Large Assignment #2 Due: Friday, March 21, 2025 by 11:59 PM Objectives. ● Practice working with a partner to design and implement software. ● Practice using Github to collaborate and keep track of code. ● Utilize data structures and library classes provided through Java. ● Design and implement working software according to good design principles from the course. ● Provide strong evidence that the software works as expected through unit tests and running the software. ● Document software and the design process using tools covered in class, including UML diagrams. ● Optional: Practice using AI software for generating working code. *** (NOTE: This is only allowed in part of the assignment, so read the instructions carefully to make sure you do not violate the academic integrity policy.) ● Understand the purpose of the model (M) and the view (V) in the MVC design pattern. ● Organize code into appropriate packages and create an executable jar file. ● Practice using design patterns, inheritance, and interface types. Project Overview For this project, you should continue to work with your partner from LA #1 to implement software for managing a music library. If there are issues with this, you should contact me (Lotz) right away to discuss your options. This project builds on LA #1, so you need to have some code to start with. That should be whatever code you had in LA #1. Part 1. Additional Functionality Starting with your code from LA 1 (fixing issues as needed), you need to add the following features to the system, while still applying good design practices as covered in class. A. Multiple Users. Add a feature to simulate multiple users. This means that the system needs to support a. Creating user accounts with usernames and passwords. b. Saving a user’s library data so that it can be loaded when they log in again later. c. Security measures – you may need to do a little research here, but there are Java library methods that support password salting and cryptographic hashing, which you should use when storing the passwords. d. Simulated username/password database – you can use a text file or a json file to do this. e. When you test this, make sure you show that it works with multiple users and that a user’s library data gets loaded when they log in again after saving it. B. Tracking Song “Plays”. a. Implement functionality to simulate the user playing a song. NOTE: This does not mean you actually have to play any music. But if the user selects a song for playing, that should be different than searching for a song or adding a song to the library. b. You need to track how often songs are played and maintain lists of i. The 10 most recently played songs (in reverse order – most recently played first) ii. The 10 most frequently played songs (in order of number of plays – most frequently played first) iii. Those lists should be maintained as automatic playlists that the user can then query, and they should be saved so that the data is loaded when the user logs in again later. C. Other Functionality. Note that these all refer to the user’s library, not the Music Store, which should be fairly static because it is not specific to users but simulates the whole music database. Implement the following additional functionality a. Get a list of songs in the library sorted* (in ascending order) by i. song title ii. artist iii. rating b. Remove a song or album from the library. c. “shuffle” – This should simulate the shuffle functionality for the list of songs in the library. That means that you should i. put the songs in random order (using Collections.shuffle) ii. implement the ITERATOR design pattern so that a for-each loop can be used to iterate through the song list iii. you should also implement this for playlists d. Search for a song and get its album information – it should include the whole album but also let the user know if the album is already in the library or not – note that this should be an additional request after the song is searched for – so when the user searches for a song, it should still produce the same output as before, but now the user should be able to request the album information e. When songs are added to the user’s library, the album should be added as well but it should only list the songs that have been added, not the whole album. f. Search for songs by genre. Note that all the albums provided have a genre listed. You can use those as a guide and add others as you see fit. g. Implement the following automatic playlists (meaning that the user doesn’t create these, the system provides them automatically): i. Favorite Songs (all the songs the user has marked as favorite or rated as 5) ii. Any genre for which there are at least 10 songs in the library. For example, if the user’s library has 15 ROCK songs, 8 COUNTRY songs, and 20 CLASSICAL songs, there should be playlists for ROCK and CLASSICAL, but not COUNTRY. iii. Top Rated (all the songs rated as 4 or 5) *The user should be able to specify how they want the list sorted when they do the query. NOTE: The rules about AI use are the same as for LA #1. You can use it for generating code in the View, but all of your backend code needs to be your own. Part 2. Organization, Documentation, & Testing ● You are expected to apply good design principles that are covered in class, including any guidelines about comments. Otherwise, the general criteria is that you provide enough comments to make your code readable and understandable. ● You also must provide a UML diagram (or multiple diagrams as necessary) which cannot be handwritten for the classes in the LibraryModel. This should show the interaction of the classes in the Model using appropriate connectors as covered in class. There are some free online resources for creating nice UML diagrams. Here are a couple: ○ https://www.lucidchart.com/pages/examples/uml_diagram_tool ○ https://app.diagrams.net/ ● You also must include unit tests that provide at least 90% coverage for all the code in the backend – the model and the store. ● Finally, you must provide a video in .mp4 format that is no longer than 20 minutes and includes all of the items listed in Part 3 below. ● Your code should be well-organized into logical packages. ● You should also create an executable jar file that runs the application as well as compressing all the source, test, and resource files. ● You also need a README that explains how to run your jar file from the terminal. Part 3. The Video The following is a checklist for what needs to be included in the video with some recommended time estimates for each one. You should include these items in this order, and the video needs to be clear and organized, which probably means you will need to edit it. Please note that if you are marked down for not including something in the video and you believe you did include it, you will be required to provide a timestamp for where in the video the item is when you request a regrade. The TAs will NOT watch the entire video again to hunt for the thing you think they missed. Note that these things should cover what is NEW in LA #2. It should not be a repeat of what you should have covered in LA #1. 