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[SOLVED] MACM 476 Quantum Algorithms Assignment 4

MACM 476:  Quantum Algorithms Assignment 4 Due at 11:59pm on MARCH 30. All solutions must be in LATEX’ed PDF form. Question 1 [7 points]: Coset states and Generalized Simon Recall that the dot product on the vector space is defined as x · y = x1y1  ⊕ x2y2 ⊕ · · · ⊕ xnyn  where x = (x1, x2,..., xn) and y = (y1, y2,..., yn). For any subspace S of , define the orthogonal complement of S with respect to the dot product as 1. Let and show that Hint: show that for any z ∈ , either z ∈ S or z · s = 0 for exactly half the elements of S. 2.  Show that Simon’s algorithm works with no changes to the quantum part to solve the Boolean hidden subgroup problem. Explicitly, given a linear subspace S of Z2(n)  and f(x) = f(y) if and only if x = y ⊕ s for some s ∈ S, find a basis for S.  You should sketch an algorithm in pseudo-code. Question 2 [3 points]: Factoring, classically In this question we will factor the number 21 classically.  You do not have to show your calculations and you may find it useful to use a calculator or program to calculate the GCD. If it were me, I would probably write a program to do it. 1.  Compute the period of f(x) = 5x   mod 21 — that is, find the smallest integer r such that 5r  ≡  1 mod 21. 2.  Compute GCD(5r/2 + 1, 21), GCD(5r/2 — 1, 21). What’s the problem? 3. Now repeat steps 1 and 2 with f(x) = 2x    mod 21 to factor 21 into its prime factors. Question 3 [3 points]: QFT or QFT—1? In lectures and in the notes we’ve been pretty cavalier about whether we use QFT or the QFTt  in period finding and phase estimation. In this question we’ll investigate why. 1.  Determine what transformation is applied by  — that is, compute QFT2n(QFT2n |x⟩) where x ∈ {0, 1}n. 2. Now suppose you accidentally applied QFT when you should have applied QFT-1  and measured the result to get a bit string y ∈ {0, 1}n.  How could you classically recover the “correct” bit string z ∈ {0, 1}n  that you would have measured if you had instead applied QFT-1 ? Question 4 [8 points]: Qutrit quantum computing Much of quantum computation can be generalized to higher-dimensional qudits.  Most gates we’ve seen have higher-dimensional generalizations, like the Pauli gates X, Y, Z and the Hadamard or Fourier gate H. In this question we will explore this notion briefly. Consider a qutrit, which is a 3-dimensional quantum particle and whose state is a unit vector in C3 . As discussed in class, we denote the computational basis of C3  as {|0⟩, |1⟩, |2⟩}, or  |x⟩ where x ∈ Z3, the integers mod 3. Denote the primitive third root of unity as ω3  = e2πi/3 .  The Pauli X and Z operators on a qutrit can now be defined as Likewise, the qutrit Hadamard gate can be defined as 1.  Show that X and Z have order 3 (i.e. X3 = Z3  = I) 2.  Show that XZ = ω3ZX . Use this to calculate k such that XiZj  = ωkZj Xi whenever i,j ∈ {0, 1, 2} . 3.  Show that Ht ZH = X . 4.  Compute the eigenvalues of X and give corresponding (unit) eigenvectors.  Hint:  recall the relation- ship between H and the eigenvectors of X in the qubit case. 5. Now show that Deutsch’s algorithm generalizes to qutrits. Explicitly, given a function f : Z3  → Z3 promised to either be constant or balanced where balanced in this case means for every y ∈ Z3 , there exists exactly one x ∈ Z3  such that f(x) = y, show that Deutsch’s algorithm with the qutrit version of the H gate works the same way. Hint: you may want to use the fact that over qutrits, H = QFT3, and so Question 5 [6 points]: A quantum algorithm for SAT? Given a formula in propositional logic φ — that is, a logical formula over Boolean variables, constants, ∨ , ∧,  =⇒  , and ¬  — the SAT problem is to determine whether there exists a satisfying assignment to the variables in φ .  That is, when viewed as a function from the values of its n variables to {0, 1}, there exists some x1 , . . . , xn  ∈ {0, 1} such that φ(x1,..., xn) = 1. In this question we’re going to investigate whether or not the type of interference we’ve seen so far suffices (at least, in an obvious way) to give an efficient quantum algorithm for SAT. 1.  Consider the superposition Show that the amplitude of a computational basis state |x1x2... xn⟩ in the above is non-zero if and only if φ(x1x2... xn) = 1. In general, given a Boolean function f  :  {0, 1}n  →  {0, 1}, the phase  (—1)yf(x)  acts like a filter, filtering out the unwanted values of x where f(x) = 1.  Part of my research involves the use and generalization of interference patterns like this to allow (classical) computers to symbolically reason about quantum programs. 2.  Can the transformation be implemented using unitary operations?  Stated more simply, is the state on the right hand side a unit vector for every φ? 3. Now consider the transformation This transformation is indeed unitary, but we no longer get useful interference as in part 1.  Explain why. 4. Is it likely that we’ll easily discover an efficient quantum algorithm for SAT knowing that an efficient algorithm for SAT would allow us to solve any problem in NP efficiently?

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[SOLVED] ENGLISH 174 TAKE HOME MIDTERM

