover! Spend ample time with it, reading it, thinking about it, and ruminating on it … 4. In essence, an academic book review should be a quality piece of writing that engages thoughtfully and critically with a selected monograph. A good book review will do a number of related things: - Provide a critically-engaged synopsis of the main subject matter, key arguments, structure, and order of exposition of the book; - Situate the material presented in the book (e.g., ethnography, theory, methods) relative to some of the existing literature on these subjects, themes, or people; - Critically evaluate the methodology, ethnography, and analyses presented therein; - Critically evaluate the contributions made by the author to broader anthropological themes and debates – e.g., what gaps does it fill; how does it advance anthropological understandings; does it succeed in its aims? 5. Be creative! There is no one rigid template for how to write a review. The book review exercise provides you with an excellent opportunity to be original and imaginative in how you present your reading of and engagement with your chosen text. For instance, you could bring in some personal reflections or experiences which have framed your appraisal of the book. Alternatively, you could link the book to the news or current affairs, to emphasise the text’s relevance or impact outside of academia. 6. I would advise you to read some academic book reviews to get an idea of the style and form. expected from the task. For a guide as to how professional anthropologists write book reviews, you could consult the review section of any major journal such as Journal of the Royal Anthropological Institute, Current Anthropology, or American Ethnologist. For further reading, some of the most readable and stylised book reviews can be found in the London Review of Books and the New York Review of Books. 7. You are expected to follow the writing, referencing, and formatting guidelines provided by the UCL Anthropology Department, which can be found in the UG Student Handbook (p.36-37) and on the ANTH: Academic Skills and Anthropology Student Hub Moodle pages. 8. General guidance for academic writing and style can be found in the ‘Writing Resources ’ document in the Assessment tab on the course Moodle site. 9. The deadline is 1pm on 15 February (Thursday of the mid-term Reading Week). Make sure to submit your book review in good time before the deadline. Good luck! Finally, here are some examples of reviews of relevant books by prominent scholars which you might use as a guide to how professional anthropologists tend to approach reviewing books. Bear in mind, we don’t expect you to write like Bruno Latour (please don’t!) – but these are all interesting reviews nonetheless: 1. Bruno Latour’s review of Anna Tsing’s The Mushroom at the End of the World (2015). 2. Thom van Dooren’s review of Donna Haraway’s Staying With the Trouble (2016). 3. Chris Tilley’s review of Tim Ingold’s Lines: A Brief History (2007).
ELEC6252W1 SEMESTER 2 EXAMINATIONS 2023 - 2024 FUTURE WIRELESS TECHNIQUES Section A Question A1. (a) Assume an extended Wyner’s system model, as shown in Fig. 1, where adjacent base-stations (BSs) conduct cooperation under ideal data exchange. FIGURE 1: Extended Wyner’s system model for multicell SDMA systems. (i) Assume optimum and minimum mean-square error (MMSE) multiuser detection (MUD). For each of these two MUDs, suggest a multicell cooperation/processing (MCCP) scheme and describe in detail its operations. (ii) Analyse the pros and cons of the proposed MCCP schemes. [5 marks] (b) Fig. 2 illustrates a network having two pairs of distributed nodes, (S1 , D1 ) and (S2 , D2 ). In this network, node S1 needs to send a symbol x1 to D1 , while node S2 needs to send a symbol x2 to D2. Assume that S1 and S2 can exchange their data symbols. Propose a cooperative transmission scheme for S1 and S2 to send x1 and x2 , respectively, to D1 and D2. State in detail the transmission steps, and explain the benefit obtained from the proposed cooperation scheme. [5 marks] FIGURE 2: (c) There is a sparse-spread code-division multiple-access (CDMA) system, which has the input-output relationships of (1) Draw the factor graph of this sparse-spread CDMA system for operating the message-passing algorithm, in order to detect the data symbols x1 , x2 , . . . , x8. [5 marks] (d) Provide two application examples to explain the benefits and challenges of employing full-duplex instead of half-duplex. [5 marks] (e) Consider a multiple-input multiple-output (MIMO) system employing M transmit and N receive antennas. Draw and annotate the MIMO system model and write the received signal equation and explain the different terms used. [5 marks] (f) Explain the benefits and challenges of using multiple-input multiple-output (MIMO) systems. Also, explicitly highlight the different MIMO gains. [5 marks] (g) Figure 3 shows the oxygen, water vapour and rain attenuation versus frequency. Explain your observations on the figure and describe how this affects the transceiver design in millimeter wave frequencies. FIGURE 3: Attenuation curves of O2 , H2 O and rain at sea level. The term ρ refers to the density of H2 O in grams per meter3 . [5 marks] (h) Explain the Vertical Bell Labs Space Time (V-BLAST) multiple-input multiple-output (MIMO) transmission process and elaborate with mathematical equations the transmission model, and then describe one V-BLAST detection technique using mathematical equations. Additionally, explain the main characteristics of your chosen detection technique as compared to the other detection methods. [5 marks] Section B Question B1. (a) Explain the operational principles of the amplify-and-forward (AF), decode-and-forward (DF) and compress-and-forward (CF) relaying protocols. [3 marks] (b) Consider that nodes S1 (having data x1) and S2 (having data x2) use a two-way relaying network, as shown in Fig. 4, to exchange x1 and x2 between S1 and S2. FIGURE 4: A two-way relaying network. Assume that all nodes are operated in half-duplex mode. Based on the network coding principles, design a two-way relaying scheme for S1 and S2 to exchange x1 and x2. Explain the operations in details. [6 marks] (c) In MultiCell Cooperation/Processing (MCCP), two Base-Stations (BSs) may cooperate based on exchanging both Channel State Information (CSI) and Data (CSID-MCCP mode), exchanging CSI only (CSI-MCCP mode) or exchanging data only (D-MCCP mode). For each of the three MCCP modes, provide an example to explain the principle of the corresponding BS cooperative processing. [6 marks] (d) Fig. 5 is a cooperative network, which uses a direct-link (S → D) and a relay-link (S → R → D) to send information from source node S to destination node D. The distance from node S to node R is d1 , that from node R to node D is d2, and that from node S to node D is d. Transmitted signals experience both the propagation pathloss with a pathloss exponent of α, and the small-scale fading with the fading gains FIGURE 5: A cooperative network with direct transmission. shown in the figure. Assume that the transmit power of node S is P1 and that of relay R is P2 , and all nodes are operated in half-duplex mode. Noise power is σ 2. Furthermore, assume that hSR is known to node R, and hD , hRD are known to node D. (i) By assuming the amplify-and-forward (AF) relaying at node R, derive the spectral-efficiency achieved by the cooperative network. [4 marks] (ii) By assuming the decode-and-forward (DF) relaying at node R, derive the spectral-efficiency achieved by the cooperative network. [3 marks] (e) Figure 6 represents a two-hop communication network, where node S (having one antenna) sends data to node D (having one antenna) with the aid of a relay node R, which employs L antennas for receiving and