1. Overview of the code & design (~ 5 minutes). a. Describe data structures you used in the Library, specifically for implementing the new functionality. b. Describe the design of the Library with respect to the things discussed in class including i. Encapsulation ii. Input Validation iii. Avoidance of Anti-patterns iv. Use of Design Patterns v. Use of Composition, Inheritance, and/or Interface Types vi. How you implemented the security features for saving the password information. 2. Testing & Running Code (~15 minutes). a. Show and run the unit tests, making sure to show that they all pass and that each of the classes in the backend has at least 90% coverage. b. Run the code and show all the new functionality. Make sure you use test cases that are complex enough and show cases where something searched for does not exist. Here are some examples (these are NOT exhaustive): i. Make sure you show that multiple users are supported and that the data for each is saved after the log out and is loaded again when they log back in. ii. Make sure you show what happens if someone puts in the wrong username or password. iii. Make sure you show the existence (and correctness) of the automatic playlists, as well as the non-existence of playlists that should not exist (i.e. for genres that do not have enough songs). Part 4. Collaboration Requirements ● You are required to work on Github, and we will be looking at your commit history to see how well each of you are contributing. Each of you is also required to submit (individually) a collaboration report, which is detailed below. ● Although this is not exactly the same as working on a software development team in the real world, you should still be able to apply some of the principles and practices of Agile development. You will be asked about this in the Collaboration report and you should be able to describe at least three principles/practices that you utilized and that we discussed in class. ● You are NOT allowed to split up the work so that one person is primarily working on the backend and the other is working on the frontend. Every member of theteam must be involved in every part of the project and every part of the code. Part 5. Collaboration Report Each of you should submit a PDF individually for this part, answering the following questions: 1. Did you face any particular challenges in the collaboration aspect of this project? What were they and how did you handle them? 2. What are some things you plan to do differently on future collaborative projects? 3. Do you believe both you and your partner deserve the same grade? Explain your answer. 4. Give a general breakdown of how the work was allocated between the two of you. 5. What Agile principles and practices did you utilize during this project? You should mention at least three things we discussed in class for full credit. Part 6. Grading Item Items to be submitted Criteria Points Collaboration ● share the Github repo with your grader so they can see your code and your commit histories ● Collaboration Report (submit this individually!) ● commit history ● collaboration reports ● work distribution ● repo shared with grader 10 Working Software ● the video* showing that the code works & provides all the required functionality ● full functionality ● unit test coverage ● well-structured code and unit tests ● user-friendly UI ● code organization 20 Documentation & Design Process ● UML diagrams ● video* explaining the design as specified above ● correctness of UML diagram(s) ● good design including ● readable code ● documented use of any AI for the View ● clear explanation of what any AI-generated code does ● clear separation of the front and backend code (model & view) ● README with instructions for running the jar from terminal 20 Video This is one piece of what is graded in the previous categories, so it isn’t a separate category, but I’m listing it here to note that it DOES affect your grade, and we will deduct points if it does not meet the criteria listed here. ● organized ● all team members are involved ● includes all the required parts ● thorough ● does not exceed 20 min ● correct format (.mp4) ● appropriate** *This should be one video. **You are not required to show yourself in the video, but if you do, please make sure you are fully clothed. Note: There are some things that will earn you an automatic 0 on this assignment. They include: ● not following instructions – specifically for submission; this includes, but is not limited to not submitting everything that is required, including the video and all of the source code ● submitting code that does not compile and run – if it doesn’t compile/run, we can’t test it! See the syllabus for policies regarding resubmissions and regrade requests. Submission Procedure. ● Put the following items into a zipped folder and submit to D2L – one submission per group. ○ all the source & test code & other required resources, organized into folders and packages ○ the executable jar file ○ the required UML diagram (in a single PDF) ○ the video (as an .mp4) ● Submit the collaboration report individually on Gradescope as a single PDF. Keep it brief – no more than 1 page!