ENGLISH 174 TAKE HOME MIDTERM Due Friday, March 28th at 10 pm I. ASSIGNMENT PROMPT Description of Assignment: Compose an anthology of 10 quotations drawn from the materials assigned for the first five sections of the course (I-V).  The anthology will consist of a preface, short commentaries on each quotation (4-6 sentences), and a conclusion.  The anthology should be governed by a theme or orchestrating vision that offers a way to link together the diverse materials for this course.   (You are also welcome to sub-divide the exam into two sets of themes, with five quotations for each theme.) The best anthologies (those that will receive an A or A- grade) will be ones where the theme enables the student to inquire into the complexities of reading our own heart and the hearts of others. Texts for the assignment:  Draw one quotation from the writing of an author in each of the following ten sets of authors.  Present the quotation and cite the text and page number of the quote (if the text has a page number).  Then provide your critical commentary on the quotation.   Note:  You need not present the quotations in the order listed below.  Indeed, it is best if you compose your own order for the presentation of quotes and commentaries. 1.  Mark Brackett, Rebecca Solnit, Anna Deavere Smith’s “Talk to Me” 2.  James Baldwin, Langston Hughes, Martin Luther King Jr. 3.  Sandra Cisneros (short stories), Ernest Hemingway (short stories) 4.  Herman Melville, “Bartleby, the Scrivener,” Joyce Carol Oates, I’ll Take You There. 5.  Father Greg Boyle, Keith Oatley, Lucy Johnson, Johann Hari 6.  Audre Lorde, Robert Masters, Charles Duhigg, Justin Lioi, Anna Deavere Smith’s Twilight: Los Angeles, 1992 7.  Thucydides, Seneca, Plutarch, Thomas Paine, Thomas Jefferson, Abigail Adams, Benjamin Banneker. 8.  Any text of your own choosing including texts marked on the syllabus for a favorite sentence (but not from texts used previously in this assignment). 9.  Any text of your own choosing including song lyrics and movie lines (but not from texts used previously in this assignment). 10.  Any YouTube selection from the Playlist for English 174 ADVICE: Choose a topic that is personally important and resonant to you, and feel free to write in your personal voice, selecting the topic and the readings--and responding to them--with a combination of heart and soul and mind.  I want to see and feel you embrace your passions and curiosities and share your learning from life and your desire to learn and explore and experience more in life in the realm of emotions. PLEASE NOTE: I WELCOME YOU TO DRAW UPON AND ADAPT YOUR PARAGRAPH RESPONSES FOR THE QUOTES AND COMMENTARIES IN THIS ASSIGNMENT. Voice: You are welcome—even encouraged—to bring your personal voice into the writing for this assignment.   In short, you can use “I” in your introduction and commentaries as well as the conclusion. Heart: One way to develop a topic for this anthology is just to look into your heart and remember and reflect upon what readings had the most emotional impact --or “affect”--on you and find a way to write about them. Analysis of the texts:  Write a commentary on each quotation that is at least between 4-6 sentences in length.  The commentary should be more than a paraphrase of the passage: it should seek to illuminate the significance of the passage and connect the passage to other passages through comparisons and contrasts. The commentary should develop the theme or governing idea of the anthology as a whole. It is vital in these commentaries to explicate the passage first and foremost from the point of view of its author rather than to offer your personal opinion of it. Consider the commentary an act of empathic listening and of comparative or contextual analysis.  Seek to understand the passage in its own context rather than just declaring its personal significance to you.  Comment on the language and specific details of the passage and make both comparisons and contrasts to other texts in the anthology. The first sentence of the commentary should seek to locate the passage specifically within the context of the text from which it is drawn. Note:  It’s very helpful to make comparisons and contrasts between the authors and texts you cite in the commentaries, and the best exams will make such a comparison or contrast for the commentary on each quotation.  Create an orchestration of the quotes that offers not just harmony among the quotes but dissonance or counterpoint. MAKING CONNECTIONS OF COMPARISON AND CONTRAST AMONG PASSAGES AND LINKING COMMENTS TO A THEME WILL BE THE MOST SIGNIFICANT TRANSFORMATION OR ADAPTATION OF YOUR PARAGRAPH RESPONSES IF YOU DRAW UPON PAST PARAGRAPH RESPONSES FOR THIS ASSIGNMENT. Conclusion: This conclusion should be a summary reflection about the project that also offers some personal opinion about the significance of the readings to you.  In the Conclusion, you can also reflect about any change in your vision during this course about our emotional life or about any one emotion. At the end of the Conclusion, please note your favorite single reading from the course so far with a very short explanation about why it was your favorite. CHECKLIST: TA Name: Please include the name of your TA on the first page Title: Please give your Midterm a title (as the title is the first introduction of your thesis and first impressions count).. Preface:  Write a 1-2 page Preface to this anthology in which you introduce and explain the orchestrating theme or themes of this anthology—-the topics, concerns, issues, arguments that govern selection of the quotations you use to compose this anthology.  The Preface can be a combination of a personal essay and a critical thesis.  I welcome you to reveal in this preface both personal passion and curiosity. Conclusion: (1 page). This conclusion should be a summary reflection about the project that also offers some personal opinion about the significance of the readings to you.  Select and briefly explain the one reading you valued the most for your learning. Proofread: NOTE:  Plagiarism and us of A.I. will not be tolerated.  Do not draw upon any uncited sources for commentary on the reading.  If I suspect plagiarism or A.I. use, I will quiz you during office hours on each text that I suspect you responded to with work copied or borrowed or if you used ChatGBT to generate comments.    Remember:  BrightSpace gives similarity reports. II. GENERAL GUIDELINES AND ADVICE FOR MIDTERM Anna Deavere Smith argues in Talk to Me: Listening Between the Lines (2000) that words can be “the doorway into the soul of a culture.”  She adds, “I set out across America, on a search for American character.  My search was specifically to find America in its language.  I interview people and communities about the events of our time, in the hope that I will be able to absorb America.... This is a country of many tongues, even if we stick to English.  Placing myself in other people’s words, as in placing myself in other people’s shoes, has given me the opportunity to get below the surface—to get ‘real.’” When you comment upon these texts, try to place yourself “in other people’s words” as if placing yourself “in their shoes.”  Listen to what is said and what may be hidden between the lines, and comment upon both. Consider also what might be revealed about a text by comparing and contrasting or juxtaposing its words with voices from other texts.  The anthology should seek to create a conversation and debate among the texts. Anna Deavere Smith’s Twilight can serve as a model and inspiration for this midterm.  Consider how she orchestrates the range of voices in this play from start to finish.  Consider the voices she gives us first and second and last.  In the play, each voice remains a monologue, but she arranges the voices to create juxtapositions and counterpoints. You can orchestrate the 10 quotations as 10 characters in a dramatic conversation about our emotions.  You can select quotations from different times and places and from different disciplines (e.g., literature, philosophy, politics, the social sciences, science).  Consider how each quote you select can be looked upon as a character in play interacting with other quotes/characters. Midterm Format: Title of Anthology Preface 1. Anna Deavere Smith, Talk to Me: Listening Between the Lines (2000): I set our across America, on a search for American character.  My search was specifically to find America in its language.  I interview people and communities about the events of our time, in the hope that I will be able to absorb America.... This is a country of many tongues, even if we stick to English.  Placing myself in other people’s words, as in placing myself in other people’s shoes, has given me the opportunity to get below the surface—to get ‘real.’  (p. 12) 4-6 sentences of commentary 2.  Sonora McKeller, “Watts-Little Rome” (1966): Quotation 4-6 sentences of commentary Repeat this format for 8 other quotes and commentaries. Conclusion III.  GRADING RUBRIC FOR TAKE HOME MIDTERM For me, I can do a quick scan of an assignment to get a strong first impression for the grade I will give. -- An interesting title that suggests the student has a complex theme for the anthology. --An A or A- anthology will almost always have commentaries 5-6 sentences in length. The B and below anthologies will use 4 sentences, most of them short or simple in structure. --The A anthologies will make comparisons and contrasts between texts in every commentary and the A- anthologies will do it most of the commentaries. --The A and A- anthologies will orchestrate the commentaries to develop a theme. --The A and A- anthologies will make an effort to link each commentary to the theme and offer an analysis of the passage that seeks to understand the passage from the author’s perspective rather than being your own take or riff on the subject. The take home exam will be graded holistically, but here’s something of a breakdown of the grading for the midterm. --3 points for preface and thesis and 3 points for conclusion --10 points for the quote/commentary section. -- 9-10 points should be given in the commentary section for (1) a well-organized orchestration of the quotes, (2) linking each quote to the thesis or choosing ones that align with the thesis, and (3) commentaries that make comparisons and contrasts among the texts, creating an interesting, thoughtful conversation or debate among the voices. I like to reward students for the originality of the thesis.  Select a topic that you care about and that intrigues you. For choosing a topic, I recommend students to review their paragraph responses for favorite ones they have made and ones that I might have responded to with enthusiasm. Grading Scale for 16/48 Point Assignments: 48/16      A+ 47/15.7   A+/A 46/15.4   A/A+ 45/15      A 44/14.7   A/A- 43/14.4   A-/A 42/14      A- 41/13.7   A-/B+ 40/13.4   B+/A- 39/13      B+ 38/12.7  B+/B 37/12.4  B/B+ 36/12      B 35/11.7   B/B- 34/11.4   B-/B 33/10    B- 32/9.7   B-/C+ 31/9.4   C+/B- 30/9     C+ 29/8.7  C+/C 28/8.4  C/C+ 27/8     C 26/7.7  C/C- 25/7.4  C-/C 26/7     C- 25/6.7  C-/D+ 24/6.4  D+/C- 23/6   D+ 22/5   D 21/4   D- 20 and below: F Themes and Topics for Midterm Here are some sample topics from past anthologies: --“Through the Looking Glass: Reading about Others to Develop Self-Empathy” --“An Ode to Empathy: A Feeling Discovered through a Pandemic” --“Pain: The Frustrating Sibling who is here to stay, so you may as well get along” --“Silence in the Rush: Emotion in Moments of Quiet” --“Kintsugi: In Defense of Suffering.” --“An Ode to Sadness and Anger” Additional Advice for Take Home Midterm:  Themes and Topics Give Me Drama.  Ask Yourself Challenging Questions In terms of selecting a topic for the midterm, I always tell the students that the topics and themes I find most interesting are those that surprise me or are not ones I would come up with myself.  I also highly recommend you to select a theme for this anthology that has personal significance to you. The best anthologies are the ones that bring a personal voice--and your personal experiences--to bear on the readings.  Find a way to write about what you feel deeply about inside your own soul and the readings that resonate the most within you, In my own grading, I try to reward students for originality and degree of difficulty.  Just as in the judging done in ice skating and gymnastics, you will score very well if you nail a conventional routine.  But you will probably score ever better if you try a more difficult routine even if you don’t execute it flawlessly. For the English 174 take home midterm, I encourage you to be creative and dramatic and challenging in your themes and topics and how you “orchestrate” the set of 10 quotes you select for your anthology.  Below I’ve given some possible themes and topics.  Please feel welcome and encouraged to adapt them or to come up with your own.  Be creative in choice of topic and how you orchestrate the quotes (Your order for presenting quotes and commentaries does not need to follow the order in the prompt.) Anna Deavere Smith’s structure and method in Twilight can serve in part as a model and inspiration for this midterm.  Consider how she orchestrates the range of voices in this play from beginning to end.  Consider the voices she gives us first and second and last and how she divides the play into sub-sets of topics or themes (ending with Justice).  In her play, the voices never engage each other directly.  Each one remains a monologue.  But she arranges the voices to create juxtapositions and give us lots of drama. Drama is grounded in conflict and debate and collaboration among voices.  So is democracy.  Your own arrangement of voices and commentary upon them should give us conflict and collaboration, collisions and mergers, similarities and differences, comparisons and contrasts among the mixtape or playlist of voices you assemble together.  The commentaries should be concerned about explicating the quote from the author’s point of view and also linking it in comparisons or contrasts to other voices in the anthology.  Why do you think she begins with the interview with Rudy Salas?  Why does she end the play with the interview with Twilight Bey?  Give attention to how you open and close your anthology. Smith considers words to be a doorway into the soul of a culture, and she calls herself a student of words.  She also, as an actress, engages in an act of empathy: she tries to get inside the words and soul and heart and mind of each character so we, as viewers of the play—and empathic listeners—can consider the events of 1992 from multiple perspectives, placing ourselves, as she does, in the skin and shoes of all the people whose words she incarnates or brings into the flesh on the stage. Smith gives us several reasons in her Introduction for creating this play.  One reason is, simply, to try to gain a better understanding of the conflict and collaborations--and contagions of emotion--that create what Thucydides would call a factional crisis in Corcyra during the Peloponnesian Wars and what Aeschylus would call a tragedy full of sound and fury and suffering and wisdom. In Twilight, Smith gives us, as she declares, no single, unifying voice to answer with clarity any question about why the riot (or rebellion or revolt or uprising) happened or how the people of Los Angeles (and the “audiences” outside of LA) responded to what happened on the stage of the streets.  Instead she gives us a babel of voices.  Our quest as readers and listeners is to make some sense of that babel or become intimate with that babel, listening to hear both likeness and difference, and always engaging in humanistic inquiry that asks how and why people respond to the same event so differently? For the midterm project, one way to approach a topic or theme or orchestration of 10 voices is to give us a babel, a mix of voices, and then to use your commentaries on them to offer links between them and insight into each and how each might present a different take, a different perspective, on an emotion or any subject.  The best questions to ask yourself about the readings will be those that have no easy answer or no conclusive answer.  Present the 10 voices as 10 characters in a drama or a conversation about our emotions that is ongoing and that began in the era of Homer and Confucius and still continues in the laboratories of Psychology Departments and Cognitive Science Departments today and in the stories we can find in our politics and history and literature and in our residence halls and discussion sections. Consider how you can select voices from the readings to offer answers to the following questions in the take home midterm anthology.  Be careful:  The commentaries on the quotes should not be your personal debate or argument or agreement with the quote.  Instead, the commentary should be your effort to see the issue through the eyes and beliefs of the author of the quotation. What Makes Us Stronger:  Dealing with Emotions or Denying and Repressing Them? Tears and Fury:  What Can We Learn from Each?  How do people respond to each for better or for worse? Screams and Silence:  What Can We Learn from Each?  How do authors call upon us to puzzle out what gives rise to screams and cries and silence and muteness and fury and how do they explore how people respond to screams and silence? Temperatures of the Heart:  Who is Hot, Cold, Warm, Icy and Why?  Where and when do we see changes of heart?  What makes the change? The Climates of Our Emotions:  What Makes us Stormy, Sunny, Cloudy?  How Do We Deal with Emotional Climate Change? The Joy and Illumination of Listening to the Blues and to the Sadness and Anger and Darkness of Tragedy The Political Color Spectrum of Hearts:  Red and Blue (and Purple and Yellow) States of Emotion. To what degree is the human animal a creature of sympathy and empathy and compassion?  To what degree is the human animal a creature of self-interest?  Is sympathy a weakness or a strength? What Teaches Us More:  Occasions of Sadness and the Blues and Anger or Moments of Happiness and Pleasure? What are the experiences that teach us the most in life?  What is the place of reading and listening to music and viewing art and film in this learning process?  How can we learn from art? Tears and Crying: Contemplating the Same but Different: Tears of Joy and Tears of Sadness?  What makes us cry? How and Where Do We Learn?  Can We Learn from Fiction as well as History and Politics and from studying the “Real World” of Business as reported, say, in the Wall Street Journal? Can’t Hold it Back Anymore?  Let it Go!  Or Hold it In?  What choice is emotionally intelligent? What Are the Best Images and Metaphors and Symbols of Our Emotions?  Does an Arrow through a Heart suggest Happiness or Pain, a Wounding or a Walking on Sunshine? Create an anthology of your favorite metaphors used to portray various emotions. Men and Women and Emotion:  Is there a Difference?  If so, how much? The Stretch of Stories:  What Happens When We Try to Relate to Characters that Are so Different from Us (or who we don’t like)?  Can this gave us more insight—and even more joy--than relating to characters we like? The Stretch of History:  What Happens When We Time Travel into the Heart and Soul of a Different Place and Time?  Can We Do It?  How Can We Make it an Overseas Study Learning Experience?  What if We Go to Places that Same Most Foreign and Distant from Us?  Can we Find Sameness or Only Difference between us and foreigners and strangers and men and women in Classical Greece and Revolutionary America? Apologies, gratitude, stonewalling, resentment, revenge. An Ode to Sadness and Anger.  Beethoven composed an Ode to Joy.  Compose an Ode to Sadness and Anger.  Consider how these emotions can be evaluated as “positive” as well as “negative” emotions. Note:  I’ve included in the Content section a long essay by Rebecca Solnit entitled “A Short History of Silence.”  It’s from a recently published collection of essays by Solnit.  I love this essay.  It’s fascinating about empathy and the history of repressing emotion and breaking silence to articulate them.  Solnit’s history is a feminist history of silence.  She’s very concerned about the unequal distribution of power and wealth in society and whose voices have power and amplification in society and the relationship between political power and the power of the word and the power of listening.  I urge you to read this essay as a provocation for coming up with topics and themes for your midterm as well as a model of how to write creatively and powerfully in a non-fiction essay. Below I’ve included 3 complete anthologies I consider exemplary: EXEMPLARY TAKE HOME MIDTERM PASSAGES (2022) See More Rainbows by Seeking Clouds PREFACE Society has been conditioned to believe that emotions stand in the way of intelligent decisions. We have been told if we are emotional, we are weak. But what these authors explain is that expressing emotions is actually power. We must learn to dance in the rain. We cannot be scared of being vulnerable with our emotions, as they provide so much insight when shared with other humans. After all, when rain passes, there is a beautiful rainbow on the other side. However, the authors warn that these emotions must be acted upon alongside reason, as acting solely upon emotion allows us to act irrationally. When wind becomes extreme it can create tornadoes that destroy everything in sight. Anger is a powerful emotion, but when directed at other people it can become bad. When we allow others to manipulate our emotions through fear, anger can be dangerously misplaced. When unified under a manipulative leader it creates forest fires that are nearly impossible to control.  