transmission. Assume that all nodes are operated in half-duplex mode, the transmit power of node S is P1 , the transmit power of the relay is P2, the distance between node S and the relay is d1 , and the distance between the relay and node D is d2. Assume that signals transmitted by node S and the relay experience the propagation path-loss with a path-loss exponent α, and the small-scale fading with the fading gains as shown in the figure. Furthermore, assume that the channel knowledge, i.e., {hij }, is only employed by the relay. FIGURE 6 (i) Consider a relay processing scheme in the principles of either AF or DF, describe in detail the operations carried out by the relay. [4 marks] (ii) Under the relay processing scheme considered in (e)(i), derive an expression for the spectral-efficiency achieved by the two-hop communication network. [4 marks] Question B2. (a) Assume a downlink multicarrier system, where the base-station (BS) of a cell uses M subcarriers to support K = 2M users randomly distributed in the cell. Based on the principle of non-orthogonal multiple-access (NOMA), design a transmission scheme for the BS to simultaneously transmit information to the 2M users. [5 marks] (b) Consider a NOMA downlink, where a BS broadcasts x1 and x2 , which satisfy E[xk(2)] = 1 for k = 1, 2, to users 1 and 2 using power P1 and P2 , respectively. At some time, the signals received respectively by users 1 and 2 can be expressed as (1) (2) where h1 and h2 represent the channel gains from the BS to users 1 and 2, respectively, and n1 and n2 are Gaussian noise distributed with zero mean and a variance of σ 2. (i) Assume that j h1 j 2 < j h2 j 2 , and correspondingly the power assigned by BS to users 1 and 2 satisfies P1 > P2. Derive the sum rate achieved by this NOMA downlink. (ii) Describe the detection (decoding) procedures carried out, respectively, by users 1 and 2 for achieving the above sum rate. [5 marks] (c) Assume that users 1, 2, . . . , K simultaneously send x1 , x2 , . . . , xK , satisfying E[x 2 k ] = 1, to a BS (with one antenna) using power P1 , P2 , . . . , PK via Gaussian channels. The channel gains from users 1, 2, . . . , K to the BS are given by h1 , h2, . . . , hK , respectively. (i) Assuming that j h1 j 2 P1 ≥ j h2 j 2 P2 ≥ . . . ≥ jhK j 2 PK , describe the optimum detection scheme of the BS to achieve the sum rate of the NOMA system. [4 marks] (ii) In addition to the assumption in (c)(i), further assume that the noise variance is σ 2. Derive an expression for the sum rate achieved by the K users. [4 marks] (d) Frequency-division duplex (FDD) and time-division duplex (TDD) are two well-known half-duplex schemes implemented in practical mobile communications systems. Describe the operational principles of FDD and TDD. Aid your description using illustrations whenever needed. [3 marks] (e) The biggest challenge to implement full-duplex in practice is the self-interference cancellation (SIC), which may be implemented in propagation domain, analog-circuit domain and digital domain. (i) State two SIC techniques operated in the propagation domain, and discuss respectively their operational principles, advantages and the challenges they may face in practice. [6 marks] (ii) State one SIC technique operated in the analog-circuit domain, and discuss its operational principles, advantages and the challenges it may face in practice. [3 marks] Section C Question C1. (a) Consider a multiple-input multiple-output (MIMO) system employing M transmit and N receive antennas. Let x = [x1 , x2 , · · · , xm] denote the signal transmitted from the M antennas and y = [y1 , y2 , · · · , yN ] denote the received signal vector. H represents the channel matrix between the transmitter and receiver of size N × M. When the receiver employs perfect channel knowledge, while the transmitter only knows the MIMO channel’s distribution and the transmitted signal vector x is independent of the channel matrix H, and when considering the case that M is fixed and N → ∞, then the ergodic MIMO capacity can be evaluated as: (4) Explain your understanding of the concept of capacity and elaborate on your observations on the derived capacity in Equation (4). [7 marks] (b) Consider a single-user millimetre wave (mmWave) multiple input multiple output (MIMO) system that employs hybrid analog-digital beamforming, where the transmitter is equipped with Nt antennas and the receiver with Nr antennas. The transmitter is assumed to have NR(t)F radio frequency (RF) chains, while the receiver employs NR(r)F RF chains, where the number of RF chains is assumed to satisfy (NR(t)F ≤ Nt ) and (NR(r)F ≤ Nr ). The transmitter and receiver communicate via Ns data streams, where Ns ≤ min(NR(t)F , NR(r)F ). Draw the block diagrams of the Fully-connected hybrid beamforming architectures and briefly explain the processing stages. [8 marks] (c) Consider a multiple-input multiple-output (MIMO) system, where a base station (BS) equipped with NT = 4 antennas is communicating with a user equipment having NR = 4 antennas. The BS has NRF = 2 radio frequency (RF) chains. (i) Design a transmission scheme that would result in throughput of 9 bits per channel use. You should decide on the modulation scheme used and the processing carried out at the transmitter. [7 marks] (ii) Write the mathematical representation of the transmitted signal and the received signal, highlighting the dimensions of any vectors or matrices used. [5 marks] (iii) Design a detection scheme to decode your received signal. [3 marks] Question C2. (a) Consider a multiple-input multiple-output (MIMO) system, where a base station (BS) equipped with N = 8 antennas is communicating with one user equipment having 2 antennas. Also, consider a scenario where QPSK is used as the modulation scheme. (i) Design a transmission scheme using the above system configurations for attaining a rate of 4 bits per channel use, while also attaining a diversity order of 2 using Alamouti’s space-time block code. Explain in details your transmission scheme and write the mathematical representation of the transmitted signal as well as the received signal. [8 marks] (ii) Describe and explain in details with mathematical equations one detection technique that can be employed to detect the received signal. [6 marks] (b) Consider a single-user millimetre wave (mmWave) multiple input multiple output (MIMO) system that employs hybrid analog-digital beamforming, where the transmitter is equipped with Nt antennas and the receiver with Nr antennas. The transmitter is assumed to have NR(t)F radio frequency (RF) chains, while the receiver employs NR(r)F RF chains, where the number of RF chains is assumed to satisfy (NR(t)F ≤ Nt ) and (NR(r)F ≤ Nr ). The transmitter and receiver communicate via Ns data streams, where Ns ≤ min(NR(t)F , NR(r)F ). (i) The mmWave channel matrix H (t) of size CNr ×Nt at time instant t is given by: Explain your understanding of the mmWave channel model and what the equation above represents. [8 marks] (ii) Draw the block diagrams of the sub-array connected hybrid beamforming architectures and briefly explain the processing stages. [8 marks]