Homework 3 Dynamic Memory Allocator Due Date: Friday 3/28/2025 @ 11:59pm We HIGHLY suggest that you read this entire document, the book chapter, and examine the base code prior to beginning. If you do not read the entire document before beginning, you may find yourself doing extra work. Start early so that you have an adequate amount of time to test your program! The functions malloc, free, realloc, memalign, calloc, etc., are NOT ALLOWED in your implementation. If any of these functions, or any other function with similar functionality is found in your program, you will receive a ZERO. NOTE: In this document, we refer to a word as 2 bytes (16 bits) and a memory row as 4 words (64 bits). We consider a page of memory to be 4096 bytes (4 KB) Introduction You must read Chapter 9.9 Dynamic Memory Allocation Page 839 before starting this assignment. This chapter contains all the theoretical information needed to complete this assignment. Since the textbook has sufficient information about the different design strategies and implementation details of an allocator, this document will not cover this information. Instead, it will refer you to the necessary sections and pages in the textbook. Takeaways After completing this assignment, you will have a better understanding of: ● The inner workings of a dynamic memory allocator ● Memory padding and alignment ● Structs and linked lists in C ● errno numbers in C ● Unit testing in C Overview You will create an allocator for the x86-64 architecture with the following features: ● Free lists segregated by size class, using first-fit policy within each size class, augmented with a set of "quick lists" holding small blocks segregated by size. ● Immediate coalescing of large blocks on free with adjacent free blocks; delayed coalescing on free of small blocks. ● Boundary tags to support efficient coalescing. ● Block splitting without creating splinters. ● Allocated blocks aligned to "double memory row" (16-byte) boundaries. ● Free lists maintained using last in first out (LIFO) discipline. ● Use of a prologue and epilogue to avoid edge cases at the beginning and end of the heap. ● Obfuscation of block headers and footers to detect heap corruption and attempts to free blocks not previously obtained via allocation. You will implement your own versions of the malloc, realloc, and free functions. You will also implement functions to calculate internal fragmentation and heap utilization. You will use existing Criterion unit tests and write your own to help debug your implementation. Free List Management Policy Your allocator MUST use the following scheme to manage free blocks: Free blocks will be stored in a fixed array of NUM_FREE_LISTS free lists, segregated by size class (see Chapter 9.9.14 Page 863 for a discussion of segregated free lists). Each individual free list will be organized as a circular, doubly linked list (more information below). The size classes are based on a power-of-two geometric sequence (1, 2, 4, 8, 16, ...), according to the following scheme: The first free list (at index 0) holds blocks of the minimum size M (where M = 32 for this assignment). The second list (at index 1) holds blocks of size (M, 2M]. The third list (at index 2) holds blocks of size (2M, 4M]. The fourth list holds blocks whose size is in the interval (4M, 8M]. The fifth list holds blocks whose size is in the interval (8M, 16M], and so on. This pattern continues up to the interval (512M, 1024M], and then the last list (at index NUM_FREE_LISTS-1; i.e. 11) holds blocks of size greater than 1024M. Allocation requests will be satisfied by searching the free lists in increasing order of size class. Quick Lists Besides the main free lists, you are also to use additional "quick lists" as a temporary repository for recently freed small blocks. There are a fixed number of quick lists, which are organized as singly linked lists accessed in LIFO fashion. Each quick lists holds small blocks of one particular size. The first quick list holds blocks of the minimum size (32 bytes). The second quick list holds blocks of the minimum size plus the alignment size (32+16 = 48 bytes). This third quick list holds blocks of size 32+16+16 = 64 bytes, and so on. When a small block is freed, it is inserted at the front of the corresponding quick list, where it can quickly be found to satisfy a subsequent request for a block of that same size. The capacity of each quick list is limited; if insertion of a block would exceed the capacity of the quick list, then the list is "flushed" and the existing blocks in the quick list are removed from the quick list and added to the main free list, after coalescing, if possible. Block Placement Policy When allocating memory, use a segregated fits policy, modified by the use of quick lists as follows. When an allocation request is received, the quick list containing blocks of the appropriate size is first checked to try to quickly obtain a block of exactly the right size. If there is no quick list of that size (quick lists are only maintained for a fixed set of the smallest block sizes), or if there is a quick list but it is empty, then the request will be satisfied from the main free lists. Satisfying a request from the main free lists is accomplished as follows: First, the smallest size class that is sufficiently large to satisfy the request is determined. The free lists are then searched, starting from the list for the determined size class and continuing in increasing order of size, until a nonempty list is found. The request is then satisfied by the first block in that list that is sufficiently large; i.e. a first-fit policy (discussed in Chapter 9.9.7 Page 849) is applied within each individual free list. If there is no exact match for an allocation request in the quick lists, and there is no block in the main free lists that is large enough to satisfy the allocation request, sf_mem_grow should be called to extend the heap by an additional page of memory. After coalescing this page with any free block that immediately precedes it, you should attempt to use the resulting block of memory to satisfy the allocation request; splitting it if it is too large and no "splinter" (i.e. a remainder smaller than the minimum block size) would result. If the block of memory is still not large enough, another call to sf_mem_grow should be made; continuing to grow the heap until either a large enough block is obtained or the return value from sf_mem_grow indicates that there is no more memory. As discussed in the book, segregated free lists allow the allocator to approximate a best-fit policy, with lower overhead than would be the case if an exact best-fit policy were implemented. The rationale for the use of quick lists is that when a small block are freed, it is likely that there will soon be another allocation request for a block of that same size. By putting the block in a quick