When we are hurt, we can use this hurt to come together and make change. When snowstorms do happen, we can choose to build the snow up and create wonderful snowmen. We must not only listen to those expressing their emotions but seek out those who are ignored. When we hear thunder, we know lightning is coming and we wrongfully run away. Those who can, hop on a plane and find a warm location to stay safe. But what if we weren’t scared of a storm, instead we listened to the noise of the storm and felt the rain on our skin. Only this way, we would get to appreciate the rainbow on the other side. In order to see rainbows, we must first see clouds; If we refuse to see clouds or allow them to rain, we are left with a clear sky… but a lifeless, dying desert. These author’s come together to warn us about dealing with our emotions properly, much like dealing with mother nature in a way that allows us to see its beauty. I realize I love to see a rainbow, but I hate to be in a storm. But something so beautiful cannot be so easy to come by. If I want to find all the beauty in the world, I must seek out places where a rainbow can lie behind. I must find those who suffer and feel their pain, for this is compassion. Compassion has the power to truly heal, thus I can utilize the power of human connection—the greatest gift life has to offer. “A person is a person through other persons.” - Desmand Tutu ANALYSES 1. Mark Brackett “Permission to Feel: Unlocking the Power of Emotions to Help our Kids, Ourselves, and Our Society Thrive” (2019) “Creativity is the lifeblood of our culture and economy… Children have become less emotionally expressive… less likely to see things from a different angle.” DANCE IN THE RAIN: Mark Brackett explains that emotions have many benefits, especially stemming creativity and convergent thinking. Though in school this is often frowned upon as we are told to memorize and recall information, in the real world allowing our emotions opens an entire new world of knowledge to be found. Suppressing our emotions forces our humanity to die like in the case of Bartleby, and if we continue to teach this in school we will create an entire world just like The Dead Letter Offices full of copyists. Creative thought means utilizing our emotions to navigate through the clouds, not judge the rain and storms as they pass, and eventually reaching the rainbow. This is why it’s important to express our emotions, and learn to dance in the rain. 2. Martin Luther King Jr. “From Strength to Love” (1963) “Dictators, capitalizing on soft mindedness, have led men to acts of barbarity and terror that are unthinkable in civilized society.” BUILD SNOWMEN: Martin Luther King Jr.’s sermon brings clarity to two timeless issues, tough mindedness and a tender heart. He disagrees with Abraham Lincoln in the powers of the mob. He believes that if done correctly, coming together through shared anger can be used to bring peace; however, this cannot be done with a soft mind. He blames race prejudice as a result of suspicion created by the passive acceptance of false propaganda, which he describes as soft mindedness. Like the YouTube video “Emotion and Reason” and Abraham Lincoln, in this way he warns against allowing one's emotions to be manipulated. He believes if they can bring together tough mindedness and tenderheartedness, through nonviolent resistance they can create the change that they desire… we can create snowmen in a snowstorm if we choose to bear the cold 4. Herman Melville "Bartleby, the Scrivener: A Story of Wallstreet” (1853) “Ah Bartleby! Ah humanity!” DESERT: When we refuse our emotions, we refuse the clouds and rainbows become impossible. If we treat ourselves like Wall Street treated Bartleby, we will all end up like Bartleby huddled at the base of the wall, knees drawn up, lying on our sides, with our heads touching a cold stone, “sleeping profoundly.” Our world will become dry and lifeless as we lose all signs of humanity. To be human is to connect with our heart, and like Mark Brackett explains, feelings are forms of information that we must access and figure out what it’s telling us. When these emotions are not attended to like in Bartleby’s case, it is the act of silencing. Rebecca Solnit explains silencing as the most powerful form. of dehumanization. 3. Sandra Cisneros “Eleven” (1991) (p. 8) “That’s when everything I’ve been holding in since this morning, since when Mrs. Price put the sweater on my desk, finally lets go, and all of a sudden I’m crying in front of everybody. I wish I was invisible but I’m not. I’m eleven and it’s my birthday today and I’m crying like I’m three in front of everybody.” FIND SHELTER: Unfortunately, when kids express their emotions, they are not attended to. Crying is associated with being “a little girl” and sharing emotions in public is shamed upon, crying is supposed to be done alone. Like Brackett explains, kids have been trained to suppress how they feel especially in school. The teacher acted like everything was fine and ignored her cries and like Rebecca Sonit warns, she was silenced and left dehumanized. Like Greg Boyle describes, there is so much power in kinship and compassion, and this was all she needed to feel her age and enjoy her birthday. If one person simply acknowledged her rain, she would have not felt so much shame for her emotions that she wished to become invisible and hide. 5. Gregory Boyle “Tattoos on the Heart: The Power of Boundless Compassion” (p. 75) “Compassion isn’t just about feeling the pain of others; it’s about bringing them toward yourself.” FEEL THE RAIN ON YOUR SKIN: Greg Boyle shows Rebecca Solnit that those who are privileged can help those in pain through telling his stories with gang members. He explains true compassion, to not only listen, but to stand with them. This brings people onto the same level; this is solidarity and kinship. He explains that it is not enough to help those under the clouds. The clouds would just follow them, getting heavier and heavier as the water builds up until it becomes too heavy to bear. Instead, we must stand together under the same rain, this way we can truly be heard, and understanding can be created through empathy. 6. Anna Deavere Smith: Excerpt from “Talk to Me” (2000) “My pursuit of American character is, basically, a pursuit of difference” THUNDER AND LIGHTNING: Anna Deavere Smith highlights the importance of not only listening but seeking out the voices of the unheard. There are so many people hidden among the clouds, all with different rainbows to reach on the other side. In her piece “Twilight” she compiles these voices to show history is not so black and white. The key to learning is not to accept truths at face value as Martin Luther King Jr. warns. American character is full of people with different experiences, and even if people gain the courage to tell their story, it only makes a difference if people listen with empathy. Thunder and lighting is nothing to be scared of if you actually seek to understand how it works. 7. Rebecca Solnit “A Short History of Silence” (2017) (p. 49) “Men are not expected to engage in the empathic extension of identifying with a different gender, just as white people are not asked, the way people of color are, to identify with other races. Being dominant means seeing yourself and not seeing others; privilege often limits or obstructs imagination.” GO ON VACATION: Rebecca Solnit does not see “American culture” in the same light as Anna Deavere, as we are dominated by a white patriarchy that is too privileged and ignorant to seek out these voices. The majority of the white-male population of America will not care to listen to the voices of “Twilight.” The power of America, lies in the most powerful, the wealthiest, those who work on Wall Street and end up like Bartleby. Those who are angry and upset because they have been treated unfairly can speak out, but they will not even be heard by those who need to listen. By not listening, those speaking out end up dehumanized, and humanity is left to die. Those who are privileged enough choose to go on vacation during a storm while everyone else is left in danger. 8. Abraham Lincoln “On the Perpetuation of our Political Institutions” (1838) “America was too strong and too isolated to be threatened by any outside force—the only danger of despotism came from the mob within.” BEWARE OF FOREST FIRES: Abraham Lincoln sees that the emotions of the American people are controlled by mob rule that is leading to the destruction of nature. This is exactly what the YouTube video, “Reason and Emotion,” warned. Abraham explains that the nation has forgotten reason, as they are perpetuating the political institutions by neglecting the rule of law because the constitution states that all men are created equal. He calls for boundless compassion to repair the nation, just like Greg Boyle preaches. He blames the mobs for the cause of the Civil War, as mobs create storms too large to control. When these mobs are not stopped, emotion is misdirected and placed upon each other like forest fires that destroy everything in sight 9. Any YouTube selection from the Playlist for English 174: “Reason and Emotion” (1943) “Yes, it’s madness. Reason has been enslaved, while emotions is the master–a mad emotion, stripped of all reason, leaving nothing but ruin in its wake” TORNADO WARNING: Instead of warning suppressing emotion like Brackett or Cisneros, this video warns against acting solely upon emotion. Though emotions can be so beneficial to making the right choice, when ditching all reason, it can become dangerous. When bad people have positions of power, like the example of Hitler, they try to instill fear to manipulate their followers into doing very irrational things. Sadly, this is common in today’s politics, and have been warned against since Abraham Lincoln in the civil war. Learning to control and direct emotion is essential in handling it properly. It is so important to use emotion and reason together, otherwise a little bit of wind can become out of control into a dangerous tornado. .10. Any text of your own choosing: James Baldwin “Sonny’s Blues” “Listen, Creole seemed to be saying, listen. Now these are Sonny’s blues” (p. 139) FIND THE RAINBOW: James Baldwin shows what happens when we allow room for other clouds to rain, and how much this can open up about ourselves. Sonny’s older brother used to look down upon Sonny as Sonny followed a different path. Once Sonny’s older brother felt his own pain, he was able to understand Sonny’s, and from here, he was able to actually listen. Brackett explains just how powerful expressing your emotions can be, and when sharing these experiences with others, it can reconnect humanity. Sonny’s brother was finally able to understand his mother's pain, his fathers, and his own little girls. He found the rainbow on the other side. CONCLUSION This project made me question pretty much everything. I live at a place of privilege, though I am a woman, I am white and have been financially secure my entire life. I have always believed myself to be an empathetic person, but do I truly stand with those who suffer? Sure, I volunteer and positively contribute to my community, but I don’t go out of my way like Rebecca Solnit did. If I look for it, I can open my eyes to so many new perspectives on this world and learn so much more. It might make me uncomfortable, but uncomfortable conversations are where growth lies. To do this, I have to seek out more voices. Even the ones that are harder to hear and have been silenced for years. I can see so many more rainbows by simply seeking more clouds. These authors also emphasize the importance of how you listen, it must be with empathy.  Like Gregory Boyles explains, it must not be from a place of superiority. Once Sonny’s brother learned to stand with Sonny, he was able to understand his own “blues.” Of course, these authors also taught me how to handle my emotions. I cannot ditch reason for emotion, but instead allow them to work together to make the right decisions. Emotions can be so beneficial when used in the right ways. My favorite reading from the course so far is Herman Melville’s "Bartleby, the Scrivener: A Story of Wallstreet” (1853) because it left me so confused. I didn’t understand Bartleby and I didn’t understand why he allowed himself to die. I thought about this story for weeks after I read it the first time. Since then, I’ve read it two more times. There is so much to learn from this story and I am so glad I got to read it. I now prioritize staying in touch with my heart every single day. The most valuable story to understand the heart was for me, Aaron Lazare’s “On Apology.” To apologize effectively, is to understand the psychological aspects that must be repaired when treating someone wrongly. This has taught me the complexities of the heart, and how it can be broken. From this I have gained an understanding of emotions that I can now apply into all of my relationships. Beating Me Down to Build Me Up: The Backlash and Beauty of Pain and Anger PREFACE In American history's discourse, we are a country that has been driven off of one emotion: anger. Anger sparks wars. Anger triggers revolutions. It is what leads to revolts. Anger in the wrong action is what creates laws. Anger in injustice is what advocates for change. Although pain and anger are sentiments we often want to run away from or avoid at all costs, anger is one of the most inspiring emotions that we can learn from. In the lens of social injustice, the pioneers of previous generations were driven off of their anger. Since the arrival of the first Africans into America, they were introduced into a new land with hatred. For centuries, the mistreatment and belittling of Blacks in America– for no other reason than pigmentation, has planted seeds of resentment in the minds of those marginalized. While many allow the anger of injustice to preside over them, others choose to weaponize their pain and make it meaningful. The strongest leaders advocate against injustice in an expression from their pain, instead of feeling stuck and constricting themselves to the perceptions that others hold of them. Without anger being the vehicle for change, several issues in America would remain unresolved today. In the following anthology of quotes from selected authors, we find a common theme of redefining anger. Once an emotion born out of ugliness, to one beautifully reflected. What can we learn from our anger? How far can our anger take us to create something beautiful? You will learn through the following quotations that anger creates beautiful expressions. It is one of the most difficult emotions to understand and overcome, but that is what makes it so special. Let’s dig deep into the origins of anger from injustice, and what we can do with it. 1. Charles Duhigg- Why is America so Angry? (2018) “Anger motivates us to undertake difficult tasks. We’re often more creative when we’re angry because our outrage helps us see solutions we’ve overlooked.” (Paragraph 13). Charles Duhigg’s quote underscores the synopsis of this anthology of quotations. The emotion of anger drives us to new destinations. It puts us at our lowest and allows us to return to a higher state than our equilibrium once we fully endure it. Outrage drives humans to want to change and create a solution. Anger is one of the most underrated emotions because of its negative portrayal, but we often overlook the positive effects it leads us to. In the following quotes, we may find those ways in which anger drives us to creativity and new levels. 2. Daniel Goleman, Emotional Intelligence (1995) “A main function for sadness is to help adjust to a significant loss, such as the death of someone close or a major disappointment. Sadness brings a drop in energy and enthusiasm for life’s activities, particularly diversions and pleasures, and, as it depends and approaches depression slows the body’s metabolism. This introspective withdrawal creates the opportunity to mourn a loss or frustrated hope, grasp its consequences for one’s life, and as energy returns, plan new beginnings” (7). Sadness and pain are necessary emotions for getting through and finally reaching a better place. If individuals only were to stay in a state of joy and happiness, we would not truly understand what it means to be happy. Sadness is a beautiful emotion that helps us understand our pain. Although the saying, “You can’t have a rainbow without the rain” is a cliche, it taps into the emotional importance of feeling pain. As Daniel Goleman says, sadness gives the chance to plan new beginnings: it tells us that pain is a transformative state. It is an emotional state that can make us better and grow. 3. Martin Luther King Jr., “I Have a Dream” (1963) “We cannot be satisfied as long as the Negro's basic mobility is from a smaller ghetto to a larger one. We can never be satisfied as long as our children are stripped of their selfhood and robbed of their dignity by signs stating: for whites only” (Line 15). In the deep south of the Jim Crow Era, Dr. King’s experiences have been deeply horrific as institutionalized racism drove his anger to want to stir up the community in a poetic and inspirational way. His rage propelled him to write a powerful and persuasive speech. We learn that anger itself cannot be constructive. Instead, it is what you decide to do with it. It just happened that his resentment was emphatic enough to change the world. Concerning Daniel Goleman’s quote on the necessity of sadness and pain to grow, Dr. King’s passion-driven from resentment and pain permitted him to forgive, make a change, and love his enemies. King’s sentiments lead to an understanding of how one can channel their anger of injustice to have others listen and also agree. 4. Dorothy Morrison, “Black California” (1970) “Cause the sun don’t shine in Black California” California– known as the state of sunshine is shadowed with reality as Dorothy Morrison expresses what it is like to be Black in California. Through a song that superficially sounds beautiful, it leaves you to hear the deep pain behind the melody. Mistreatment and unjustness are themes that can be sung in her voice. The song gives insight into the reality of what African Americans have to experience in California– as beautiful as it may appear. 5. Herman Melville, Bartleby the Scrivener (1853) “If he would but have named a single relative or friend, I would instantly have written, and urged their taking the poor fellow away to some convenient retreat. But he seemed alone, absolutely alone in the universe. A bit of wreck in the mid-Atlantic” (137). My heart feels the pain in Bartleby’s life. We do not know his family or his life outside of work. He doesn’t go home to anyone and lives his life alone. In addition, he does not even have conversations with his coworkers. Bartleby’s depression and solitude make me reminisce on times in my depressive episodes. The difference is: I had people around me. But, I shut them out.  To have no one or no support system--without a choice, pains my heart and makes me empathize with this character as to why he prefers not to do anything— even live. This quote shows the difference in how some can manage their pain. The pain Bartleby endures does not transform. into a positive emotion that changes his life circumstance. The power of overcoming vexation and pain is not a one-way street for all, for some, it requires a sense of togetherness and tenderness to get through. 6. Gregory Boyle, Tattoos on the Heart (2009) “But to love the enemy and to find some spaciousness for the victimizer, as well as the victim, resembles more the expansive compassion of God. That’s why you do it” (67). Following the analysis of Bartleby, we learn that a sense of togetherness is needed to overcome pain in some situations. A once negative emotion that can inhabit a being, can be resolved through love. Gregory Boyle tells us to dig deep into our hearts and empathize with one another. It is the most benevolent and godly-like action we can accomplish for one another. 7. Anna Deavere Smith- Twilight Los Angeles (1992) “These police officers are just like you and I. Take that damn uniform. off of ‘em, they the same as you and I. Why do they have so much power? Why does the system work for them? Where can we go to get the justice that they have? Where?” (39). Reading this excerpt from Twilight was difficult for me because police brutality is an issue I am so passionate about. I felt as if empathy was not even what I was experiencing reading these passages—instead it was a memory. In August 2015, the San Jose Police Department murdered my stepbrother AJ. It was a complete nightmare, I was too young to understand what had happened. My concerns were covered up with a ‘suicide’ case. My family still suffers today from seeing his blood stains splattered on their front door. To believe your call to the police can deescalate the situation, and instead, they take away your family member, it is hard to ever side with the opposing force. Anger is the emotion we are prone to feeling once we encounter a loss to a miscarriage of justice. However, an optimistic community can spread awareness and share stories to avoid similar catastrophic events from occurring. 8. Frederick Douglass- What to the Slave is the Fourth of July? (1852). “What, am I to argue that it is wrong to make men brutes, to rob them of their liberty, to work them without wages, to keep them ignorant of their relations to their fellow men, to beat them with sticks, to flay their flesh with the lash, to load their limbs with irons, to hunt them with dogs, to sell them at auction, to sunder their families, to knock out their teeth, to burn their flesh, to starve them into obedience and submission to their masters? Must I argue that a system thus marked with blood, and stained with pollution, is wrong? No! I will not. I have better employment for my time and strength than such arguments would imply” (9). To keep the theme of injustice and anger from people of color, Douglass’s excerpt above stresses his rage for the treatment of Black slaves. He emphasizes that “America the Free” is not a tangible place for African Americans. How could they celebrate when they have no freedoms? His complete disgust in the way his people were treated and expected to celebrate the 4th of July was written so others could understand the extent of hypocrisy. To read his work in the 21st century, feelings of frustration for injustice arise in my heart. Douglass's ability to evoke the feelings of those mistreated even years after freedom only shows his success in emotional intelligence and expressing the emotions of many. 9. YouTube Movies, LA 92 (2017) In another act of social injustice, the LA 92 YouTube clip shows scenes from the beating of Rodney King in Los Angeles in 1992. During this showcase of police brutality, the next clips show the result of the riots which occurred after the city was notified justice had not been carried out. The anger from the citizens in LA has caused them to burn down their cities to show their anger. A city that goes into flames from one side can be seen as a misuse of emotions and fury, however, we learn that America would not be its own country if we were to omit the use of social unrest, revolutions, and riots. To those in LA, their anger was heard. Although the city was devastated, it was one of the only ways rioters could feel seen and heard by the white man. 10. Ernest Hemmingway, Indian Camp (1925) “He pulled back the blanket from the Indian’s head. His hand came wet. He mounted on the edge of the lower bunk with the lamp in one hand and looked in. The Indian lay with his face toward the wall. His throat had been cut from ear to ear. The blood had flowed down into a pool where his body sagged the bunk” (18). Ernest Hemingway’s Indian Camp portrayed pain in unimaginable ways. The portrayal of suicide in the passage above is important to highlight because the Native American woman is bearing the same amount of pain bringing her child into labor. Hemingway seems to allude to birth and death as being one of the most excruciating processes. We begin life through pain, and end our lives through pain. The emotion in this text also shows racial tensions between the white man to Native Americans. Dr. Adams does not acknowledge the mother’s pain as she goes through childbirth. He says her cries are unimportant, and it only reminds me of my desire to become a doctor. The emotions in this text show a disregard for human life and the total pain that the Native Americans had to endure. CONCLUSION: The heart suffers many emotions: happiness, sadness, anger, disgust, fear. Although we believe happiness is the only vessel to live our best lives, we can not comprehend our happiness without the experience of anger and pain. Through the selected quotes of the anthology, we can see the literary art of articulating our emotions. We must carry out justice by expressing our anger. When the sentiments of anger are explored more in-depth, we can see the hurt these authors and directors portray. Anger is a beautiful emotion. It has its backlashes, ugliness, and rage, but it is what propels us to evolve into our best beings.