22LLP 207 Research Methods Practical 1 SPSS 1 Basics - coding exercise S Panayi April 2025 Starting SPSS I’ve prepared this lesson using SPSS version 23, the one available to use at Loughborough. Let us start by learning SPSS by using SPSS. Find SPSS icon on your desktop or start menu . Now that you have found the SPSS icon on your desktop, double-click it. If the “IBM SPSS Statistics” dialog window appears (see figure 1), tell SPSS you want to create “New Dataset” and click OK. You can supress the appearance of this window by clicking the box “Don’t show this dialogue in the future.” Figure 1: The “IBM SPSS Statistics” dialog window The data editor window You should now see the SPSS Data Editor window (see figure 2). This is where you enter the data you wish to analyse. Each column represents a variable and each row represents an individual-respondent or observation (also called a case). Figure 2: The data editor window The Variable view: Coding the data Click the little tab (lower left of window) that says “variable view,” see figure 2. In the variable view window the rows are now the variables (see figure 3). Figure 3: The variable view window Now we are ready to start coding our data and decide on their format. In the first column of the variable view window coding sheet (Column: Name) enter your variables’ name. In the “Type” Column you can select your variables’ type (remember lecture 2). As you can see in figure 4 there are eight types of variables that can be coded in SPSS: 1) Numeric, 2) Comma, 3) Scientific notation, 4) Date, 5) Dollar, 6) Custom currency, 7) String, 8) Restricted Numeric. Most of the times you will be using numeric variables (i.e., numbers-e.g., 7, 0, 120). Figure 4: Variable type dialogue window Let’s start naming the variable. The name of each variable should contain no spaces, dots, or commas. It is always advisable to encode each respondent with a particular subject’s identification number. How about naming “respondent” your first variable then? OK so it’s not creative, but at least we all know what it means, and when it comes to coding, interpretability is important! Type “respondent” in the first empty box under the “Name” column, and select numeric from the options available under the column labelled “Type.” You should now have a row of entries in the sheet which identifies the default coding information for the participant identification number. We don’t need to change any of the other options since the participant code is a simple numeric value representing little more than order of entry of the participant data. Figure 5: Coding respondents The subject’s identifier was straight forward as the data does not represent categorical information. Now let’s make an entry for one more variable. For example, what if your next variable was respondent’s gender? When numbers are used to represent categories of events such as gender it is useful to be able to associate meaningful labels with those categories. SPSS allows us to do that in the variable view mode specifying values of categorical data. Let’s use a 0 to represent males and a 1 to represent females. This may seem tedious but it helps us during data entry. The more variables you have to enter the more you will appreciate a coding sheet. For example, to code participants’ gender, start as you did for the participant ID number by clicking on the box at the head of the column you wish to label. This will bring up the variable view window. Type variable name “gender” in the first column, and then move your cursor along to the column labelled values and click on that box associated with the gender variable (shown in figure 6 below). This brings up the dialog box shown in figure 6. Now it is simply a matter of entering a value, and an associated label. If we decided to code males with a 0 and females with a 1, we enter that information into the value labels box, as shown below pressing the “Add” button after each value, once the value label pair has been entered then press OK. Figure 6: Defining category labels Now return to the Data View using the tab at the foot (left) of the page, and then enter some subjects’ data. For example imagine that you had a total of ten respondents, the first three were males and the rest females. The data view window would look like figure 7. Figure 7: The final data editor window Saving the data After coding all your variables and entering your data, to the SPSS, you are ready to save the file on the hard drive of the computer on which you are working or the flash drive you brought to class with you. Click FILE on the command bar at the top of the window. From the drop-down menu that appears, select SAVE AS. The save as dialog window appears (figure 8). Figure 8: The save as dialog window Navigate your way to the location where you wish to save the file. In the FILE NAME box, enter “coding exercise.” Save as type should read SPSS Statistics (*.sav) – if it does not, change it to that from the drop-down menu there. Click Save and the data file is saved to your medium. Having completed the first part of this lesson, you can now close SPSS – just click the X in the upper right hand corner. Exercise on data coding and data entry In the following pages some illustrative closed questions from a highly structure questionnaire are provided. a. Have a go and code them in SPSS b. After coding all the questions enter your own responses to the SPSS data sheet. 1) Which types of pre-purchase information sources do you normally use during new car purchase (in this question you can choose more than one options)? Friends/relatives/acquaintances Brochures/pamphlets Showrooms/car salesmen ˜ Car magazines/newspapers Car TV shows ˜ Internet Use of personal knowledge on cars ˜ Other source, please specify…………………… 2) Please allocate 100 points across the following eight composite car characteristics, so as to reflect the relative importance you place on each of them during new car purchase (allocate more points to more important composite characteristics). a. Cost related characteristics ……¼… b. Technical characteristics ………… c. Performance characteristics ………… d. Image related characteristics ………… e. Quality related characteristics ………… f. Interior characteristics ………… g. Driving related characteristics ………… h. Equipment features ………… 100 3) Rank the 12 manufacturing countries from the most preferred (1) to the least preferred (12), based on your preferences for the cars they produce, if you were about to buy a new car in the near future. UK ¾ USA ¾ France ¾ Germany ¾ Japan ¾ Spain ¾ Italy ¾ Korea ¾ Rumania ¾ Russia ¾ Sweden ¾ Czech ¾ (PTO) 4) The following set of questions measures respondents’ level of attachment to his/her currently owned car. Please rate your level of agreement with each of the following statements, on a 5-point scale ranging from disagree (1) to agree (5). i) Imagine for a moment someone making fun of your car. How much would you agree with the statement, “If someone ridiculed my car, I would feel irritated” 1 2 3 4 5 ii) How much do you agree with the statement, “My car reminds me of who I am” 1 2 3 4 5 iii) Picture yourself encountering someone who would like to get to know you. How much do you think you would agree with the statement, “If I were describing myself, my car would like be something I mentioned” 1 2 3 4 5 iv) Suppose someone managed to destroy your car. Think about how you would feel. How much do you agree with the statement “If someone destroys my car, I would feel a little bit personally attacked” 1 2 3 4 5 v) Imagine for a moment that you lost your car. Think of the feelings after such an event. How much do you agree with the statement, “If I lost my car, I would feel like I’ve lost a little bit of myself” 1 2 3 4 5 vi) How much do you agree with the statement, “I don’t really have too many feelings about my car” 1 2 3 4 5 vii) Imagine for a moment someone admiring your car. How much mould you agree with the statement, “If someone praised my car, I would feel somewhat praised myself” 1 2 3 4 5 viii) Think for a moment about whether or not people who may know you might think of your car when they think of you. How much do you agree with the statement, “Probably people who know me might sometimes think of my car when they think of me” 1 2 3 4 5 ix) Imagine for a moment that you have lost your car. Think about going through your daily activities knowing that it is gone. How much do you agree with the statement, “If