list, it can be re-used for such a request without the overhead of coalescing and/or splitting that would be required if the block were inserted back into the main pool. Splitting Blocks & Splinters Your allocator must split blocks at allocation time to reduce the amount of internal fragmentation. Details about this feature can be found in Chapter 9.9.8 Page 849. Due to alignment and overhead constraints, there will be a minimum useful block size that the allocator can support. For this assignment, pointers returned by the allocator in response to allocation requests are required to be aligned to 16-byte boundaries; i.e. the pointers returned will be addresses that are multiples of 2^4. The 16-byte alignment requirement implies that the minimum block size for your allocator will be 32 bytes. No "splinters" of smaller size than this are ever to be created. If splitting a block to be allocated would result in a splinter, then the block should not be split; rather, the block should be used as-is to satisfy the allocation request (i.e., you will "over-allocate" by issuing a block slightly larger than that required). How do the alignment and overhead requirements constrain the minimum block size? As you read more details about the format of a block header, block footer, and alignment requirements, you should try to answer this question. Freeing a Block When a block is freed, if it is a small block it is inserted at the front of the quick list of the appropriate size. Blocks in the quick lists are free, but the allocation bit remains set in the header to prevent them from being coalesced with adjacent blocks. In addition, there is a separate "in quick list" bit in the block header that is set for blocks in the quick lists, to allow them to be readily distinguished from blocks that are actually allocated. To avoid arbitrary growth of the quick lists, the capacity of each is limited to QUICK_LIST_MAX blocks. If an attempt is made to insert a block into a quick list that is already at capacity, the quick list is flushed by removing each of the blocks it currently contains and adding them back into the main free lists, coalescing them with any adjacent free blocks as described below. After flushing the quick list, the block currently being freed is inserted into the now-empty list, leaving just one block in that list. When a block is freed and added into the main free lists, an attempt should first be made to coalesce the block with any free block that immediately precedes or follows it in the heap. (See Chapter 9.9.10 Page 850 for a discussion of the coalescing procedure.) Once the block has been coalesced, it should be inserted at the front of the free list for the appropriate size class (based on the size after coalescing). The reason for performing coalescing is to combat the external fragmentation that would otherwise result due to the splitting of blocks upon allocation. Note that blocks inserted into quick lists are not immediately coalesced; they are only coalesced at such later time as the quick list is flushed and the blocks are moved into the main free lists. This is an example of a "deferred coalescing" strategy. Block Headers & Footers In Chapter 9.9.6 Page 847 Figure 9.35, a block header is defined as 2 words (32 bits) to hold the block size and allocated bit. In this assignment, the header will be 4 words (i.e. 64 bits or 1 memory row). The header fields will be similar to those in the textbook but you will maintain an extra bit for recording whether or not the block is currently in a quick list. Each free block will also have a footer, which occupies the last memory row of the block. The footer of a free block contains exactly the same information as the header. Block Header Format: +-------------------------------------+----------------------+--------+--- ------+---------+
Problem Set 8 PHIL 11 Question Set 1 Let’s consider a language we’ll call QL2. Here are its proper names and predicates, along with their interpretation. Domain: all people d: Denise o: Oscar r: Riley M: ① is mad G: ① is glad H: ① hired ② F: ① fired ② Below are some wffs of QL2. Translate each into English. 1. Hdr 2. (Frd ∧ ¬Fro) 3. (Mr → For) 4. ¬∀xMx 5. ∀x¬Mx 6. ∃x(Mx ∧ Fdx) 7. ∀y(Hdy → Gy) 8. ¬∃xHxx 9. ∃y∀xHyx 10. ¬∀z(Frz → Mz) Now translate each of the following into QL2. 11. Riley hired both Denise and Oscar. 12. Denise fired Riley, but Riley isn’t mad. 13. If Denise is glad, then either she hired Riley or she fired Oscar. 14. No one fired Denise. 15. Everyone whom Riley hired is mad. 16. There is someone who fired Riley but didn’t fire Oscar. 17. Everyone fired at least one person. 18. No one is both mad and glad. 19. Anyone who hired someone is glad. 20. There is someone that was not fired by anyone. Question Set 2 Let’s consider a language we’ll call QL3. Here are its proper names and predicates, along with their interpretation. Domain: all streets s: Shattuck t: Telegraph O: ① runs through Oakland B: ① runs through Berkeley I: ① intersects with ② W: ①is wider than ② Below are some wffs of QL3. Translate each into English. 1. (Os ∧ Bs) 2. (Bt → ¬Ot) 3. ∀xOx 4. ∃y¬By 5. ∀x(Ixs → ¬Ixt) 6. ¬∃xWxt 7. ∀x((Ixs ∧ Ixt) → (Ox ∧ Bx)) 8. (¬∃xIxx ∧ ¬∃xWxx) 9. ∀x∃yIxy 10. ∃y∀xIxy Now translate each of the following into QL3. 11. Telegraph runs through Oakland but not Berkeley. 12. Shattuck intersects with Telegraph if and only if Telegraph intersects with Shat-tuck. 13. Shattuck doesn’t run through Berkeley if it intersects with Telegraph. 14. There is a street that either intersects with Shattuck or intersects with Telegraph. 15. Any street that is wider than Telegraph intersects with it. 16. There is a street that is wider than Shattuck only if there is a street that is wider than Telegraph. 17. No street intersects with both Telegraph and Shattuck. 18. Every street that runs through Berkeley is such that it does not run through Oakland. 19. There isn’t a street that both intersects with Shattuck and is wider than it. 20. There is a street that intersects with every street that runs through Berkeley. Question Set 3 Below are some sentences that are arguably ambiguous between two different read-ings. Translate each of the two readings into QL2 or QL3 as appropriate. 1. Riley didn’t fire everyone. 2. Someone wasn’t hired by Denise. 3. Every street is wider than a certain street. 4. Every street that runs through Oakland isn’t wider than Telegraph.