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[SOLVED] Final Project - Smart Contract Data Analysis With LLMsPython

Final Project - Smart Contract Data Analysis With LLMs Overview This project aims to provide graduate students with hands-on experience analyzing deployed smart contracts, extracting on-chain data via GraphQL, designing APIs to organize data into structured formats (e.g., spreadsheets), and leveraging Large Language Models (LLMs) to derive insights. Students will work with real-world contracts (e.g., OpenSea’s NFT marketplace) to index, analyze, and predict trends using LLMs like ChatGPT or DeepSeek. Specifically, you can ●   Analyze NFT trading data (e.g., sales volume, floor prices) from OpenSea’s smart contract. ● Use an LLM to generate insights or predictions about NFT market trends. Objectives 1.  Smart Contract Analysis: Understand the functionality of a deployed contract (e.g., OpenSea’s Seaport Protocol). 2.  On-Chain Data Extraction: Learn to query blockchain data using GraphQL (e.g., via The Graph Protocol). 3.  API Design: Build custom APIs to fetch and structure data into spreadsheets. 4.  LLM Integration: Use structured data to prompt LLMs for predictive or analytical tasks. Project Requirements 1.    Final report due date: May 12th, 2025.    Project team members:

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[SOLVED] CHEN E4630 Y - Topics in Soft Materials - Spring 2025

CHEN E4630 Y - Topics in Soft Materials - Spring 2025 TAKE-HOME MIDTERM EXAMINATION SYRENE-BUTADIENE RUBBER MATERIAL DESIGN Monday March 24 12:01 PM - Friday March 28 5:00 PM Suggestions/Comments:  Review the exam and clarify any questions with the instructor or TA ([email protected]; [email protected])  The key references on the topic are included in the Exams folder at the course website  You may consult any additional reference, and use the AI tools freely. If you do use results from other references, or AI tools, be sure to cite the references properly and/or explain how the AI tools were used.  Turn in a digital copy (.docx or .pdf) of your completed exam by the due date using the Assignments tool at the course website. USE THE FILE NAME CHEN 4630 Sp25 THMT SBRselection YOUR NAME.docx/pdf.  Draft your own final answers; collaboration and/or plagiarism is not allowed. SELECTION OF STYRENE BUTADIENE RUBBER FOR TIRE APPLICATIONS Caruthers et al. published a report characterizing a broad range of styrene-butadiene rubbers (SBRs) using linear mechanical testing (Caruthers et al. J. POLYMER SCI., PART B: POL. PHYS. 2013, 51, 687-697; see Exams folder at the Files link on the course website). These data are to be used to make an assessment of the applicability of SBRs for automotive and bicycle tire ap- plications. In the following some relevant backround information about rubber materials is asked for. In addition, a reasonable set of mechanical criteria for tire applications is suggested. Based on these criteria make the assessment of the applicability of SBRs for tires based on the data reported by Carothers et al.. 1. Work problem 2-4 in Aklonis. Based on this exercise, discuss criteria in terms of G' (w) and G'' (w) for rubber-like materials that would (i) provide an adequate elastic modulus at application conditions for auto-motive and bicycle tire applications, and (ii) restrict energy dissipation in such applications. (Hint: for (ii) what linear mechanical response function expressed in terms of G' (w) and G'' (w) directly measures the rate of energy dissipation versus storage during cyclic loading?). 2. Estimate quantitatively the elastic modulus requirements needed for au-tomotive and bicycle tire applications from typical loads per tire and tire/pavement contact areas to stay within the limit of linear elastic be-havior of the tire material (say 10% strain). Set a second criterion that limits the rate energy dissipation to storage during cyclic loading for the applications to no more than 30%: 3. Estimate the the ranges of loading frequencies and temperatures associ- ated with the applications. 4. Read/skim the article by Caruthers et al. What is SRB rubber? (what polymer? show the repeat units involved). Explain the meaning of "cross-linking". How are the SBRs studied by Caruthers et al. crosslinked? Summarize the range of SBR materials studied by Caruthers et al. 5. What data (i.e. which figures) in Caruthers et al. allow assessment of whether any particular SBR studied is suitable mechanically at 20oC for the intended applications? Which material(s) among those studied most nearly satisfies the mechanical criteria set in parts 1-2. In what ways do these "optimal" materials fall short of the criteria set? 6. How would one determine the suitability of the material(s) selected in part 5). at other temperatures, both above and below 20oC ? 7. For the "optimal" SBR materials identified in part 5). how might their shortcomings be addressed ?

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[SOLVED] Math2203 Linear Models and Design of Experiments Assignment 1

Math2203: Linear Models and Design of Experiments Assignment 1 (worth 10%) Question 1: The following table gives measurements of the area (x in km 2 ) and pH level (y) of 13 lakes in Ontario, Canada.  Use the sixth (s6) and seventh (s7) numerical digit from your student number ( that you completed above) Area(x ) 33 16 1 18 9 14 9 47 17 0 35 2 18 7 76 52 17 5 53 20 0 pH( y) 6. 6 Max( s 6, s7 ) 6. 5 6. 9 7. 1 7. 5 8. 8 6. 4 5. 9 6. 7 7. 1 6. 6 8. 0 (a) Sketch the scatterplot of y vs x and comment on the plot . (use R/Rstudio/SAS or hand calculations ) . (b) Use the Principle of Least Squares to fit the simple linear regression model to the data. Superimpose this line of best fit on the scatter plot in part (a) . (use R/Rstudio/SAS or hand calculations) . (c)  Perform an A NOVA test to deduce whether there is a linear  relationship between area and pH level. (use R/Rstudio/SAS or hand calculations) . (d) Perform all appropriate residual checks using SAS or  R/Rstudio and clearly explain if any of the model assumptions have been violated. (e) Another lake in the same region was found to have an area of 2050 km 2   . Predict its pH level and find a 99% confidence interval of this prediction. (use R/Rstudio/SAS or hand calculations) . (3+4 + 8 + 5 + 3=23 points) Question 2: All calculations , in this question, needs to be done by applying the formulas from the course and not use any statistical software functions. You may use a calculator or excel spreadsheet to apply the formulas. Note that all the used formulas and the calculations should be clearly shown. If you choose to use excel for the calculations, you need to upload that as well with the cells of the spreadsheet to include the formulas you used. The following data are provided: a/a 1 2 3 4 5 6 7 8 9 10 11 12 13 X 35.3 29.7 30.8 58.8 61.4 71.3 74.4 76.7 70.7 57.5 46.4 28.9 28.1 Y 10.98 11.13 12.51 8.40 9.27 8.73 6.36 8.50 7.82 9.14 8.24 12.19 11.88 a/a 14 15 16 17 18 19 20 21 22 23 24 25 X 39.1 46.8 48.5 59.3 70 70 74.5 72.1 58.1 44.6 33.4 28.6 Y 9.57 10.94 9.58 10.09 8.11 6.83 8.88 7.68 8.47 8.86 10.36 11.08 Here, X represent the steam in pounds per months and Y is the mean atmosphere temperature measured in Fahrenheit . Calculate the followings: a)  Fit a linear regression model and give the  least square estimates for the constant and the slope. b)  Calculate the residuals for each of the 25 observations. c)  Make the A NOVA table and complete it by performing all the required calculations. What is the A NOVA table used for? d)  Find the coefficient of determination and the correlation c oefficient .  Explain its value . e)  Calculate the std for the error, the std for the slope and the std for the constant . f)   Test whether the slope and the constant are significant . State the needed hypotheses and explain your results. g)  Construct the confidence intervals for the slope and for the constant . (5+4 + 7 +4 + 5 +4 +4=33 points) Question 3: For the data provided in the above question 2 do the following using a statistical software (either R|Rstudio or SAS will do) . Include the used code for R|SAS with  all the details.  If you use R an R markdown is recommended. Note that you will also need to add comments and outputs to justify the answers. 1.  Generate a scatterplot of the data and comment on  it . 2.  Answer all the queries a)-g) of Question 2 and comment on the derived outputs. 3.  Using the generated  residuals, test the assumption behind the simple linear regression. (3+ 15 + 6=24 points) Question 4 : Select one of the questions above (question  1 or question 2 or question 3) and do the followings: 1.  Generate and upload a few slides to present the solution of this question. Make sure you justify the method and the steps you followed to solve this question. Make sure you cover and explain all your steps clearly. 2.  Generate and upload a short video ( up to a max of 5 min) showing you presenting the slides , that are generated in Q4.1) with the solution of the chosen question. Make sure you cover and clearly explain all your steps towards the solution . (10+10=20 points)

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[SOLVED] 32428 Managing Financial Resources

Assignment Remit Programme Title B.Sc. Business Management/ International Business Module Title Managing Financial Resources Module Code 32428 Assignment Title Management Accounting System Level 4 Weighting 50% Hand Out Date 24/03/2025 Deadline Date & Time 12/05/2025 12pm Feedback Post Date 16th working day after the deadline date Assignment Format Report Assignment Length 1000 words Submission Format Online Individual Module Learning Outcomes: This assignment is designed to assess the following module learning outcomes. Your submission will be marked using the Grading Criteria given in the section below. LO 5. Evaluate the use of management accounting in the operation of business entities. LO 6. Explain how management accounting relates to financial accounting and its relevance for financial markets. LO 7. Apply appropriate accounting techniques to a range of management tasks. LO 8. Demonstrate understanding of the nature of profit and cost, giving attention to cash, cost behaviour, overheads, contribution, and opportunity cost. LO 9. Extend the application of management techniques to an analysis of business cases. LO 10. Describe the various sources of finance available to business ventures in general and limited companies in particular. Assignment: You are required to write a 1,000-word report answering the following sets of questions. (Note:    there is no allowance for exceeding the word count.) Part 1 (48 marks) Whirl-shine Ltd designs and manufactures a range of dishwashing machines. Below is an analysis of their products based on their current absorption costing system.  andproductionVolumein units100,00030,0005,000£/unit£/unit£/unitSelling price4007002,000Direct material150350950Direct labour (2, 3, 5 hours x £60/ ho The production overhead is estimated at £16,000,000 for the period and is absorbed on a direct labour hours basis. The Dom washer model is designed for home use, catering to a highly price-sensitive market. In contrast, the  Econ washer and the  Indus washer  models  are intended for  restaurants and other commercial caterers, where reliability and service are as important as price. The Dom washer and Econ washer are standard products produced in large batches, while the Indus washer model offers customisable options and is made to order based on customer specifications. The Chief Executive has proposed focusing on boosting sales of the Econ washer and the Indus washer models, as they are the most profitable and the Indus washer model enhances the company’s reputation for high-quality products. However, the Finance Director recommended implementing an activity-based costing (ABC) system before deciding which products to promote. To support this, the Management Accountant  provided  the  following  analysis  of  the  company’s  budgeted  production  overhead  and activities for the year: The   Management   Accountant   commented   that,   although   an   ABC   system   can   produce   useful information, they would need to be careful in how they use the unit costs that are produced, as this is not always the best way of looking at cost information. Required You are reminded that marks are available for clear, labelled workings a)    Calculate the Overhead Absorption Rate (OAR) using the absorption costing approach.   (3 marks) b)    Calculate, using the absorption costing approach, for each of the three products i.    The production overhead cost per unit (to the nearest £0.01). ii.    the full cost per unit (to the nearest £0.01)    (8 marks) c) Calculate the cost driver rates for each element of the cost pool.    (12 marks) d) Calculate, using an activity-based costing approach, for each of the three products: i.              the total annual overhead cost ii.            the overhead cost per unit (to the nearest £0.01) iii.           the full cost per unit (to the nearest £0.01)     (12 marks) e) Discuss to what  extent the implementation of an ABC  system could benefit Whirl-shine Ltd. You should use the information in the  scenario to  support your  answer.  (note you  should  use Harvard Referencing)    (13 marks) Part 2 (47 marks) In March, Brush Ltd.’s director is considering two mutually exclusive investment projects. The  projects relate to the purchase of a new plant. The following data are available for each of the projects: Project 1 £'000 Project 2 £'000 Cost (immediate Outlay) 1000 900 Expected annual Operating Profit/(loss) Year 1 300 180 Year 2 -50 -20 Year 3 75 40 Year 4 180 80 Estimated residual value of the plant after 4 years 100 80 The business has an estimated cost of capital of 10%. It calculates operating profits using the straight-line depreciation method for all non-current assets. Neither project would increase   the working capital of the business. The business has sufficient funds to meet all investment  expenditure requirements. The director of Brush Ltd has asked you to appraise these projects and report on the following: a)   Explain what information the investment appraisal techniques listed below provide and how they help decision-making. (note: you should use peer-reviewed sources and reference your work using Harvard referencing). (15 marks) b)   Calculate for each of the projects. I.       The Net Present Value (NPV) (6 marks) II.       The Internal Rate of Return (IRR) (6 marks) III.       The Payback period (PBP) (6 marks) c)   State, with reasons, which, if any of the two investment projects, the director of Brush Ltd should accept and why. (support your reasons with appropriate citations) (14 marks) Please note there are up to 5 Marks allocated for the appendix clearly showing how GenAI was or was not used Grading Criteria / Marking Rubric Your submission will be graded according to the following criteria: a)   The grades will reflect your knowledge to conforming to instructions where you will be expected to: Referencing: you should acknowledge the sources you have used in the text and reference list and used effectively to support discussion and these references should follow the Harvard referencing protocol. b)   The Content and range of knowledge displayed should demonstrate a detailed, systematic, in-depth, theoretically informed knowledge base, with some appreciation of the provisional nature of knowledge. c)   Your Conclusions should be well-developed, and analytical, use appropriate forms of conceptualisation, and show some originality. They are thoroughly grounded in theory/evidence/literature. They form an integrated part of the overall argument/discussion.