I didn’t have my car, I would feel a little bit less like myself” 1 2 3 4 5 5) The following set of questions measures respondents’ level of involvement with cars. Please rate your level of agreement with each of the following statements, on a 5-point scale ranging from disagree (1) to agree (5). i) It is worth the extra cost to drive an attractive and attention-getting car 1 2 3 4 5 ii) I prefer to drive a car with a strong personality of its own 1 2 3 4 5 iii) I have sometimes imagined being a racing driver 1 2 3 4 5 vi) Cars offer me relaxation and fun when life’s pressure build up 1 2 3 4 5 v) Sometimes I get too wrapped up in my car 1 2 3 4 5 vi) Cars are nothing more than appliances 1 2 3 4 5 vii) I generally feel sentimental attachment to the cars I own 1 2 3 4 5 viii) Driving my car is one way I often use to relieve daily pressure 1 2 3 4 5 ix) I do not pay much attention to car advertisements in magazines or on TV 1 2 3 4 5 x) I get bored when other people talk to me about their cars 1 2 3 4 5 xi) I have little or no interest in car races 1 2 3 4 5 xii) Driving along an open stretch of road seems to “recharge” me in body, mind and spirit 1 2 3 4 5 xiii) It is natural that young people become interested in cars 1 2 3 4 5 xiv) When I’m with a friend, we often end up talking about cars 1 2 3 4 5 xv) I don’t like to think of my car as being ordinary 1 2 3 4 5 xvi) Driving my car is one of the most satisfying and enjoyable things to do 1 2 3 4 5 xvii) I enjoy discussing cars with my friends 1 2 3 4 5
MMM267 BUSINESS LOGISTICS T1 2025 Information Pertaining to the 60% Final Homework Assessment NATURE OF ASSESSMENT: an open-book homework heavily based on the selected end-of-chapter exercises covered in weekly seminars from Weeks 2 – 6 and Weeks 8 – 10. DUE DATE AND TIME: The homework document will appear on the Cloud site of the unit under Content -> Assessment Resources -> Assessment 2 (Homework, 60%) at 8AM on Friday, 30th May 2025 and students will have 5 CALENDAR DAYS to complete and submit it. The submission deadline is 8PM AEST on Wednesday, 4th June 2025. SUBMISSION FILE TYPES: The completed homework must be submitted as a single MS-Word file via the designated Cloud submissions folder by the deadline – NO EXCEPIONS. Students also need to separately upload the Excel solutions spreadsheet in addition to their main Word file to ensure a complete submission. EXTENSIONS: Please note that this submission deadline already includes a half- day ‘grace period’ (12 hours). Please be advised that being the final assessment task for the trimester, any request for extensions will impact the result finalization for the unit and timely release of results. Therefore, students who think they will be unable to submit by the deadline of 8PM AEST on 4th June 2025 are advised to apply in advance to the Faculty for a Special Consideration via StudentConnect. Students who apply for and are given a Special Consideration to submit their homework at a later date should please understand that they will be given a temporary “RI” (Result Incomplete) grade for this unit at the time of scheduled release of T1 results, as any extension to the submission deadline will lead to a delay in the processing of unit results for the concerned students. PERCENTAGE OF FINAL GRADE: 60% HURDLE: None Description/Requirements: - This is a take-home, open-book task along the lines of an elaborate homework exercise. There will be some Excel-based problems and also some discussion questions requiring written answers (please refer to the structure posted on Cloud). - The questions will very closely resemble some of the selected end-of-chapter discussion questions and Excel-based problems in the posted repository document (with somewhat different wordings and numerical information). Students are advised to use the solutions spreadsheet posted on Cloud as a ‘template’ for doing the Excel-based exercises on the homework. Students are expected to be able to come up with their own words in forming answers to the writing questions on the homework - these were all discussed in the weekly online/on-campus seminars. - All prescribed reading materials as well as the internet can be accessed while completing this task. Do note that the Cloud discussion forums will be locked (but still will remain visible), and students MUST complete the task individually. - The assessment comprises 5 parts of 12 marks each for a total of 60 marks. There will be a number of questions under each part. There is no choice of questions — all the questions have to be attempted. Further breakdown of the marks carried by the components of questions as well as best way to respond will be discussed by the in detail in the closing seminars (campus & Cloud), and further hints/clues provided. - The 5 calendar days’ submission time-period is an extremely generous time consideration. The homework should not normally take beyond a few hours at most to complete if students had been on top of the weekly end-of-chapter exercises & had diligently attended and engaged with the weekly seminar contents. - The reason for the extremely generous time to submit the assessment is to allow students to complete the task at a time that suits their personal circumstances. - On this basis, it is not anticipated that any adjustments will be needed to the 5 calendar days deadline also for students with a Learning Access Plan from DRC. - The 8PM AEST on Wednesday, 4th June 2025 deadline for the final assessment is an absolute deadline for submission. Student missing the submission deadline will have to apply to the Faculty for a Special Consideration by looking up and following the process described on the website given below: www.deakin.edu.au/students/studying/assessment-and-results/special-consideration Please consider requesting for a Special Consideration as an absolute last resort as if approved, any extension will automatically mean that your unit result will be significantly delayed due to the very short turnaround time. How to complete the assessment: - Each discussion question on the assessment task has to be responded to as if answering an end-of-chapter exercise. Ideally students should have read through the prescribed parts of the relevant chapter and looked up the relevant week’s lecture slides to form. an answer in their minds before starting to write. - Students should use the marks allotted to a particular discussion question to decide on how much to write. A maximum of 300 words is allowed for each of the 6-mark discussion questions on the homework, marker may penalize extremely long answers. Furthermore, writing unnecessarily convoluted answers may also be counter-productive in terms of the lost time that could be usefully devoted elsewhere e.g., in preparing for an examination/assessment in another unit. - While no in-text citations or references need to be provided, please note that Turnitin will be activated for ALL submissions. Therefore, please do not copy large amounts of information from lecture slides, textbook or online sources as this may be picked up by the markers and reported as academic misconduct. It is vitally important that students respond to the assessment questions using their own words. - Students are strongly recommended to use the posted Excel solutions spreadsheet to complete the Excel-based exercises on the homework, and must then upload that solutions spreadsheet separately, in addition to the Word file containing the written responses to the discussion exercises on the homework. YOU MUST ALSO TYPE IN ONLY THE FINAL RESULTS OF ALL THE EXCEL EXERCISES ON THE HOMEWORK IN THE SAME MS WORD SUBMISSION DOCUMENT WHERE YOU RECORD YOUR RESPONSES TO THE DISCUSSION QUESTIONS. ALSO, YOU ARE ASKED TO INCLUDE JUST ONE OR TWO SENTENCES EXPLAINING THE BUSINESS