COMP3411/9814 Artificial Intelligence Term 1, 2025 Assignment 1 — Search, Pruning and Treasure Hunting Due: Friday 21 March, 10pm Marks: 25% of final assessment In this assignment you will be examining search strategies for the 15-puzzle, and pruning in alpha-beta search trees. You will also implement an AI strat- egy for an agent to play a text-based adventure game. You should provide answers for Questions 1 to 3 (Part A) in a written report, and implement your agent to interact with the provided game engine (Part B). Note: Parts A and B must be submitted separately ! Submission details are at the end of this specification. Part A: Search Strategies and Alpha-Beta Pruning Question 1: Search Strategies for the 15-Puzzle (2 marks) For this question you will construct a table showing the number of states expanded when the 15-puzzle is solved, from various starting positions, using four different search strategies: (i) Breadth First Search (ii) Iterative Deepening Search (iii) Greedy Search (using the Manhattan Distance heuristic) (iv) A*Search (using the Manhattan Distance heuristic) Download the file path search. zip from this directory: https://www. cse. unsw. edu. au/~cs3411/25T1/code/ (or download it from here). Unzip the file and change directory to path search: unzip path_search. zip cd path_search Run the code by typing: python3 search. py --start 2634-5178-AB0C-9DEF --s bfs The --start argument specifies the starting position, which in this case is: The Goal State is shown on the right. The --s argument specifies the search strategy (bfs for Breadth First Search). The code should print out the number of expanded nodes (by thousands) as it searches. It should then print a path from the Start State to the Goal State, followed by the number of nodes Generated and Expanded, and the Length and Cost of the path (which are both equal to 12 in this case). (a) Draw up a table in this format: Run each of the four search strategies from three specified starting posi- tions, using the following combinations of command-line arguments: Starting Positions: start1: --start 1237-5A46-09B8-DEFC start2: --start 134B-5287-960C-DEAF start3: --start 7203-16B4-5AC8-9DEF Search Strategies: BFS: --s bfs IDS: --s dfs --id Greedy: --s greedy A*Search: --s astar In each case, record in your table the number of nodes Expanded during the search. (b) Briefly discuss the efficiency of these four search strategies. Question 2: Heuristic Path Search for 15-Puzzle (3 marks) In this question you will be exploring a search strategy known as Heuristic Path Search, which is a best-first search using the objective function: fw (n) = (2 - w)g(n) + wh(n), where h() is an admissible heuristic and w is a number between 0 and 2. Heuristic Path Search is equivalent to Uniform Cost Search when w = 0, to A*Search when w = 1, and Greedy Search when w = 2. It is Complete for all w between 0 and 2. (a) Prove that Heuristic Path Search is optimal when 0 ≤ w ≤ 1. Hint: show that minimizing f(n) = (2 - w)g(n) + wh(n) is the same as minimizing f′ (n) = g(n) + h′ (n) for some function h′ (n) with the property that h′ (n) ≤ h(n) for all n. (b) Draw up a table in this format (the top row has been filled in for you): Run the code on each of the three start states shown below, using Heuristic Path Search with w = 1.1, 1.2, 1.3 and 1.4. Starting Positions: start4: --start 8192-6DA4-0C5E-B3F7 start5: --start 297F-DEB4-A601-C385 start6: --start F5B6-C170-E892-DA34 Search Strategies: HPS, w = 1.1: --s heuristic --w 1 . 1 HPS, w = 1.2: --s heuristic --w 1 . 2 HPS, w = 1.3: --s heuristic --w 1 .3 HPS, w = 1.4: --s heuristic --w 1 .4 In each case, record in your table the length of the path that was found, and the number of nodes Expanded during the search. Include the com- pleted table in your report. (c) Briefly discuss the tradeoff between speed and quality of solution for Heuristic Path Search with different values of w. Question 3: Game Trees and Pruning (4 marks) (a) The following game tree is designed so that alpha-beta search will prune as many nodes as possible. At each node of the tree, all the leaves in the left subtree are preferable to all the leaves in the right subtree (for the player whose turn it is to move). Trace through the alpha-beta search algorithm on this tree, showing the values of alpha and beta at each node as the algorithm progresses, and clearly indicate which of the original 16 leaves are evaluated (i.e. not pruned). (b) Now consider another game tree of depth 4, but where each internal node has exactly three children. Assume that the leaves have been assigned in such a way that alpha-beta search prunes as many nodes as possible. Draw the shape of the pruned tree. How many of the original 81 leaves will be evaluated? Hint: If you look closely at the pruned tree from part (a) you will see a pattern. Some nodes explore all of their children; other nodes explore only their leftmost child and prune the other children. The path down the extreme left side of the tree is called the line of best play or Principal Variation (PV). Nodes along this path are called PV-nodes. PV-nodes explore all of their children. If we follow a path starting from a PV-node but proceeding through non-PV nodes, we see an alternation between nodes which explore all of their children, and those which explore only one child. By reproducing this pattern for the tree in part (b), you should be able to draw the shape of the pruned tree (without actually assigning values to the leaves or tracing through the alpha-beta search algorithm). (c) What is the time complexity of alpha-beta search, if the best move is always examined first (at every branch of the tree)? Explain why. Part B: Treasure Hunt (16 marks) For this part you will be implementing an agent to play a simple text-based adventure game. The agent is considered to be stranded on a small group of islands, with a few trees and the ruins of some ancient buildings. The agent is required to move around a rectangular environment, collecting tools and avoiding (or removing) obstacles along the way. The obstacles and tools within the environment are represented as follows: The agent will be represented by one of the characters ^, v, < or >, depending on which direction it is pointing. The agent is capable of the following instructions: L turn left R turn right F (try to) move forward U (try to) unlock a door, using an key C (try to) chop down a tree, using an axe B (try to) blast a wall, tree or door, using dynamite When it executes an L or R instruction, the agent remains in the same location and only its direction changes. When it executes an F instruction, the agent attempts to move a single step in whichever direction it is pointing. The F instruction will fail (have no effect) if there is a wall or tree directly in front of the agent. When the agent moves to a location occupied by a tool, it automatically picks up the tool. The agent may use a C, U or B instruction to remove an obstacle immediately in front of it, if it is carrying the appropriate tool. A tree may be removed with a C (chop) instruction, if an axe is held. A door may be removed with a U (unlock) instruction, if a key is held. A wall, tree or door may be removed with a B (blast) instruction, if dynamite is held. Whenever a tree is chopped, the tree