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[SOLVED] COMS 4232 Advanced Algorithms 2025

COMS 4232: Advanced Algorithms Project Description Handout Mar 15, 2025 1    Project Information The goal of the project is for you will delve into a particular topic in more detail, together with a team. The final projects can be of two types. Theory-based:   Read a few recent research papers on a coherent topic and investigate a concrete related question leading to some original contribution. The project will describe what is the main problem, why it is important and what are the main ideas (both in terms of algorithms, as well as analysis). The original contribution can involve: • developing an algorithm and/or analysis for a problem that was studied earlier or a variant of it that was not. • studying an algorithm (existing or new) for a particular case (e.g., with extra assumptions, random input, a concrete dataset). • generalizing an existing algorithm to handle a bit (or a lot) more general inputs than strictly proven in the paper. • showing that a (natural) algorithm does not work on some counter-examples you design. • designing a new interesting question, even if you don’t solve it (or just give some oreliminary easy observations). It may be within more applied sciences: e.g., perhaps in your area, certain theoretical algorithms can be modified to have even better performance, due to special properties of the datasets, etc. Implementation-based:   Implement some of the algorithms from the class  (or from other theoretical literature), and perhaps apply to your area of interest/expertise, using real-world datasets.  One required part of such a project is some kind of original contribution, in the form of a new(ish) message/conclusion: e.g., comparison among a few algorithms/models (“this is better than that, at least for this datasets”), or non-trivial adaptation of an algorithm to an application area (“this type of algorithms can be modi- fied/simplified as follows to really shine for this kind of problems”).  Writing guidelines are as above; plus you will have to describe the setup of the experiments (computers, datasets used, which algorithms are compared). Teams: you are allowed to have a team, of 2-4 people in total per team.  Single-person teams require special permission from the instructor. Topic:  the topic of your project must be within the scope of Theoretical Computer Science, and preferrably algorithmic.  In  particular, the focus is on algorithms  with  provable  guarantees  (for  the implementation type, you may compare such theoretical guarantees with heuristics though, or simply use ideas inspired by a theoretical algorithm).  See details and examples in the next section.  Feel free to schedule meeting times with the staff to discuss ideas. Deliverables: there will project proposal and the final report, as described below.  The level of the write-up is as if you  are presenting a lecture to your classmates. In fact, you are strongly encouraged to share your document with your classmates (non-teammates) so that they provide you comments on your write-up. •  Project proposal: expected length is 1-2 pages.  The proposal needs to explain precisely the focus of your project, including:  0) your team, 1) description of the problem you are focusing on, 2) possible references  (I might suggest to add/pivot to some others), and, if necessary, 3) your goal.   Be as precise/mathematical as possible.  At this stage you are expected to have read the introduction of the relevant papers (but not the technical details).  It is ok (but not encouraged) to suggest more than 1 possible directions. • Final project:  final project due.  Expected length:  about 8 pages, excluding references (11pt font, 1inch margins). You can include details after page 8 as appendix. Below are more details and suggestions on project topics. 2    Possible topics Focus on “recent” papers (in the last about 20 years), which are in Theoretical Computer Science.  Such papers typically appear in conferences such as:  STOC  (Symposium on Theory of Computing), FOCS (Symposium on Foundations of Computer Science), SODA (Symposium on Discrete Algorithms), ICALP (International Colloquium on Automata, Languages and Programming), ITCS (Innovations in Theoreti- cal Computer Science), and others. It is also ok for the papers to be from theoretical Machine Learning, from conferences such as COLT (Conference On Learning Theory), NeuIPS, ICML (International Con- ference on Machine Learning); as long as the papers are theoretical (eg, give guarantees on runtime and correctness/performance of proposed algorithms). Common tools for searching for papers include:  Google Scholar, DBLP, authors’ homepages. For an implementation project, think about which algorithms you want to implement, which datasets to use, and what your main hypotheses are.  Your datasets would ideally have a few million points (the bigger the dataset, the more clear comparative studies would be), and be either from a public source (I can help with getting them), or generated from your research (e.g., word2vec vectors, or some other deep- learned representation).  Some good resources are:  https://archive.ics.uci.edu/ml/datasets.html and http://www.image-net.org/. For the theory-based project, consider:  if you are planning to (try to) extend the results, why/how do you think this is may be possible?  (In the project proposal, it’s obviously hard to be too specific, but you need to show understanding of what it would take to make progress on the problem.) Below is a mix of examples/ideas for different kind of projects, grouped by class modules.  Disclaimer: this is by no means a uniform sampling of topics, but rather (heavily) biased by topics I know (of) better. While an item may include one to a few papers, you may want to look up other related paper by either looking at the papers cited or papers that cite it (using Google Scholar). Generic resources (uncategorized): •  The website http://sublinear.info lists  a number of open questions in the  area of sublinear algorithms, which includes sublinear space (sketching/streaming) problems. • A semester-long program on  “Foundations of Data Science” at Simons Institute for the Theory of Computing (explore the talks in workshops in particular): https://simons.berkeley.edu/programs/datascience2018 •  Similarly, program on  “Data Structures and Optimization for Fast Algorithms” https://simons.berkeley.edu/programs/data-structures-optimization-fast-algorithms/workshops (see, e.g., the workshops on  “Sketching and Algorithm Design” and  “Dynamic Graphs and Algo-rithm Design”). • Workshop on Theoretical Perspectives on LLMs: https://encore.ucsd.edu/workshop-on-theoretical-perspectives-on-llms/ • Algorithms with predictions:  is a type of algorithms for many standard problems, where the algo-  rithm has a good-but-not-perfect predictor (think an ML system that can discover trends that could  be useful for the algorithm, but the prediction may be wrong).  Here’s a workshop on the topic (see  also the work by people on the list): https://theory.stanford.edu/  sergei/stoc2022alps.html [CL15]; •  Theory ML (not quite the topic of the class, but some of you may be interested):  see publications of, say, Daniel Hsu, Sanjeev Arora, Ankur Moitra.  (Again, rememeber the focus is on algorithms, their efficiency, with provable guarantees on correctness/performance). Parallel algorithms: •  MapReduce/parallel algorithms for shortest paths/graph spanners [BDG+ 20, ASZ19, Li19]. •  MapReduce/parallel algorithms for approximate maximum flow problem [AKL+ 24]. •  MapReduce graph connectivity:  [BDE+ 19, ASW19, ASS+ 18], •  Other MapReduce graph algorithms:  [CLM+ 18, ABB+ 19, AK18] •  Parallel algorithms (via sketching/compressing):  [BR17] or [ANOY14, IMS17] and references therein. •  Relation between parallel algos and transformers [SHT24b, SHT24a]. Some directions: prove tighter bounds, show empirical success for other problems beyond k-hop (where a parallel algorithm is more efficient). Linear programming: • Faster (fastest) linear programming algorithms:  [JSWZ21, CLS19], as well as  [LS14, LS15].  SDP: [HJS+ 22]. Possible directions: improving concrete data structures used there. • Faster LPs for packing and covering problems:  [AO15] and references therein. •  Speeding-up stochastic gradient descent:  [All17, AZ17]. Graph algorithms: • Faster max-flow algorithms:  [KLS20, LS19, Mad16]. most recent (near-optimal):  [CKL+ 22]. • min cost flow:  also [CKL+ 22]. •  Other related graph problems:  [CMSV17, MST15] • Approximate near-linear time max-flow algorithms.  [KPSW19, Pen16]. •  Random walks:  [AI16], [AKM+ 19] (small space), [LMOS19] (in parallel). • Uncapacitated min-cost flow:  [She17, Li19, ASZ19].  Directions: simplify the algorithms, improve bounds for some steps (even if it doesn't improve overall algorithms) – for example for the low hop emulators. Spectral graph algorithms: •  Spectral theory for directed graphs.  [CKK+ 18], and [BLSS20, CKP+ 16b, CKP+ 16a]. • Linear system (of equations) solvers for Laplacians:  [KS16] and references therein such as [KOSA13], or [CKM+ 14]. •  Spectral sparsification algorithms:  [KPPS16] and references therein. • Higher order spectral gap, Cheeger's inequality:  [KLL+ 13, LGT14]. • Expanders, small-set expansion:  [GT14, GT13]. Nearest Neighbor Search/similarity search: • Using LSH for kernel desity estimation (a problem in ML): [CKNS20] and references therein. •  Data-dependent Locality  Sensitive Hashing:  in  [AR15],  data-dependent LSH obtains the fastest (approximate) NNS algorithms for l1; l2  spaces.  [AR15, ANRW17].  A simpler  (but sub-optimal) algorithm is [ARS17]. Directions: develop a simpler algorithm (a-la above [ARS17]) but which also obtains (near) optimal exponents. • NNS for general norm/distance [ANN+ 18a,ANN+ 18b]; a simpler approach is from [KNT21, AC21]. Directions:  1) while the data structure is has efficient space and query time, it has exponential- time  preprocessing  (even  for  concrete  spaces  such  as  Schatten-p);  can  one  get  polynomial  time preprocessing?  2) can we use the approach from  [ANN+ 18a] to obtain improved NNS algorithms for edit distance or Earth-Mover Distance (or other spaces).  For example, can we obtain O(log d) approximation for NNS under edit distance?   3) can one get O(logd) approximation for a general norm, while also obtaining true query time to be subpolynomial in n. • Related to above:  average sketching:   [BBM+ 24].   Many Directions:  average sketching bounds for other distances/settings  (even for special distributions, like uniformly random)?  What about 1-way or 2-way communication protocols (where Alice and Bob communicate to solve the problem)? Other reasonable variants of the definitions? • Approximate closest pair problem: we have a set of n vectors vi  ∈ {±1}d, and the goal is to find a pair such that Ⅱvi − vjⅡ ≤ t unless we have that Ⅱvi − vjⅡ ≥ t(1 + ∈) for all i  j . This  problem  can  be  solved  using  LSH,  which  would  give  a  solution  with  runtime  n2-Θ(∈) .   In [Val15], Valiant showed that, in the random case we can do faster.   Let  d ≥ log n.   Suppose all vectors vi  are chosen iid at random, except for a pair vi* , vj *   which are correlated:  Ⅱvi  − vjⅡ ≤ ∈ . Valiant shows one can solve the problem in time  O(n1.6 (d/∈)O(1)).   The key  ingredient is faster matrix multiplication (e.g., Strassen’s algorithm). See also:  [Val15, KKK16, ACW16], also perhaps [CW16]. A recent paper combining matrix multi- plication and LSH: [AZ23].  Directions: improve the result here by finding some new tensors. Directions:  Assuming  that matrix multiplication can be done in n2+o(1)  time,  is it possible to solve (random instance of) closest pair problem in time n1+o(1)  (improving over [ACW16])? • Nearest  neighbor  search  for  dimension  d =  Θ(log n).   In  general,  there  a  lower  bound  strongly suggesting it’s very hard, if not impossible, to get LSH exponent P < 2c2-1/1 whenever d = ω(log n) [AR16, ALRW17].   However,  if the dimension is proportional to log n,  one can obtain exponent P < 2c2-1/1 [BDGL16]. Directions: Is it possible to obtain even better exponents?  Alternatively, what is the limit for this method (ie, is there a lower bound in the spirit of those two papers)? • Directions: rigorous analysis for the graph-based NNS (alternative approach to NNS, which is very popular in practice https://big-ann-benchmarks.com/neurips23.html).  See this recent paper for inspiration [IX23]. Streaming/Sketching: • Streaming algorithms for computing MST: [CCAJ+ 23, CJLW22]. • Frequency moment estimation:  [BZ24]; • Latest and best on approx counting (Morris’ algorithm):  [NY20]. • Better  sketching  for  heavy  hitters  and  related  problems,  for  insertion-only  streams:    [BCIW16, BKSV14]. • Sketching for specialized metrics.  Example 1:  Earth-Mover distance (aka, transportation, Wasser- stein metric), and related metrics.  See eg [CJLW20] and reference therein. Directions:  is  there a polylogarithmic size and approximation sketch for Wasserstein-2 metrics over 2D plane (a version of the Earth-Mover Distance.  W-2 is common in vision.  See details and a lower bound in  [ANN16].  A related question is Wasserstein-p, for any p > 1, including p = ∞ . Directions: a related direction here is even computing this distance between two strings for p > 1. The best algorithm is actually to compute spanner+run fastest max-flow algorithm; see []. • Sketching of the shift metric.  For two strings x, y ∈ {0, 1}d , define sh(x, y) = minj∈[d]  Ⅱσj (x) — yⅡ1 , where σj (x) is cyclical rotation of x by j positions.  E.g., sh(00011, 11100) = 1 (rotate twice, and then change a 0 into a 1).  This distance is a simpler version of the classic edit distance, and has been used as a  “testbed” for the more complicated edit distance.  See [Wai20, AIK08, AHIK13, KN06].  Directions: constant approximation in smaller (polylog?) space. Perhaps average sketching? Hashing algorithms: • Linear probing:  [BK24]; •  [AKK+ 19] • Tabulation Hashing:  [Tho13, PT12, AT19] • Consistent Hashing:  [MTZ18] (and see references). • One of the best (last) words on dictionary problem:  [Yu19] (and see references). Other: • 3SUM problem with preprocessing:  [GGH+ 19],