SIGNIFICANCE OF THE NUMERICAL RESULTS THAT YOU OBTAIN FOR THE EXCEL EXERCISES — PLEASE REFER TO THE EXAMPLE PROVIDED BELOW. YOU DO NOT NEED TO COPY AND PASTE ANY OF THE EXCEL WORKINGS INTO YOUR WORD FILE - JUST PLEASE MAKE SURE THAT YOU HAVE NOTED THE CORRECT QUESTION NUMBERS FOR ALL THE EXERCISES. Example: Part A - Q1. DBS café purchases its takeaway containers from a third-party supplier. DBS delivers an average of 450 takeaway orders each month (assume demand is known and certain). Containers cost one dollar each, and each order costs $22.75 to process. Because of limited storage space, the DBS café manager wants to charge inventory holding at 15 percent of the cost. The lead time is 3 days, and the café is open for business 360 days per year, assuming 30 days per month. Determine the economic order quantity (EOQ) of number of containers to order, reorder point assuming no safety stock, and the annual total inventory cost. (Hint: Refer to Q67from Week 6 to work through this exercise) If you see an Excel-based homework exercise like the one above, all you will need to do in that case is open up the Excel solutions spreadsheet and look at the worksheet named “Week 6 – Chapter 12” to locate the solution for Q67. Then , simply replace the input data in that solution spreadsheet with the corresponding data from the homework exercise. If you can do so correctly, then the solution spreadsheet will straightaway give you the values for the EOQ and reorder point without needing you to do anything with the formula or Excel functions for either of those. Note that you do not necessarily need to use the Goal Seek part of the solution for EOQ calculation unless the homework problem specifically asks you. Once you have replaced the existing data in that Excel solution with the corresponding data in the homework exercise, you could then simply just copy in the EOQ number obtained from “EOQ (using formula)” into the blank cell next to “EOQ (using Goal Seek)” . As soon as you do that, all the “#DIV/0!” notifications will disappear and you will get the correct numbers for each of “Annual ordering cost”, “Annual holding cost” and “Annual total inventory cost” again without needing to know any of those formulae. If you have correctly inputted all the relevant data into the Q67 solution in Week 6, your solutions worksheet should straightaway yield the following numerical results: Demand/month 450 Annual demand 5400 Unit cost $1.00 Ordering cost per order $22.75 Inventory holding charge 15% Lead time (days) 3 Avg. no. of orders needed to be placed for the year 4.22 Average inventory held during the year 639.92 Annual ordering cost $95.99 Annual holding cost $95.99 Annual total inventory cost $191.98 Difference between annual ordering & holding costs 0.00 EOQ (using Goal Seek) 1280 EOQ (using formula) 1280 Reorder point 45 DO NOT COPY AND PASTE THE EXCEL SOLUTION INTO YOUR WORD FILE — type the numerical results only, with one or two lines of explanation. So, in the Word file (i.e., the same Word file that will contain your written responses to the discussion exercises in the homework), you only need to write as follows: Part A — Q1: EOQ = 1280 containers, Reorder point = 45 containers, ATIC ≈ $192 DBS café should order EOQ=1280 containers in each order, as that order quantity will optimize between the overall ordering and holding costs, thus yielding the lowest possible total inventory cost. Any other ordering quantity will result in either a higher ordering cost or a higher holding cost and hence, a higher total cost. DBS café should place its order every time the inventory position hits 45 containers as this is the minimum number of containers it must have at hand to get through the 3-day lead time without running out of containers to serve customers. Structure and formatting: - There is no strict guidance on formatting the answers to the assessment questions. Students will need to use their own discretion in ensuring readability of their work. Please therefore try and avoid unusual font styles, too big/too small font sizes etc. - While there is no word limit, please bear in mind the advice provided in the previous section regarding the need to avoid writing unnecessarily long answers. - For most of the Excel-based exercises on the homework, students will mainly just need to replace the existing data in the provided Excel solutions spreadsheet with the corresponding data from the homework exercise. Each homework exercise will clearly tell you which seminar exercise from which week to use as a template. For the Excel-based exercises on the homework, please note that the attempted answers will earn part-marks if and only if in the marker’s opinion, all data were correctly inputted into the relevant solved exercise in the Excel solutions spreadsheet.
Civil 791 Construction Management 2025 Semester 1 Assignment 2 (25% of total assessment) 1.0 General 1.1 Assignment Type Individual Assignment 1.2 Submission Date and Time Monday 26 May 11:59pm 1.3 Submission Method All work for this assignment is to be compiled into one pdf which shall be submitted to Canvas by the due date. 1.4 Penalties for late submission Time after Due Date Penalty 24 hours but 48 hours but 72 hours but 96 hours but 168 hours (7 days) -100% 2.0 Assignment Outline 2.1 Background Scenario A building is to be built which requires construction of a basement retaining wall along one side which backs onto an embankment. The basement retaining wall is 3.5 m high and 90m in total length and is founded on 400mm diameter, 35m deep bored piles. Bored piles have been selected by the engineer due to their high strength capacity, as well as their ability to be installed with minimal vibration, which is important as the site is located adjacent to a hospital which is sensitive to disturbance. Furthermore, this will minimise disturbance to any other works which are occurring on site at the same time. The piles are to be installed in stable soil and hence are unsupported, meaning that no casing is required. Your company had proposed Continuous Flight Auger (CFA) piling instead as CFA piling is considerably faster, however the engineer has insisted on bored piles, as the process of installing CFA piles would not give the engineer an opportunity to confirm the quality of soil during installation. The soil conditions at the site include slow draining silts and clays with a high but fluctuating ground water table. With stringent requirements regarding waterproofing and the ingress of moisture, monolithic in-situ reinforced concrete construction is proposed together with drainage and Nuralite Preprufe 3000 and Bituthene waterproofing products to the underside of foundations and the wall exterior respectively. The design details are shown in the engineer's sketches (refer Sketches 1 and 2). It is hoped that the project will commence on the 1 July 2025. It is noted that the Client would like this phase of the work to be completed as soon as possible. 2.2 Assignment Scope You are working for a construction company specialising in concrete construction and piling and as part of the contract management team, you are tasked with compiling information in a brief report addressing considerations for a tender submission for construction of the basement retaining wall. Your report should include the following: Part A Preliminary Project Programme A programme for the project is to be provided. You will need to determine a sequence which completes the work as efficiently as possible which is to be presented on a Gantt chart. It is recommended that this be produced using MSProject (which is available in the engineering computer labs) or Project Libre which is free for download https://www.projectlibre.com/). A step-by-step guide on how to use MS Project is available under the Lecture 6 materials. Information to be provided together with the schedule should include: a) A work breakdown structure. b) A list of any assumptions and rationale regarding the development of the schedule. This may include justification for durations as well as other considerations or approaches. c) Commentary on the critical path which should be highlighted on the programme provided. Considerations: 1. It is recommended that you explain in your report how you determined the duration of the piling work, taking into account the constraints given in Sketch 2. 