automatically becomes a raft which the agent can use as a tool to move across the water. If the agent is not holding a raft and moves forward into the water, it will drown. If the agent is holding a raft, it can safely move forward into the water, and continue to move around on the water, using the raft. When the agent steps back onto the land, the raft it was using will sink and cannot be used again. The agent will need to chop down another tree in order to get a new raft. If the agent attempts to move off the edge of the environment, it dies. To win the game, the agent must pick up the treasure and then return to its initial location. Running as a Single Process Download the file src . zip from this directory: https://www. cse. unsw. edu. au/~cs3411/25T1/hw1raft (or download it from here). Copy the archive into your own filespace, unzip it, then type cd src javac *. java java Raft -i s0 . in You should then see something like this: Enter Action(s): This allows you to play the role of the agent by typing commands at the keyboard (followed by ). Note: • a key can be used to open any door; once a door is opened, it has effec- tively been removed from the environment and can never be “closed” again. • an axe or key can be used multiple times, but each dynamite can be used only once. • C, U or B instructions will fail (have no effect) if the appropriate tool is not held, or if the location immediately in front of the agent does not contain an appropriate obstacle. Running in Network Mode Follow these instructions to see how the game runs in network mode: 1. open two windows, and cd to the src directory in both of them. 2. choose a port number between 1025 and 65535 – let’s suppose you choose 31415. 3. type this in one window: java Raft -p 31415 -i s0 . in 4. type this in the other window: java Agent -p 31415 In network mode, the agent runs as a separate process and communicates with the game engine through a TCPIP socket. Notice that the agent cannot see the whole environment, but only a 5-by-5 “window” around its current location, appropriately rotated. From the agent’s point of view, locations off the edge of the environment appear as a dot. We have also provided a C version of the agent, which you can run by typing make ./agent -p 31415 Writing an Agent At each time step, the environment will send a series of 24 characters to the agent, constituting a scan of the 5-by-5 window it is currently seeing; the agent must send back a single character to indicate the action it has chosen. You are free to write the agent in any language of your choosing. • If you are coding in Java, your main file should be called Agent. java (you are free to use the supplied file Agent. java as a starting point) • If you are coding in Python, your main file should be called agent . py (you are free to use the supplied file agent . py as a starting point) and the first line should specify the version of Python you are using, e.g. #!/usr/bin/python3 • If you are coding in C, you are free to use the files agent . c, pipe . c and pipe . h as a starting point. You must include a Makefile with your submission which, when invoked with the command “make”, will produce an executable called agent. • In other languages, you will have to write the socket code for yourself. You may assume that the specified environment is no larger than 80 by 80, but the agent can begin anywhere inside it. Additional examples of input environments can be found in the directory https://www. cse. unsw. edu. au/~cs3411/25T1/hw1raft/sample (or download it from here). Question At the top of your code, in a block of comments, you must provide a brief answer (one or two paragraphs) to this Question: Briefly describe how your program works, including any algo- rithms and data structures employed, and explain any design de- cisions you made along the way. Submission Parts A and B should be submitted separately. You should submit your report for Part A by typing give cs3411 hw1a hw1a. pdf You should submit your code for Part B by typing give cs3411 hw1raft . . . (Replace ... with the names of your submitted files) You can submit as many times as you like – later submissions will overwrite earlier ones. You can check that your submission has been received by using one of this command: 3411 classrun -check
THE NCUK INTERNATIONAL FOUNDATION YEAR IFYEC003 Economics Coursework 2024-25 Essay Title: Economic systems refer to the mechanisms and structures that societies use to allocate resources, produce goods and services, and distribute wealth among their members. These systems provide the framework for how an economy functions, shaping the lives of individuals and societies as a whole. Economists argue that understanding economic systems is vital because they profoundly influence the prosperity, well-being, and opportunities available to people. It plays a critical role in policy-making, business strategy, and even individual financial decisions. Prominent historical examples of planned economic systems include the former Soviet Union and Korea, where the government played a dominant role in economic planning, whilst prominent examples of free market economic systems include the United States and many western European countries. On the other hand, examples of mixed economies include Nordic countries like Sweden, Denmark, and Canada, where there’s a balance between public and private sectors. A comparative analysis reveals large differences in resource allocation, wealth distribution, and government involvement across these economic systems. Each system brings its unique set of advantages and challenges and as the global landscape continues to evolve, so too will these economic systems, impacting the lives of billions across the globe. Resources are viewed identically in all economic systems. No matter the economic system, the production of goods is essential to the long-term survival of individuals and the wider community. An interesting piece of research conducted by the New Economics Foundation discovered that in 2021 Vanuatu and Sweden were the top two countries in the world in their Happy Planet Index – an index designed to measure long term economic efficiency - despite being very different countries in different continents with different economic systems. Evaluate the extent to which you agree with the view that resource allocation can only ever be maximised when an economy moves from a planned economic system to a free market economic system. 100 marks To access the full mark range/ you should be able to • demonstrate clear knowledge and understanding of the different types of economic systems • clearly apply your knowledge to issues surrounding the choice of economic system and the ways in which these can influence resource allocation and the welfare of citizens. • provide relevant and precise economic analysis of the relative merits of different economic systems. You may wish to consider the relative strengths and weaknesses of different economic systems/ and provide real world examples to support your arguments • provide an evaluative judgement on whether resource allocation can only ever be maximised when an economy moves from a planned economic system to a free market economic system • demonstrate effective study skills in the research and presentation of your work.