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[SOLVED] CIT 596 - HW6

CIT 596 - HW6 This homework deals with the following topics * Dijkstra’s algorithm. You are allowed to collaborate for this HW. Same rules as always (max # of collaborators not including yourself is 2). You can use whatever means of communication is necessary. Please read these instructions • The homework has to be submitted in electronic form. as a pdf file. You can use any editing software you want in order to produce the pdf. Handwritten solutions get a 0. • If a question asks you for an algorithm (and a time complexity is not specified in the question itself), we expect you to write pseudocode and analyze the algorithm in terms of big-O time complexity. • As with all HWs, remember not to sacrifice correctness while striving for efficiency. • We will not worry about the distinction between O and Θ. As long as you provide a tight bound (for example if an algorithm is actually O(n log n) and you say O(n 3 ) you will lose points) you are fine. • Unless otherwise • If you have any doubts on whether you are making assumptions about ‘in-built’ func-tions, please ask us on Ed. You are also strongly advised to read Piazza. • The number of points associated with a question is a general guideline for toughness and/or amount of writing we expect. Sometimes a question might be worth 4 or 5 points only because it is lengthy. • A result shown in class and/or provided by the textbook (Algorithms Unlocked) can be used as is. The same goes for pseudocode that you want to just use as is. • You are allowed to write things like ”Run bfs” or ”Run dfs”. Remember that if you do so, we will assume you mean the standard (as per the textbook/lecture) algorithm. If you want to modify an algorithm then it is your job to write out the full pseudocode. You are allowed to use the pseudocode from the textbook/notes as a starting point. Questions 1. (10 points) The edge weights on the graph represent the cost of flying between the airports that are being represented as vertices. Assuming we decide to depart from PHL (Philly), run Dijkstra’s algorithm to find the cheapest routes to every other airport. Just show how the shortest array, the predecessor array and the set of vertices (what we called Q) change in each iteration. Please be patient as you go through the steps here. A small mistake will cause problems in subsequent steps. 2. (5 points) We have been told that Dijkstra’s algorithm does not necessarily work when there are negative edges. Construct an example graph with at least 4 vertices and at least 5 edges and no negative cycles where due to one or more negative edges Dijkstra’s algorithm does not work. That is, at the end of Dijkstra’s algorithm you get incorrect answers for the shortest path. A negative cycle is one where if you were to sum up the edge weights of the edges that are part of the cycle, you will get a negative number. Please use the version of the algorithm that is there in the textbook - Algo-rithms Unlocked. Run Dijkstra’s algorithm on your example (along the lines of what was done in class) and show what the final result will be. Also tell us where Dijkstra got it wrong. That is, point out a vertex where Dijkstra says the shortest path has length x and the true shortest path is something definitely less than x. 3. (5 points) Provide a counterexample to the following suggestion for handling negative edge weights in Dijkstra’s algorithm. “Assume the source vertex is s. Assume the most negative weight is −ω where ω is some positive number. Then go ahead and add ω + 1 weight to every single edge to turn every weight into some positive weight. Now use Dijkstra’s algorithm as per usual.” Draw the graph out. It obviously has to have some negative edges. Then use the above suggestion and show us why Dijkstra will still get it wrong. 4. (7 points) A weighted graph G=(V,E) is given to you as an adjacency list. You are also told that there is only one edge (u, v) that has a negative weight. You are given what u and v are. WEAPARTE to find the shortest paths from a source s to all other vertices. Note that the source is a vertex that is different from u and v.

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[SOLVED] GENG0014 Route to SuccessSEMESTER 2 2024/25

SEMESTER 2 2024/25 COURSEWORK BRIEF: Module Code: GENG0014 Assessment: Research Paper Weighting: 20% Module Title: Route to Success This assessment relates to the following module learning outcomes: A. Knowledge and Understanding A1,A4 B. Subject-Specific Intellectual and Research Skills C. Transferable and Generic Skills C1,C5 Coursework Brief: Research Paper Part C is the continuation of Part B, where you will be coming up with solution for the challenging area that focuses on four different locations (this was allocated to you in Semester 1. If you have doubts, please refer to the announcement on BB). These locations are situated in three different countries in Southeast Asia. The submission for Part C will consist of: 1. Part B (Amended) 2. Part C (Body, Discussion and Conclusion, Reference List) Part C Instruction and requirement In Part C (the body of the Research Paper) you need to identify and analyse the issues through various perspectives by seeking out alternative and various viewpoints. You need to understand the various ways that the locations (Udon Thani, Rantau Panjang, Buon Ma Thuot, and Salavan) experience the existing challenges and suggest and recommend solutions to overcome them. In order to complete this please make sure that: 1. Choose which organization structure for the body (please refer to the material on BB and lecture) 2. The problem(s) need to be clearly described and discussed 3. The solution must be an engineering/technical design that relates to your study and the problem** 4. All sources used must be reliable and dated no more than 5 years (2019 onwards) **Engineering and technical design The Engineering and technical design that is part of the solution should be based on your knowledge of Engineering/Computer Science, along with a few case studies through research. The Design needs to consider the Sustainable Development Goals (please research this), where these goals provide a framework that countries can work together and build a better future for everyone, fighting inequality, ending poverty and stopping climate crisis. Below are the items you need to include in your paper: 1. Define the problem From all your understanding of doing research for Part B, you should be getting a feel for the key issues/problems present in your designated location. You can start to pinpoint the problem and identify the criteria for the success of your proposed solutions. Please ensure that the criteria are related to social, environmental and economic objectives or limits, e.g. it must reduce waste, it must be inclusive of the local community, it must cost below X, etc. These will help your decision-making throughout the design cycle. 2. Solutions In suggesting /recommending solutions, explore lots of ideas and think outside of the box. Make sure your solution addresses your research questions and the criteria you set for the problem. Your proposed solution needs to be justified appropriately and adequately by thinking critically about whether you are meeting the design criteria. Using and questioning your judgement is something you will be relied upon to do as a professional in the engineering sector. Justification of your solution through demonstrating reasoning and justification behind the proposed/design option and through a consideration of the design and predicted difficulties. Submission Guidelines • The assignment must use a word processor and be submitted in .pdf form. to BB Turnitin Link • Students should follow the format below o Font: Times New Roman/Arial/Calibri o Font size: 12 points o Line spacing: 1.15 and justified alignment You need to use various literature sources, including journal articles, books, or conference papers (a minimum of five and a maximum of eight). You should avoid (over-) reliance on websites for your sources as they are rarely peer-reviewed and often contain errors. Marks will be given for content, organisation, and format.

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[SOLVED] BAFI1029 Derivatives and Risk Management Assessment 3

BAFI1029 Derivatives and Risk Management Assessment 3 - Individual Risk Management Report (50%) Report and Excel Due Date: Week 13 - Friday, 11th April 2025 by 23:59 (Singapore Time) Assessment Task This is an individual task. In this assessment, students are required to form. one equity portfolio, evaluate their risks and provide  solution to manage the risk. The goal of this  individual assignment is to gain a better understanding of the portfolio investment (in the US stock market) and risk management process. Below are the tasks: ●    to build one equity investment portfolio and justify the stock selection ●    to hold the portfolio from Monday, 3rd March 2025 (beginning of Week 8), to Friday 21st March 2025 (end of Week 10) and observe its changes ●    to identify the portfolio risk by reporting portfolio’s VaR ●    to provide suggestions of managing the risk ●    to communicate your investment and risk management process using a professional report Portfolio Creation Please follow the following steps to build one portfolio. 1.    Create an account (with your real first & surname) onwww.marketwatch.com 2.    Create a watchlist of one Portfolio based on the close price as of Monday, 3rd March 2025 Note: The specified date here is used to start the observing period of your portfolios, not the date on which you must perform. the task. For example, you can create portfolios either on Monday, 3rd March 2025, or on dates such as 10th March 2025 or 1st April 2025, but you will still observe the price change between the sample period Monday, 3rd March 2025 to Friday 21st March 2025. 3.    This watchlist of Portfolio consists of Four stocks: a.    Choose any Three stocks from Table 1 plus NextEra Energy Inc. (NEE) b.   For Nextera Energy stock, the number of Nextera Energy shares must equal “the last four digits of your student ID”. For example, if your student I.D. is S3612345, you would hold 2,345 shares of Nextera Energy in your portfolio. c.    Determine the weights and shares for the rest of the stocks you chose in step a. d.   You have USD 1.2 million for this Portfolio. Note:  Since the shares can’t be  bought in fraction, a tiny variation from the  specified budget is acceptable. You can choose to hold some Cash if you believe the investment opportunity is not good enough, but you will need to justify this decision in your report. The total $1.2 million investment you have is based on the share prices on Monday, 3rd March 2025. 4.    Take screenshots of your portfolio and the necessary information in all sections. Make sure you attach them in the Appendix of your submitted report. 5.    Suppose this  is a Buy-and-Hold strategy, therefore, do not change your portfolio setting during your holding period Monday, 3rd March 2025 to Friday 21st March 2025. Questions and Marking Guide: Your report must include the following sections: 1. Trading philosophy: (2 marks) Give an overview of your philosophy to form. the portfolio. You should identify yourself as a value or growth investor or a mixture of both. Provide brief definitions for value/growth investing. 2. Portfolio construction: (6 marks) Present your initial portfolio, including information on why you have invested in the stocks in your initial portfolio (three stock selection for Portfolio). a.    The overall market and macroeconomic condition (3 marks) b.   Industry consideration and/or diversification, specific stock’s strengths/positive prospects (3 marks) 3. Risk identification: (22 marks) In this part, you should discuss the risk profile of your portfolio. On Monday, 3rd March 2025, calculate the VaR of your Portfolio using 2-year daily historical stock price between 28th February 2023 (inclusive) and 28th February 2025.  The discussion should include the following points: a.    Calculation and discussion of the one-day 99% Value at Risk of each stock in your portfolio using historical simulation approach. That means, if you have four stocks in total, you need VaR for each. (4 marks) b.    Calculation and discussion of the 7-day 95% Value at Risk of your portfolio using model-building approach. Show key steps of workings. (4 marks) c.    Calculation and discussion of the 7-day 95%-Value at Risk of your portfolio using a historical simulation approach. (4 marks) d.   Discussion of the performance of VaR in (b) and (c), by comparing your calculated VaR results and the portfolios’ actual 7-day returns from 4th March 2025 to 12th March 2025. (6 marks) e.    Calculation and discussion of the one-day 99%-Expected Shortfall (CVaR) of your portfolio using a historical simulation approach. (4 marks) Note: VaR template can be found in Week 11,s material on Canvas. You can  download historical stock prices from MarketWatch as a CSVfile, but it limits the maximum data to one year at a time, so you'll need to download multiple times for longer periods. As an illustration, this is the link to the historical daily prices of the NEE stock. You're also welcome to use Yahoo Finance to obtain historical data, but be aware that it will only appear as a screenshot, not as a CSV download, without a Gold subscription. 4. Hedging using Options: (10 marks) Suppose you hold the portfolio until the submission date, on any day between Monday, 3rd March 2025 and the submission date - 11th April 2025, you will use the option contract to hedge any one of your three selected stocks in your Portfolio. (Please take the screenshot of option quote and spot price as of the same day and attach them in the Appendix of your submitted report). a.   You need to determine and explain which option you want to use (i.e., specify whether it is a call or put, the transaction date, when the expiration date is, appropriate strike price, whether you should go long or short, number of contracts, etc.). Provide justification for your decision. (6 marks) Note: The budget for option transaction is not limited and not included in the initial $1.2 million budget. You can construct the option trading strategy anytime during the portfolio holding period. b. Discuss when you will exercise your option and its potential payoff. (4 marks) 5. Hedging using Swaps: (10 marks) As an Australian-based investor, you want to borrow 1.2 million U.S. dollars at a fixed interest rate to match your investment cash flows. To achieve this, you enter into a two-year currency swap agreement with Mrs. Phoebe Phan, who wishes to borrow Australian dollars at a floating interest rate. The amounts required by both parties are roughly the same at the current exchange rate. You and Mrs. Phoebe Phan have been quoted the following interest rates , which have been adjusted for the impact of taxes: . Design a swap that will net a bank (Bank A), acting as an intermediary, 50 basis points per annum. Unlike a swap equally attractive to both parties, this task requires you to design a swap that allocates 60% of the advantage (i.e., gain) to you and 40% of the advantage (i.e., gain) to Mrs. Phoebe Phan. Determine the rates of interest that you and Mrs. Phoebe Phan will end up paying. Provide an explanation, list your calculation process, and use a figure to illustrate the swap structure. Total=50 marks Note: ●      To complete the tasks 1-4, you are required to use/download relevant historical stock price data. For task 5 (Hedging using swap),  please use the information given only. No additional data is needed. ●      Besides the working steps/summary of key results of your calculations should be discussed in the report, you also need to submit a separate Excel file to Canvas to show your detailed calculations. ●      This instruction includes suggestions on items to include in the report, more information for parts you think are important may be included as you feel necessary, keeping in mind the word limit. ●      The teaching team is not supposed to comment on your calculation workings or identify your calculation mistakes. The teaching team will provide guidance to make sure that you are on the right track. However, it is still your responsibility to investigate your work and identify the errors. Submission •   All submissions must be made electronically on Canvas, accompanied by a cover sheet through Canvas => Assignments => “Assessment 3: Individual Risk Management Report”. •   The report should follow a structured format, starting with an executive summary and followed by sub-sections addressing all questions/tasks. Essential components of the report include page numbering, sections numbering, main body, executive summary, reference list, introduction and conclusion. •   The report should be no longer than 2500 words  (-/+ 15%), excluding executive summary, references  and  appendix. The  student can have up to 2-page  appendix. Citation and reference must be provided. The Excel file contains your workings to support the reported analysis. •   The submission must be using 1 or 1.5 spacing and 12-point Times New Roman font. •    Students must ensure their reports are free from academic issues like copying, plagiarism, sharing work, collusion, and collaboration with other groups, maintaining a similarity rate below 30%. Academic misconduct can result in course failure, permanent academic records, and graduation delays due to the investigation time by the COBL Integrity office. •   Students are required to keep back-ups of all submitted work just in case any are lost.