2. It is suggested you make use of the recommended software. It may be necessary for you to experiment with different scheduling alternatives. If you feel some of this information is relevant in order to justify your chosen schedule, you might consider including it in an appendix. 3. Gantt charts should show sufficient information to illustrate the proposed schedule. This should include the critical path. 4. Note that you should not calculate the critical path by hand. Instead you should utilise functionalityofthe software. Avisualinspection ofthe taskswhichmake upthe critical path is also recommended. Part B Cost Estimate a. Use the bottom-up estimation method to estimate the overall project cost. The cost of various items should be estimated individually and then aggregated to determine the total project cost. You should include notes regarding • Any assumptions • Inclusions and exclusions b. Reassess your piling cost estimate by using the Rawlinsons 2014 Detailed Trade Rates for Insitu Concrete Piles – Bored. You must update the 2014 cost to reflect 2025 values using the Cost Fluctuation Adjustment equation found in NZS3910:2013 Appendix A, along with the appropriate indices from Statistics New Zealand. Once you have calculated the updated cost for 2025, briefly compare it with your original estimate. You do not need to revise your original calculations—simply note any differences. Considerations: 1. You should be able to build up a cost estimate with the information given in this Assignment brief alone, however if you wish, you may use additional cost information from other sources. Part C Weekly Cash Flow A weekly cashflow during the course of the project should be provided with reference to the the programme and the budget estimate you have provided. You should provide some commentary on this. Considerations: 1. If you are utilising MS Project you might consider utilising the Cash Flow reporting function. However, the use of MS project is optional for this task, you are free to generate your cash flow without using this tool.
CHNS1601 UNDERSTANDING CONTEMPORARY CHINA 1. You are required to write an argumentative essay on one of the topics listed in the document entitled Essay Topics. 2. Your essay and presentation topics cannot be the same. 3. Your essay must have a title. A topic is not a title. 4. Any of the referencing styles recommended by the University is acceptable so long as only one is used consistently. 5. You are required to submit your essay in Canvas. What is an argumentative essay? An argumentative essay is a particular kind of academic writing that requires the author to investigate a topic; collect, generate and evaluate evidence; and establish a position on the topic in a concise manner. A typical argumentative essay has the following structure: 1) introduction; 2) three sections with subheadings with one including discussion of opposing views, which demonstrate the originality of your essay; 3) conclusion. The introduction should include a summary of the thesis or main argument of the essay and a statement about the content and organization of the essay. The main body is made up of a series of sections that build up the argument, using facts and ideas from sources that you have identified. Each section contains a sub-theme of the essay and flows on logically from one to the next. The conclusion restates the main findings of the essay in summary form. but in different words to remind the reader and concludes with some brief statements about the (potential) implications of those findings. Use of sources: · A minimum of five academic sources in English should be included in the analysis and on the references list. The use of sources in other languages in addition to, but not instead of, English-language sources, is acceptable and encouraged. · While you can reference online sources (such as government statistics, opinion pieces, news articles, etc.), these should only be used to back an argument or to provide examples to illustrate the ideas and arguments discussed in academic sources. · The analysis should be relevant to your chosen essay topic; it should show a critical engagement with the literature, and express arguments with clarity. Jargon should be avoided. · Over-reliance on direct quotations should be avoided. If you cannot summarize the author’s ideas in his/her own words, it means you have not yet fully grasped their meaning. You should use direct quotes only when the exact words of the author are crucial to the argument one is making. · You should still make sure to acknowledge the authors’ ideas and specific data (e.g. statistical figures) by referencing sources appropriately, even when they have summarized or paraphrased their ideas. Essay Submission Checklist 1. Have you proof-read your essay carefully? 2. Have you cited all the sources from which you borrowed ideas? 3. Have you put in direct quotation marks all the phrases, clauses and sentences that you have used from other authors? 4. Have you given the details of all the works cited in your essay on the reference list at the end of your essay? Note that only works cited in your essay should be included. 5. Have you done a spell check of your essay? 6. Have you done a word count of your essay? 10% more or less is acceptable. Note that the word count excludes the reference list.
Course Name and Number: Pathophysiology SCI 225 Syllabus Disclosure Statement: This syllabus is the governing document for this course. Your decision to take this course means you consent to the conditions of the syllabus. By taking this course, you agree to the attendance and participation requirements of the course. Failure to participate in class activities may result in failure of the course. All learners must review the assigned canvas course andCollege Catalog: https://nightingale.edu/college-catalog-2/ Syllabus Change Policy: Information contained in the course syllabus, other than the grade and absence policy, may be subject to change with advance notice. Semester Credit: 3 Contact Hours: 45 Prerequisites: SCI220 Human Anatomy, SCI221 Physiology Co-requisites: SCI220: Human Anatomy or equivalent Requisites: N/A Course Description: This course describes the general principles of disease and then presents information dealing with specific disorders of body systems or individual organs. The purpose of this course is to provide the student with a basic understanding of pathophysiology as a change from normal physiological functioning of the various systems of the human body. The course is based on illness and disease within a systems framework across the lifespan. Emphasis is put on select illnesses most often encountered by health professionals. The course focuses on critical thinking used to analyze the signs and symptoms based on the pathophysiology of these conditions. Course Outcomes: 1. Compare the pathologic effects of selected disease processes at the cellular and systemic levels. 2. Correlate internal/external environmental risk factors with disease development and progression. 3. Evaluate the presence and effects of compensatory mechanisms in response to major Physiologic alterations. 