MGRCM0017 Supply Chain Analytics Coursework Administration • This is the second of two assessments for this unit. • This is an individual coursework. • This contributes to 50% of the total unit mark. • The submission deadline is Wednesday, 2 April, 2025, at 1pm, on Blackboard. • Please use either Times New Roman or Calibri, with a font size of 12, 1.5 line spacing, and justified alignment. • A suggested guideline for length is 1,500 words (excluding references, tables, figures, and appendices). The actual length may vary, but prioritize the quality of the analysis and report over quantity. Learn to report effectively and succinctly, selecting tables/figures thoughtfully based on their relevance to the content. Coursework Description Suppose you are a consultant hired by UOB Dining, a restaurant chain company operating multiple restaurants nationwide. The company has provided you with a dataset containing the average number of customers for restaurants randomly selected in regions A and B, respectively. Specifically, the data file “assessment_region_a.csv” contains the monthly average number of customers who visited sample restaurants in Region A, while “assessment_region_b.csv” contains the daily average number of customers who visited sample restaurants in Region B. The dataset for Region B includes additional information such as weather, temperature, feeling temperature, and humidity. As a consultant for UOB Dining, your task is to analyze these datasets, prepare a report recommending a forecasting method for predicting the number of customers in each region, and generate customer forecasts. Additionally, provide a concise overview of your chosen forecasting methods to help UOB Dining’s management team understand customer forecasting techniques. For each region, choose the most suitable forecasting method, selecting between exponential smoothing and regression. Alternatively, you may explore other methods if appropriate. Coursework Organization With this coursework, your report should encompass at least the following elements: • Executive Summary: • Summarize the purpose, methodology, findings, and recommendations of the report. • Introduction: • Discuss the importance of forecasting these variables for the organization. • Highlight how the forecasts might be used. • Include descriptive statistics of the variables used in your forecasts. • Forecasting for Region A: • Justify the choice of the forecasting method explored. • Provide a brief overview of the chosen forecasting method. • Discuss assumptions made during the completion of this work. • Forecasting for Region B: • Justify the choice of the forecasting method explored. • Provide a brief overview of the chosen forecasting method. • Discuss assumptions made during the completion of this work. • Findings: • Present results obtained from your analysis. • Discuss your findings. • Compare the accuracy of different methods, if applicable. • Provide recommendations on the most appropriate forecasting method. • Include the production of required future forecasts. • Offer qualitative commentary on the confidence in your forecasts. • Conclusion: • Summarize the key points of your work. • Provide a conclusion based on your findings. • Discuss suggestions for extending the work if time and resources were available. • References: • Include a list of all references used in the report. • Appendix: • Include all R codes used in the analysis. Marking You will be assessed on: • The correctness of your model choices and applications • The correctness and details in your interpretations ofthe output • The clarity of the interpretation of your analysis and presentation of recommendations for management’s understanding • The structure and presentation style of the report with due regards to target audience • Depth of thought and research on discussion of assumptions underlying the work • Breadth of thinking demonstrated in conducting and presenting ideas for any relevant extended analysis beyond the basic brief (especially if based on your own independent reading) Intended Learning Outcomes This assignment assesses the following unit ILOs: • Demonstrate understanding of the main descriptive, predictive and prescriptive analytical models and tools for supply chain management • Apply the main descriptive, predictive and prescriptive analytical models and tools available for analysing supply chain management • Use computer software for analysing and modelling projects and problems. • Interpret analytical results to form. an opinion on a given business question • Demonstrate a critical approach to the selection of analytical tools for a given problems and the opportunities and limitations inherent in both the tool and the application environment. • Distinguish different approaches when communicating technical information, whether orally or written, to different audiences, whether specialist or generalist, strategic or tactical.
Course/Programme: MSc International Business and Management (IBM) Level: 7 Module Title: Managing People Effectively in an International Context (MPE) Assignment title: Formal Report Assignment number: 1 Weighting: 100% of overall module grade Date given out: 18 January 2025 Submission date: 11 April 2025 Eligible for late submission (3 calendar days, with penalty)? Yes Method of submission: X Online only Online and paper copy Special instructions for submission (if any): Completed assignment is to be submitted to the UoS Brightspace only Date for results and feedback: 9 May 2025 Learning outcomes assessed: On successful completion of this module, the student will be able to: • Critically evaluate and compare the effectiveness of international HRM policies and practices. • Assess the impact of global resourcing and talent management strategies in securing a sustainable high-performance workplace. • Critically review a range of organizational global diversity and equality management practices in relation to securing meaningful, enduring and respectful relationships across different cultures. • Analyse international performance management systems as a tool to securing competitive advantage and a return on investment. • Identify and assess both planned and emergent approaches to change management techniques in an international context. Learning outcome(s) assessed by this assignment: All learning outcomes were assessed. At the postgraduate level you are expected to: • show evidence of assignment planning. • have a high standard of presentation, structure, layout, and design. • demonstrate appropriate coverage, critical appreciation, and evaluation of relevant literature. • demonstrate a critical understanding of key concepts and the application of theory to practical solutions. • show evidence of originality of thought and approach, and creative problem-solving ability. The mark awarded for this piece of work remains provisional until ratified by the Assessment Board. Assignment brief: Formal Report Submission: This component of your module assessment is an individual formal report that addresses learning outcomes (LOs) 1,2,3, 4 and 5 of your module requirements. Carefully read through to understand the tasks questions to be completed, through the research of relevant academic literature. Drawing on your experience of your selected