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[SOLVED] DTS101TC Coursework

DTS101TC Coursework This coursework is designed to assess your understanding of neural networks and machine learning concepts, as well as your ability to implement, analyze, and evaluate models effectively. It consists of two main components: five assignments and an image object detection project. Detailed instructions, marking criteria, and submission requirements are outlined below. AIGC tools are not allowed. Part 1: Assignments (50 Marks) This section includes five individual assignments, each focusing on different neural network techniques and datasets. The breakdown for each task includes marks for code execution, analysis, evaluation, and reporting quality. Submission Requirements · Please submit your notebooks to Gradescope. Each assignment must be completed according to the instructions provided in the Python Jupyter Notebook, with all output cells saved alongside the code. You don’t need to write a report for this part. Please put all the analysis and results in your notebook. · Weekly TA checks during lab sessions and office hours are mandatory. Assignments will not be graded without TA verification. Question 1: Digit Recognition with Neural Networks · Task: Implement a basic neural network using TensorFlow/PyTorch to train a digit recognition model on the MNIST dataset. · Mark Breakdown: o Code execution by Gradescope: 5 marks o Data and model analysis: 2 marks o Test cases: 2 marks o Report quality (comments and formatting): 1 mark Question 2: Logistic Regression for Flower Classification · Task: Build and implement a Logistic Regression model to classify three types of iris flowers using the dataset in sklearn. · Mark Breakdown: o Code execution by Gradescope: 5 marks o Data and model analysis: 2 marks o Test cases: 2 marks o Report quality (comments and formatting): 1 mark Question 3: House Price Prediction with ANN/MLP · Task: Design and implement an ANN/MLP model to predict house prices in California using the dataset in sklearn. · Mark Breakdown: o Code execution by Gradescope: 5 marks o Data and model analysis: 2 marks o Test cases: 2 marks o Report quality (comments and formatting): 1 mark Question 4: Stock Price Prediction with RNN · Task: Create an RNN model to predict stock prices for companies like Apple and Amazon from the Nasdaq market using the provided dataset. · Mark Breakdown: o Code execution by Gradescope: 5 marks o Data and model analysis: 2 marks o Model evaluation: 2 marks o Report quality (comments and formatting): 1 mark Question 5: Image Classification with CNN · Task: Develop a CNN model to classify images into 10 classes using the CIFAR-10 dataset. · Mark Breakdown: o Code execution by Gradescope: 5 marks o Data and model analysis: 2 marks o Model evaluation: 2 marks o Report quality (comments and formatting): 1 mark Part 2: Project (50 Marks) The project involves building a custom image dataset and implementing an object detection neural network. This is a comprehensive task that evaluates multiple skills, from data preparation to model evaluation. Submission Requirements · All of your dataset, code (Python files and ipynb files) should be a package in a single ZIP file, with a PDF of your report (notebook with output cells, analysis, and answers). INCLUDE your dataset in the zip file. Step 1: Dataset Creation (10 Marks) · Task: Collect images and use tools like Label Studio or LabelMe to create labeled datasets for object detection. You can add one more class into the provided dataset. The dataset should have up to 10 classes. Each contains at least 200 images. · Deliverable: Include the dataset in the ZIP file submission. · Mark Breakdown: o Correct images and labels: 6 marks o Data collection and labeling process explanation: 2 marks o Dataset information summary: 2 marks Step 2: Data Loading and Exploration (10 Marks) · Task: Organize data into train, validation, and test sets. Display dataset statistics, such as class distributions, image shapes, and random samples with labels. Randomly plot 5 images in the training set with their corresponding labels. · Mark Breakdown: o Correct dataset splitting: 6 marks o Dataset statistics: 2 marks o Sample images and labels visualization: 2 marks Step 3: Model Implementation (10 Marks) · Task: Implement an object detection model, such as YOLOv8. Include a calculation of the total number of parameters in your model. You must include calculation details. · Mark Breakdown: o Code and comments: 6 marks o Parameter calculation details and result: 4 marks Step 4: Model Training (10 Marks) · Task: Train the model using appropriate hyperparameters (e.g., epoch number, optimizer, learning rate). Visualize training and validation performance through graphs of loss and accuracy. · Mark Breakdown: o Code and comments: 6 marks o Hyperparameters analysis: 2 marks o Performance analysis: 2 marks Step 5: Model Evaluation and Testing (10 Marks) · Task: Evaluate the model on the test set, displaying predictions (visual result) and calculating metrics like mean Average Precision (mAP) and a confusion matrix. · Mark Breakdown: o Code and comments: 6 marks o Prediction results: 2 marks o Evaluation metrics: 2 marks Submission Guidelines 1. Assignments: Submit your Jupyter Notebooks via Gradescope. Ensure all output cells are saved and visible. 2. Project: Submit your ZIP file containing the dataset, Python files, Jupyter Notebooks, and a PDF report via Learning Mall Core. General Notes and Policies 1. Plagiarism: Submissions must be your own work. Avoid copying from external sources without proper attribution. Sharing code is prohibited. 2. Late Submissions: Follow the university's policy on late submissions; penalties may apply. 3. Support: Utilize lab sessions and TA office hours for guidance. Marking Criteria Assignments · Code execution by Gradescope: 5 marks · Data and model analysis: 2 marks · Test cases or model evaluation: 2 marks · Report quality (comments and formatting): 1 mark Project · Code (60%): o Fully functional code with clear layout and comments: 6 marks o Partially functional code with some outputs: 4 marks o Code that partially implements the solution but does not produce outcomes: 2 marks o Incomplete or non-functional code: 0 marks · Analysis (40%): o Complete and accurate answers with clear understanding: 4 marks o Partial answers showing some understanding: 2 marks o Limited understanding or incorrect answers:: 0 marks  

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[SOLVED] Fundamentals of Computer Systems Assessment 2

Module Title Fundamentals of Computer Systems Assignment Mode Individual Assignment Word Count Limit 2000 words (+/- 10%) Citation Format APA Marks 100 marks Due Date Last Lesson Assignment Brief (Assembly Language ) Objective: The primary aim of this assignment is to assess your proficiency in assembly language programming, specifically focusing on key areas such as simple data structure and code documentation. This includes demonstrating a good understanding of assembly language concepts when implementing AL solutions for this assignment. You are required to implement, document, and optimize code while ensuring efficiency, clarity, and adherence to best practices. Assignment Question Topics Covered Learning Outcomes (LOs) 1. Array Initialization - Topic 8 - Understand instructions; ALU instructions 2. Linear Search Implementation - Topic 8 - Understand the Flags/Status register - Understand instructions; ALU instructions - Understand control, branching and loops 3. Target Value Handling - Topic 8       - Topic 9 - INT 21h for inputs and outputs - Understand the Flags/Status register - Understand instructions; ALU instructions - Understand control, branching and loops - Understand exceptions and exception handling 4. Code Efficiency - Topic 8 - INT 21h for inputs and outputs - Understand the Flags/Status register - Understand instructions; ALU instructions - Understand control, branching and loops Requirements: 1.   Array Initialization (13 marks) o Correctly initialize an array with specified values. o Ensure array syntax is correct and values are in the expected order. 2.   Linear Search Implementation (28 marks) o Implement a Linear Search algorithm to find a target value in an array. o Ensure the algorithm is efficient and correctly identifies the target. 3.   Target Value Handling (13 marks) o Search for a specific target value and output the corresponding index. o Display the correct index and handle cases where the target is not found. 4.   Code Efficiency (13 marks) o Optimize code to reduce redundancy and improve execution speed. o Use registers and instructions efficiently to achieve optimal performance. 5.   Comments and Documentation (13 marks) o Provide clear, detailed comments explaining each part of the code. o Ensure the code is understandable and maintainable. 6.   Live Demo & Communication (20 marks) o Provide clear and confident explanation of the code’s functionality and the logic behind it. o Demonstrated strong understanding of the code. Deliverables: .   A comprehensive report including code snippets and explanations. .   Assignments to be written in NASM for DosBox or DosBox Staging. .   Assignment code to be submitted as linear.asm file. Submission Guidelines: .   Submit all required files in a zip folder named as: LastName_FirstName_FCS.zip. .   Upload your assignment via the online submission portal by the stated deadline. Detailed Rubric: Attached Marking Rubrics Note: Instant 0 mark will be awarded for the assignment if assembly codes are not written in NASM for DosBox, or DosBox Staging. Implementing Linear Search You will write an assembly program to create a linear search algorithm (refer to Appendix) to find a target value within an array of numbers (5, 3, 7, 1, 4, 9, 2, 8, 6) and display the index of the target value. The program will then display on the screen: Element found at index: 8. (Since target value is 6, the index to be displayed on the screen is 8.) Compulsory code to be included for Assignment: section .data array db 5, 3, 7, 1, 4, 9, 2, 8, 6      ; Array of elements array_size db 9                        ; Size of the array (byte) target db 6                            ; Target value to search for (byte) Expected output for Assignment: C:> linear.com Element found at index: 8 Assessment Summary: 1.    Array Initialization: The array is correctly initialized with the required values. This consistency shows attention to detail in setting up data for operations. 2.    Linear Search Implementation: The Linear Search algorithm is correctly implemented to find the target value (6). The algorithm efficiently traverses the array to find the specified value, demonstrating a solid understanding of search techniques in assembly language. 3.    Target Value Handling: The program correctly finds the target value and displays the  output: "Element found at index: 8." The correct handling and output of the target index show proficiency in addressing elements in the array. 4.    Code Efficiency: The code uses optimal logic and efficient register management, demonstrating an understanding of how to execute search operations effectively in assembly. 5.    Comments and Documentation: The code includes detailed comments, providing clear explanations of the logic and processes. This practice aids in understanding the code’s flow and purpose, highlighting good coding habits. 6.    Live Demo & Communication: Provide clear and confident explanation of the code’s functionality and the logic behind it. Demonstrate strong understanding of the code.  Appendix LINEAR SEARCH Linear search is a straightforward searching algorithm used to find a target value in a list or    array. It works by sequentially checking each element in the list until the target is found or the end of the list is reached. Steps: 1.   Start from the beginning of the list. 2.   Compare each element one by one with the target value. o  If an element matches the target, the search is successful, and the index of the element is returned. o  If no match is found by the end of the list, the target isn’t in the list. 3.   End the search once the target is found or the list has been fully traversed. Example: Suppose we have a list: [10,23,45,70,11,15] and we’re searching for the target value 70. 1.   Compare 10 with 70 (no match). 2.   Compare 23 with 70 (no match). 3.   Compare 45 with 70 (no match). 4.   Compare 70 with 70 (match found!). Since the target 70 is found at index 3, the search stops, and the index 3 is returned. Efficiency: .     Time Complexity: O(n) in the worst and average cases, where nnn is the number of elements. .     Space Complexity: O(1) since it’s an in-place search. Usage: Linear search is useful for: .     Unsorted or small lists where a more complex search algorithm would add unnecessary overhead. .     Linked lists or similar data structures where random access is costly or impossible, as linear search does not rely on indexing. While linear search is simple and flexible, it’s less efficient than binary search for sorted lists due to its O(n) time complexity. Linear Search - CS50 Shorts: https://www.youtube.com/watch?v=TwsgCHYmbbA

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[SOLVED] MAT 137Y Calculus with proofs Assignment 8

MAT 137Y: Calculus with proofs Assignment 8 Due on Sunday, Apr 6 by 11:59pm via GradeScope 1. Suppose the series converges at x = 3. What can we conclude about the convergence or the divergence of the following series? If both cases are possible, give two examples such that one is convergent and another one is divergent. If one case is true, explain why. (a) (b) (c) 2. In this project, we estimate π much more effectively by using the arc tangent series and the relation Note that converges too slowly for computational purposes. (a) Calculate the Taylor series for arctan(x) centred at 0 and determine its radius of convergence. (b) Show that using the following addition formula: if | arctan(x) + arctan(y)| < then arctan(x) + arctan(y) = arctan Hint: what is tan(2 arctan ) ? what is tan(4 arctan ) ? How about tan(4 arctan −arctan )? (c) Using the preceding two parts, find a power series formula for . (d) Estimate π with a finite sum such the the error is within 10−6 by using part (c). Justify your answer. 3. After making bank at the hedge fund, Mik decides to pursue his true passion, solving complex math-ematical problems, and begins his PhD in Operations Research, forming a research group focused on signal processing. Mik invites the talented MAT137 TAs to join him in tackling important problems in faster computations and optimizating numerical methods. During one of their first meetings, Alisa suggests an important question: “Many root-finding methods converge too slowly. Can we speed them up?” After some brainstorming, Katrina proposes a theorem showing that Newton’s Method achieves quadratic convergence by using Taylor series.

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[SOLVED] ECON 584 Spring 2023 Homework 5

  ECON 584 Spring 2023 Homework #5 Due March 27 before class 1. Read the paper by Robert Lewis entitled “Price-Sensitivity Measurement” in blackboard (located in the Nestle & Carnation…” folder) 2. Explain and implement the price-stress analysis for a product of your choosing by asking a small number of fellow students or friends the required questions. What do you conclude from your survey? 3. Read/skim one of the two papers by Granger and Gabor placed on Blackboard. Review the economic discussion of price-sensitivity measurement in these papers and compare to the paper by Lewis and Shoemaker that you have previously read. 4. Review the book by Schuman and Professor: Questions and Answers in Attitude Surveys: Experiments on Question Form, Wording, and Context (available at the library – don’t check this book out or your colleagues will not be able to do their homework). Discuss how question form, wording, and context would affect price sensitivity measurement. (Hint: You should be able to find enough online from this book without the library source.) (HINT: “Review of Schuman and Pressor Book” on Blackboard in the Nestle and Carnation folder should be good enough). 