4. Discuss major variables affecting the healing process in primary tissues and organ systems and apply such concepts to the management and treatment of disease. 5. Describe the impact of pathophysiology -based knowledge on nursing practice within the context of a specific nursing model. 6. Apply the critical thinking process to the use of pathophysiologic principles as a basis for nursing practice. Instructional Resources and Materials: Huether, Sue E., McCance, Kathyrn L., Brashers, Valentina L., Methods of Evaluation (not all may apply to each course): 1. Online course work: Modules and quizzes to teach concepts throughout the course. Specific requirements for each assignment are posted in Canvas. All college catalog policies are in effect for this course. 2. Online courseware: Online resources dedicated to learning activities that contribute to course content engagement. 3. Standardized testing — All learners must take the HESI Standardized Examination assigned to their level. Please refer to the Grading System and Grading Scale section of the College Catalog for additional information about the HESI Standardized Examination, HESI remediation, and course progression process. 4. Live Webinars: Learners have the opportunity to demonstrate active participation by attending a weekly live webinar (via Microsoft Teams); multiple options are available throughout the week. 5. Attendance: Attendance is monitored each week in the online environment. Participation in learning activities is required each week. The online system measures time spent on task. Additional information is available in theCourse Catalog. Course Participation: (including webinars/discussion post requirements) For all assignments, please refer to the corresponding modules on Canvas for assignment instructions, rubrics, and due dates for performance evaluation assignments. Attendance at virtual and on-ground experiential learning activities are mandatory. Late Coursework Policy: Nightingale College has specific guidelines for the submission of late coursework. Please consult the College Catalog for this policy. Weekly Live Webinars: The purpose of the weekly live webinar is to demonstrate active participation and to develop engaging professional interactions between faculty and learners. Live virtual discussions create co-learning opportunities when conversations are centered around relevant topics and related concepts each week. Successful virtual contribution is dependent on the following: • Learners are required to virtually attend live webinar (via Microsoft Teams) each week. Multiple options may be available throughout the week. • Learners can attend any live webinar offered by any section of the course. • The live webinar will have interactive components and will be recorded. Recordings are only available to learners who cannot attend the live webinar session. • Learners not in attendance at a live webinar are required to participate in the weekly quiz. • There will be no live weekly webinar during week 16 of the term, rather a reflective discussion post. • To receive credit for attendance for any virtual ELA or webinar, learners must be present on time, professionally dressed in accordance with the Nightingale College Dress Code policy, with their cameras on at all times unless provided permission from their faculty. Grading Scale: ts25%Quizzes25%Exams20%LetterGradePercentageGrade PointsA93 —92%3.7B+87-89%3.3B83-86%3.0B-80-82%2.7C+77-79%2.3C73-76%2.0C-70-72%1.7D+67-69%1.3D63-66%1.0LetterStatusGrade PointsAUN/AI,IRN/ALN/ARN/ATCN/AWN/AXN/A
ELEC6252W1 SEMESTER 2 EXAMINATION 2021 - 2022 FUTURE WIRELESS TECHNIQUES Section A Question A1. (a) Figure 1 is a cooperative network, which uses a direct-link (S → D) and a relay-link (S → R → D) to send information from source node S to destination node D. The distance from node S to node R is d1 , that from node R to node D is d2, and that from node S to node D is d. Transmited signals experience both the propagation pathloss with a pathloss exponent of α, and the small-scale fading with the fading gains shown in the figure. Assume that the transmit power of node S is P1 and that of relay R is P2 , and all nodes are operated in half-duplex mode. Noise power is σ 2. Furthermore, assume that hSR is known to node R, and hD , hRD are known to node D. Based on the above settings/assumptions and assuming amplify-and- forward (AF) relaying at node R, provide an expression for the signal-to- noise ratio (SNR) achieved by node D for detecting the symbol x sent by node S. [5 marks] (b) Consider that nodes S1 (having data x1) and S2 (having data x2) use a two-way relaying network, as shown in Figure 2, to exchange x1 and x2 between S1 and S2. Assume that all nodes are operated in half-duplex mode. Based on the network coding principle, design a two-way relaying scheme for S1 and S2 to exchange x1 and x2. Explain the operations in details. [5 marks] (c) There is a sparse-spread CDMA system, which has the input-output relationships of Draw the factor graph of this sparse-spread CDMA system for operat- ing the message-passing algorithm, in order to detect the data symbols x1 , x2 , . . . , x8. [5 marks] (d) (i) Provide two application examples to explain the benefit of employing full-duplex instead of half-duplex. [2 marks] (ii) State three challenges for the implementation of full-duplex in prac- tice, and provide brief explanation for each of them. [3 marks] FIGURE 3: Capacity versus SNR for the MIMO (MN ≤ 4) systems operated under the CSI/CSI mode, when communicating over Rayleigh fading channels. (e) Consider a multiple-input multiple-output (MIMO) system employing M transmit and N receive antennas. Draw and annotate the MIMO system model and write the received signal equation and explain the different terms used. [5 marks] (f) Figure 3 shows the capacity results for a MIMO system employing M transmit and N receive antennas operated under the channel state in- formation (CSI)/CSI mode, when communicating over Rayleigh fading channels. Analyse the plot and explain your understanding. [5 marks] (g) Explain the concept of massive MIMO and comment on the motivation for using massive MIMO from a channel capacity perspective. [5 marks] (h) Explain the reasons for using beamforming for communications at mil- limetre wave frequencies and also the reasons for the need to use hybrid beamforming for millimetre wave communications. [5 marks] Section B Question B1. (a) Assume that two base-stations (BSs) can conduct cooperation based on data exchange only. State three types of BS cooperative processing that the BSs may operate. [6 marks] (b) Figure 4 shows a three-hop communication link for node S to send infor- mation to node D with the help of two relay nodes R1 and R2. As shown in the figure, signals sent by node S can be received by relay R1 with the signal-to-noise ratio (SNR) of 01 and by relay R2 with the SNR of 02 ; signals sent by relay R1 can be received by relay R2 with the SNR of 12, and by node D with the SNR of 13 ; signals sent by relay R2 can be received by node D with the SNR of 23. Assume that all nodes are operated in half-duplex, and that both the re- lay nodes R1 and R2 use the AF relaying protocol. Furthermore, assume that relay node R2 uses the maximal ratio combining (MRC) scheme to combine the signals received from nodes S and R1, and that node D also uses the MRC scheme to combine the signals received from nodes R1 and R2. Based on the above settings and assumptions, (i) provide a formula for the SNR achieved by node D for detecting a symbol sent by node S; [4 marks] (ii) provide a formula for the spectral-efficiency achieved by this three- hop communication link. [2 marks] (c) Figure 5 represents a two-hop communication network, where node S (having one antenna) sends data to node D (having one antenna) with the aid of a relay node R, which employs L antennas for receiving and transmission. Assume that all nodes are operated in half-duplex mode, the transmit power of node S is P1 , the transmit power of the relay is P2, the distance between node S and the relay is d1 , and the distance between the relay and node D is d2. Assume that signals transmitted by node S and the relay experience the propagation path-loss with a path- loss exponent α, and the small-scale fading with the fading gains as shown in the figure. Furthermore, assume that the channel knowledge, i.e., {hij }, is only employed by the relay. (i) Consider a relay processing scheme in the principles of either AF or DF, describe in detail the operations carried out by the relay. [5 marks] (ii) Under the relay processing scheme considered in (c)(i), derive an expression for the spectral-efficiency achieved by the two-hop com- munication network. [5 marks] (d) Assume an extended Wyner’s system model, as shown in Fig. 6, where adjacent BSs conduct cooperation under ideal data exchange. (i) Assume optimum and/or minimum mean-square error (MMSE) mul- tiuser detection (MUD), suggest two multicell cooperation/ process- ing (MCCP) schemes. [2 marks] (ii) Describe in detail the operations of the MCCP schemes proposed in (d)(i). [4 marks] (iii) Analyse the advantages and disadvantages of the MCCP schemes proposed in (d)(i). [2 marks] Question B2. (a) The biggest challenge to implement full-duplex in practice is the self- interference cancellation (SIC), which may be implemented in propaga- tion domain, analog-circuit domain and digital domain. (i) State two SIC techniques operated in the propagation domain, and discuss respectively their operational principles, advantages and the challenges they may face in practice. [5 marks] (ii) State two SIC techniques operated in the analog-circuit domain, and discuss their operational principles, advantages and the challenges they may face in practice. [5 marks] (b) Assume that users 1; 2; . . . ; K simultaneously send x1 ; x2 ; . . . ; xK , sat-isfying E[x 2 k ] = 1 , to a BS (with one antenna) using power P1 ; P2 ; . . . ; PK via one Gaussian channel. The channel gains from users 1; 2; . . . ; K to the BS are given by h1 ; h2; . . . ; hK , respectively. (i) Assuming that j h1 j 2 P1 ≥ j h2 j 2 P2 ≥ . . . ≥ jhK j 2 PK , describe the optimum detection scheme of the BS to achieve the sum rate of the NOMA system. [5 marks] (ii) In addition to the assumption in (b)(i), further assume that the noise variance is N0. Derive an expression for the sum rate achieved by the K users. [5 marks] (c) Assume that a BS (with one antenna) broadcasts x1 , x2 , . . . , xK , satisfy- ing E[xk(2)] = 1, via Gaussian channels to users 1, 2, . . . , K using power P1 , P2, . . . , PK , respectively. The channel gains from the BS to users 1, 2, . . . , K are h1 , h2, . . . , hK , respectively. (i) Assume that the transmit power of the BS satisfies P1 ≥ P2 ≥ . . . ≥ PK , which models that user 1 is the user furthest from BS, then user 2, and finally, user K is the one closest to BS. Describe the optimum detection scheme of user k , k = 1, 2, . . . , K, to achieve the sum rate of the NOMA system. [5 marks] (ii) In addition to the assumption in (c)(i), further assume that the noise variance is N0. Derive an expression for the sum rate achieved by the K users. [5 marks] Section C Question C1. (a) Consider a multiple-input multiple-output (MIMO) system employing M transmit and N receive antennas. Let x = [x1 , x2 , · · · , xm] denote the signal transmitted from the M antennas and y = [y1 , y2 , · · · , yN ] denote the received signal vector. H represents the channel matrix between the transmitter and receiver of size N × M. When the receiver employs perfect channel knowledge, while the trans- mitter only knows the MIMO channel’s distribution and the transmitted signal vector x is independent of the channel matrix H, then the ergodic MIMO capacity can be evaluated as: (i) Derive the MIMO capacity using the above MIMO model and capac- ity equations (2) and (3), when M is fixed and N → ∞ and explain your observations on the derived capacity. (ii) Derive the MIMO capacity using the above MIMO model and capac- ity equations (2) and (3), when N is fixed and M → ∞ and explain your observations on the derived capacity. [15 marks] (b) Consider a uplink (UL) multi-user multiple-input multiple-output (MU- MIMO) system, where a base station (BS) equipped with N = 4 an- tennas is communicating with K = 2 number of users. User i, where i ∈ [1, K], is equipped with Nui = 2 antennas. Each user is equipped with only one radio frequency (RF) chain and employs spatial modula- tion for transmission. In a given channel use, each user selects any one of its Nui transmit an- tennas and transmits a symbol from a BPSK modulation on the selected antenna. (i) What is the number of bits conveyed per channel use per user. (ii) Draw a block diagram of the above described UL MU-MIMO system and write the mathematical representation of each user transmitted signal and the received signal. (iii) Describe how the maximum likelihood (ML) detection can be em- ployed to decode the received signal. [15 marks] Question C2. (a) Consider a single-user millimetre wave (mmWave) multiple input multi- ple output (MIMO) system that employs hybrid analog/digital precoding and combining as shown in Figure 7, where the transmitter is equipped with Nt antennas and the receiver with Nr antennas. The transmitter is assumed to have NR(t)F radio frequency (RF) chains, while the re-ceiver employs NR(r)F RF chains, where the number of RF chains is as- sumed to satisfy (NR(t)F ≤ Nt ) and (NR(r)F ≤ Nr ). As shown in Figure 7, the transmitter and receiver communicate via Ns data streams, where Ns ≤ min(NR(t)F , NR(r)F ). (i) Draw the block diagrams of the fully connected hybrid beamforming architectures and comment on the number of phase shifters. (ii) Write the mathematical representation of the received signal after RF and baseband combining in the fully connected and sub-array connected hybrid beamforming architectures, explicitly showing the structure of the baseband and RF precoder weight matrices and the structure of the channel matrix. Also, explain any differences in the design of the precoders and combiners for the two architectures. [15 marks] (b) Consider a massive MIMO system, where a base station equipped with M antennas is communicating with K users, each employing Nk anten- nas with k ∈ [1, 2, · · · , K]. (i) Explain the concept of channel hardening. (ii) Explain the concept of pilot contamination in massive MIMO. (iii) Explain the assumptions made for the number of transmit anten-nas and users in massive MIMO and describe the effect of antenna correlation on the performance and spectral efficiency of massive MIMOs. [15 marks]
Course Materials for CSc 335 in Spring 2025 We will require software and texts, as follows. 1. Software for Scheme Scheme is available via the Racket website, at http://racket-lang.org/. You want the latest version compatible with your hardware. The installation for all of Linux/Mac/Windows is described in detail on the website; the installation of Racket sets up an IDE (drracket) automatically. IMPORTANT: we will start the course using Scheme R5RS, which is just one of many languages offered by DrRacket. Once you open drracket, find the Languages tab, select Other Languages, and then select R5RS under Legacy Languages. You will need to do this for each document you create using DrRacket. I will demo this in class. 2. Course Texts 1. Essentials of Programming Languages, https://mitpress.mit.edu/9780262062176/essentials-of-programming-languages 2. The Little Schemer, Friedman and Felleisen, https://mitpress.mit.edu/books/little-schemer Additional materials may be suggested as the course progresses.