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[SOLVED] Coursework 3 APH106 Applications of PyMOL

Coursework 3 (APH106) Applications of PyMOL Instructions: Please write down detailed steps of solving the following questions and use screenshots as evidence in a Word document. Convert Word into PDF format to avoid any error codes. You also need to save the PyMOL files for all questions and submit them together with your PDF document. Please name each of the PyMOL files with the corresponding numbers of questions. 1. Tyrosine kinases are enzymes that play a crucial role in cell signaling and regulation, particularly in the process of transferring phosphate groups from adenosine triphosphate (ATP) to tyrosine residues on proteins. This process is known as phosphorylation and is a key mechanism in cellular communication, growth, and differentiation. Try to select a tyrosine kinase and retrieve the structure through PDB, import it into PyMol, and display its amino acid sequence in the format of Residue Names. Label its first and last residue. Ensure that the labels are not obstructed. (Please also show the PDB code of the selected protein and the relevant PDB webpage) (20 marks) 2. Import protein 2M05 into PyMol. (1) Color its Helix structure as red, Sheet structure as yellow, and Loop structure as green through its structure. (10 marks) (2) Select the first ten residues from the beginning of the protein, represent them in STICK form, rename it as Segment1, and hide all other residues. (10 marks) (3) For Segment1, select the residue at the beginning of the sequence, save it as Residue1, keep its STICK form, and display the other residues as SPHERE. (10 marks) (4) For Residue1, calculate the distance between any two carbon atoms and then calculate the bond angle formed by any three carbon atoms. (10 marks) 3. Import protein 4AT3 into PyMol. (1) Observe the protein structure, hide water in the view, find the small molecule represented in STICK form. and label its elements to provide its chemical formula. (20 marks) (2) Show the polar forces between the small molecule displayed in the STICK mode and main chain of the protein. Label the amino acid sequences that interact with the small molecule. (20 marks)    

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[SOLVED] INFS3202 and INFS7202 Web Information Systems

INFS3202 and INFS7202 Web Information Systems Web Project Overview •    The individual project is intended to evaluate your proficiency in designing and developing WIS. •    The project is a large semester long project that will use all the skills you learn in the course. All assessment items in INFS3202/7202 are individual. •    The project includes the following 2 assessment items: o technical design document (20% Weighting) o final web  project submission  (due end Week  11) and code demonstration  (in scheduled  Lab) which will  be screen  recorded (30% Weighting) •    The detailed feature requirements are listed in Table 2. Please make sure you carefully read them and feel free to ask questions. •    You are required to design the user interface and how each feature is implemented. Design mockups or screen grabs will not be provided. •    You can use any CSS framework (e.g. Bootstrap, Tailwind, DaisyUI, etc) or UI components library (e.g. Shadcn/ui, Mantine, Chakra, etc) in the project but are not allowed to use pre-made website templates. You can use Python or Javascript libraries but these should not be entire Create, Read, Update and Delete (CRUD) functionality or core programming logic functionality that is required in any of the projects. The main reason for this is to ensure you understand and can implement the fundamentals. If unsure please post to the forum or the Course Coordinator. • The web project must be implemented in either Django or Next.js. The course teaches Django and students already familiar with React can choose to learn Next.js on their own. Note that some of the questions in the Exam will be related to Python and Django. •    The web project must be deployed to a server. Deployment to your UQCloud Zone is preferred but other cloud providers can be used. If you do use another cloud provider, please be ensure that you are on free tier. There is now requirement for you to pay for any external hosting for this course. • Students must both submit their project (due end Week 11) and complete the project demonstration in their scheduled Lab (Week 12) to be graded for the Web Project. Selecting an Individual Web Project • THREE project topics in Table 1 have been provided for you to choose from, and you will need to select only one to work on independently throughout the semester. •    You can choose to do a Custom Project but Course Coordinator approval is required. You will need to email your idea to the Course Coordinator ([email protected]). • Once you choose a project you must submit both related assessment items (i.e. Design Document and Web Project) on the selected project topic. Table 1: Available Project Options Project Name & Description Main Features LearnMore LearnMore is a Software as a Service (SaaS) platform. designed to simplify the creation  of  online  courses.  This  user-friendly  platform.  enables educators, trainers and companies to create multipage courses. Once a course is created, users can generate and print out sheets with QR codes linked to their course, making it  exceptionally  easy to share with   learners   in  various  settings. Additionally, LearnMore provides functionality for users to view learner progress. Course Creation: Educators and trainers can create multipage courses with intuitive navigation. QR Code Generation: Allows for the generation of QR codes for each course, facilitating easy access and distribution to potential learners. Learner Tracking: Tracks and visualizes learner progress. InsightHub InsightHub is a Software as a Service (SaaS) platform designed to transform raw data into compelling visual stories. It allows users to sign up and upload CSV files, which can contain any type of data they wish to visualize. After uploading, users can create a dashboard and then add a variety of charts and add textual descriptions to narrate the story behind the data. One of the unique features of InsightHub is the ability to share dashboards publicly. Additionally, users can generate QR codes that link directly to their dashboards, making it easy to access and share with a wider audience. Data Upload: Users can upload data in CSV format, making it easy to start visualizing data without complex setup. Dashboard Creation: Allows for the creation of a dashboard with multiple charts and descriptive insights. QR  Code Generation: Generates QR codes  for each dashboard, simplifying the process of sharing and accessing these dashboards. TableTap TableTap is a Software as a Service (SaaS) platform. designed specifically for restaurants, cafes, and coffee shops to streamline their ordering process. This innovative platform allows these businesses to sign up and create a digital menu, complete with categories, items, and prices. Upon setting up their account, they can enter the total number of tables in their establishment. The system then generates unique QR codes for each table, which can be printed out and placed at tables for guests to scan. Digital Menu Creation: Allows businesses to easily create and manage a digital menu with categories, items, and pricing. QR Code Generation: Automatically generates unique QR codes for each table, facilitating easy access to the menu by guests. Seamless Ordering: Guests can scan the QR code at their table to view the menu and place orders directly from their smartphones. Order Management: Staff can view and manage orders. Custom Project • You must submit a proposal for a project idea for a SaaS platform. • You must submit your project idea proposal to the Course Coordinator via email ([email protected]) by the end of Week 2. Once approved you will receive a customized rubric to ensure your project matches the required complexity and effort. • You can decide if you want to make the project idea available to other students. Code Submission: You need to declare your implemented features for marking by filling in the feature declaration form (available on Blackboard). You must submit a    single zip file named 's1234567_finalproject.zip' (replace with your student number) that includes your source code folder(s), feature declaration form. as well as admin and user login details and the UQCloud Zone deployment URL. Additional Questions: If you have any questions about this assessment brief, you’re welcome to post them on the course Ed Discussion and we’ll get back to you soon. A Message About Plagiarism: Plagiarism is considered a serious offence at UQ. Failure to declare the distinction between your work and the work of others will result in academic misconduct proceedings. •    The use of Generative AI (i.e. ChatGPT, Google Gemini, Microsoft Copilot Chat and Github Copilot) is allowed for this assessment item to   assist you in designing your web application and learning new concepts. However, treat what you’re producing here as a “trade secret” and don't share your code with other students. Also include details of where Generative AI has been used in a Readme.md file. •     If you’re inspired by design or code from online tutorials or any other external source, ensure that they are completely recreated in your own style. Ensure you reference any inspirations for academic purposes (using APA/IEEE referencing styles). Project Assessment Item (Weighting 30%) •    Table 2 includes the grade breakdown for each required feature. •    Select 1 advanced feature worth 15 grade points. •    Students must both submit their Web Project (due end Week 11) and complete the Project Demonstration in their scheduled Lab (Week 12) to be graded for the Web Project. •    Students must complete their projects using either Django or Next.js to receive a grade. Table 2: Project functionality and grade breakdown. ID             Feature Description Max Grade = 100 1. Project Deployment 5 marks 1.1 Project is successfully deployed to a server (e.g. UQCloud Zone) and accounts are provided. 5 2 Core Functionality 45 marks 2.1 Includes a landing page and supports login with social providers (e.g. Google, Github, etc) or stores passwords. 5 2.2 Implements appropriate authorization (security) across all web pages and features. 5 2.3 Implements an admin interface to manage (create, list, edit and archive) SaaS subscriptions with paging. Note: The Django Admin panel can be used. 10 2.4 Implements a UI to allow users to create, list, edit and delete [ courses | dashboards | menus | custom ] 10 2.5 Implements a UI for the user to add items [ course pages | upload csv files | menu items & categories | custom ] 10 2.6 Generates QR codes to share [ line to course | link to dashboard | link to menu | custom ] 5 3 Project Specific Features 15 marks 3.1 TableTap: Allow customers to scan a QR code, select items from a menu and submit an order 15 3.2 InsightHub: Allows dashboard authors to select columns from the dataset and create bar and line charts 15 3.3 LearnMore: Allow learners to complete a course by navigating between course pages. 15 4 User Interface Design and Usability 10 marks 4.1 Consistent visual clarity and aesthetic appeal 5 4.2 Intuitive navigation and user flow 5 5 Advanced Features (Select 1 advanced feature to equal to 15 grade points. Multiple advanced feature items will not be graded.) 15 marks 5.1 TableTap: Allow staff to view and mark an order as completed 15 5.2 InsightHub: Support additional chart types e.g. histograms, boxplots, etc 15 5.3 LearnMore: Allow quiz questions (e.g. Multiple Choice) to be embedded and tracked 15 5.4 LearnMore: Implement functionality for teaching programming (i.e. Gradable coding exercise for Python using Pyodide or Javascript. that can run in the browser) 15 5.5 Implement social sharing, likes and commenting 15 5.6 Implement a recommendation algorithm 15 5.7 Integrate GenAI functionality (e.g. auto-create content, write analysis, chatbot, you can be creative….) Note: An API key for LLM access will be provided. 15 5.8 Implement a Progressive Web Application (with Notifications and Mobile Device Specific features) 15 6. Code Understanding (This will be assessed in the Code Demonstration) 10 marks 6.1 Able to answer questions and identify key code snippets in code. 10 Design Document Assessment Item (Weighting 20%) The design document is a pre-project implementation technical design document that presents a plan for the development of your chosen project. Table 3: Design Document sections Section          Description            Max Grade = 100 Project Overview & Key Features You are required to provide a comprehensive explanation of the main purpose of your project and the target audience. 10 UI/UX Design HTML Mockups Choose a CSS UI library and implement HTML mockups that represent all the main features of your project. The HTML mockups must be responsive and resize across multiple device sizes. 30 Database Design Include a relational schema diagram that shows all database tables, fields and relationships between tables. The database must support multiple SaaS subscribers and their clients. 30 Technology Research Include an evaluation of a key technology decision (e.g. choice of a text editor, charting library, etc) and describe reasons for making a decision. 10 Accessibility Describe how your design addresses accessibility. 10 Timeline You are required to make a plan to deliver your project by the due date. Include all relevant milestones. 5 References Include relevant references and declare your use of GenAI. 5 Submission: You must submit a single zip file named 's1234567_designdocument.zip' (replace with your student number) that includes the pdf of your design document and source code for the HTML mockups. You can implement your design using Django base templates (or another server side technology) but if you do so please deploy to your UQCloud Zone and provide a URL in an additional ReadMe.md file that is included in your submission.

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[SOLVED] program free from syntax logic and run time errors

Assignment Requirements You are supposed to write Java program for the following questions. For every question, do provide at least THREE (3) different test cases. Question 1 Write a program that reads a string from the keyboard and tests whether it contains a valid date. Display the date and a message that indicates whether it is valid. If it is not valid, also display a message explaining why it is not valid. The input date will have the format mm/dd/yyyy. A valid month value mm must be from 1 to 12 (January is 1). The day value dd must be from 1 to a value that is appropriate for the given month. February has 28 days except for leap years when it has 29. A leap year is any year that is divisible by 4 but not divisible by 100 unless it is also divisible by  400. (10 Marks) Question 2 (a) To make telephone numbers easier to remember, some companies use letters to show their telephone number. For example, using letters, the telephone number 438- 5626 can be shown as GET LOAN. In some cases, to make a telephone number meaningful, companies must use more than seven letters. For example, 225-5466 can be displayed as CALL HOME, which uses eight letters. Write a program that prompts the user to enter a telephone number expressed in letters and outputs the corresponding telephone number in digits. If the user enters more than seven letters, then process only the first seven letters. Also output the - (hyphen) after the third digit. Allow the user to use both uppercase and lowercase letters as well as spaces between words. (15 Marks) (b) Modify question 3 of Assignment 1 to accept a telephone number with any number of letters. The output should display a hyphen after the first 3 digits and subsequently a hyphen (-) after every four digits. Also, modify the program to process as many telephone numbers as the user wants. (15 Marks) Question 3 a)     Create a class named BloodData that includes fields that hold a blood type (the four blood types are O, A, B, and AB) and an Rh factor (the factors are + and – ). Create a default constructor that sets the fields to “O” and “+”, and an overloaded constructor that requires values for both fields. Include get and set methods for each field. Save this file as BloodData.java. Create an application named TestBloodData that demonstrates that each method works correctly. Save the application as TestBloodData.java. (30 marks) b)     Create a class named Patient that includes an ID number, age, and BloodData. Provide a default constructor that sets the ID number to “0”, the age to 0, and the BloodData to “O” and “+” . Create an overloaded constructor that provides values for each field. Also provide get methods for each field. Save the file as Patient.java. Create an application named TestPatient that demonstrates that each method works correctly, and save it as TestPatient.java. (30 marks) MARKING GUIDE Question Tasks to be done Marks to be awarded 1 -      Java program free from syntax, logic and run time errors. -      Used appropriate string function to separate single input into multiple variables. -      Student did validation checks for day, month and year. Also check for all digits. -      Code optimisation: reduced number of repeated display statements. -       Sample output screenshot shown for 3 cases (at least one of them is incorrect input). Descriptive block and inline comments included. 10 2 a) -      Java program free from syntax, logic and run time errors. -      Used appropriate String and Character methods to handle blank spaces, digits, letters and others. -      Code optimisation: no unnecessary variables, if statements and counters. -      Sample output screenshot shown with 3 cases (at least one with blank spaces etc.) -      Descriptive block and inline comments included. 15 b) -      Java program free from syntax, logic and run time errors. -      Used appropriate String and Character methods to handle blank spaces, digits, letters and others. -      Code optimisation: no unnecessary variables, if statements and counters. -      Sample output screenshot shown with 3 cases (at least one with blank spaces etc.) -      Descriptive block and inline comments included. 15 3 a) -      Java program free from syntax, logic and run time errors. -      Used appropriate methods, constructors and parameters as mentioned in the question. -      Code optimisation: no unnecessary assignment of variables, calculations, parameters and loops. -       Sample output screenshot. -      Descriptive block and inline comments included. 30 b) -      Java program free from syntax, logic and run time errors. -      Used appropriate methods, constructors and parameters as mentioned in the question. -      Code optimisation: no unnecessary assignment of variables, calculations, parameters and loops. -       Sample output screenshot. -      Descriptive block and inline comments included. 30 Total 100

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[SOLVED] Mathematics 5 Analytic Number Theory Spring 2025 Assignment 4

      Mathematics 5                Analytic Number Theory                 Spring 2025   Assignment 4 Please handin by 12 noon on Wednesday, 02 April   The Prime Number Theorem for Primes in Arithmetic Progression For two integers a and q with q ≥ 2 and gcd(a, q) = 1, consider the arithmetic progression APa,q  = {a + mq  : m ∈ Z}.  The goal of this assignment is to show that     1 p≡amod q counts the number of primes p ∈ APa,q  which are no greater than x. Here ϕ is the Euler totient function. We adapt D. Newman’s proof of the PNT which is given in lecture.  To do this, we introduce the functions   p≡amod q where 1 is the indicator function for APa,q . An important step in the proof is the analytic continuation of   to some open set containing {z : Re z ≥ 1}.  This was worked out in Workshop 5 and you may use this without proof.     1.   Show that if θq (x) ∼ x, then  (1) holds by completing the following steps.  Fix any 0 

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