organization/industry context, and subject knowledge of managing people resource across diverse national contexts, produce 3,500 words (+/-10%) individual formal report addressing the following questions: 1. Evaluate the need for an inclusive and/or exclusive approach to a Talent Management strategy, implementation, and practices within your selected organization/industry operating across international/global contexts. Focus on analysing the challenges, opportunities and implications for globalized and/or regional context. [20 marks] 2. To discuss the relevant approaches, discussions and rationale of understanding in securing a sustainable high-performance workplace culture. Demonstrate understanding and application through the research of relevant academic literature. [20 marks] 3. How might the role of learning and development interventions and initiatives build the relevant capabilities and competencies across geographical regions and global? To present a comparative analysis of stakeholders’ (Senior Executives, Line Managers, Individual Employees and HRD practitioners) expectations of HRD and contribution to achieve a competitive advantage based on your selected organization. [20 marks] 4. How might improving the performance management approaches differ between local and global employees with the selected organization. Recommend suitable performance intervention strategies and approaches to address and align the performance management intervention in this context. [20 marks] 5. Propose 3-4 key recommended change management techniques to drive organizational growth needed and supported by all leaders and employees in your organization to enhance its overall performance and practices to improve its overall competitive advantage global industry and/or the APAC region. [20 marks] Format - further guidance: • Assignment Cover Sheet o Module Name o Assessment Title o Word Count o Student ID number • You will include a correctly formatted reference list and in-text citations using UoS Harvard referencing format. Refer to http://libguides.uos.ac.uk/friendly.php?s=academicskills/referencing. • Your work should be presented in a report format, using headings and including a content page and page numbers. • Pleae choose a clear font (either Arial or Times New Roman) using size 12. • Please ensure your work is 1.5 spacing. • Your total word limit is approximately 3,500 words (+/-10%). Employability Skills This module will provide students with opportunities to acquire and demonstrate the following employability skills: independent learning; research; critical thinking and analysis; problem- solving; interpersonal skills and communication skills (written and oral). Assessment Criteria (part 1/2): The assessment guidelines below offer guidance on marking criteria and outline expectations in this module regarding word limit, presentation time, referencing, and consequences for non- compliance. Submissions exceeding the word count by more than 10% will be penalized. Presentations exceeding the allotted time will lose marks. Claims without proper in-text citations and referencing will result in automatic failure. Review guidelines carefully and consult library referencing guidance to avoid penalties. Referencing: Ensure that all submissions are appropriately referenced and adhere to academic integrity guidelines. All claims and facts in your academic submission must be supported by references in Harvard style. Any work submitted without in-text citations and a reference list will result in an automatic refer. Simply listing references at the end without using them as in-text citations throughout your work will also result in a refer. Refer to library guidance on the proper use of in-text citations and referencing. http://libguides.uos.ac.uk/friendly.php?s=academicskills/referencing Wordcount: Written submissions within (+/- 10%) of the stated word limit will not be penalized. Submissions exceeding the word count by more than 10% will be penalized by deducting 10% from the overall marks. Any content exceeding the maximum word count by over 10% will neither be read nor contribute toward assignment marks. Word count excludes references and executive summary. Presentation Length: Presentations must be within the allotted time. Presentations will be stopped at the end of the allotted time. 5% will be deducted from the total marks for presentations which go over the allotted presentation time. Using AI: On this module, you may use AI appropriately in your assessments, such as Grammarly for grammar corrections or ChatGPT for generating ideas. However, AI should not be used to generate the final text—whether written, verbal, or in video format— submitted for assessment. All work must be expressed in your own words, developed and constructed by you. If there are concerns about inappropriate AI use, you may be required to have a conversation with your module leader(s) to discuss your approach to the assessment.
CS1033 - Multimedia and Communications Spring 2025 Major Assignment (Assignment 3) Overview: You are to create a website about something that interests you BUT it must involve this term's theme of Animals and have 5 pages. So, if you love the Elephants, then you could have the following pages: Home, Habitat, Anatomy, Conservation and a References Page. Or maybe, if you love movies, you could have something like "My Favourite Movies About Animals" with the pages: Home, The Lion King, Babe, We Bought A Zoo and References. It could even be about animals you are scared of, for example Animals That Terrify Me and then have pages like: Home, Snakes, Spiders, Alligators and References.. Or maybe, if you are from another country, it could be about common animals from your home country that Canadians might not know about. The topic for each page is up to you as long as it involves the theme of Animals and the pages work well together. Each page should have at least 1 paragraph of text but you don't need much more than 1 paragraph. If you got the text on your page from another site, like wikipedia, be sure to include that site on your references page (e.g. Text on Biography Page taken from wikipedia. org and make it link to wikipedia). Also, if you had AI generate your paragraph(s), be sure to include that on your references page (e.g. Text on Home Page written by me but editted to make it read better by ChatGPT and have a that link to ChatGPT). Make sure that: • it is a NEW site that you built for this course this year (i.e. it can NOT be a site you designed a year ago). . all the pages fit well together (it makes sense how they relate). . there is a CLEAR THEME related to Animals that connects all the pages so that visitors to your site can tell by looking at your home page what your site is all about. . you designed the layout for the pages. You did not copy and paste the layout from a friend who took the course in a previous year or is currently taking the course. YOU must do the typing and using of editor.csd.uwo.ca. You can use other sites for inspiration but all the typing MUST be done by you. Keep in mind that, the act of creating this site, will help you do better on the final exam so it is worth your time to do the work yourself! . ask Laura or Bryan or the t.a.s for help if you get stuck. We want you to do well and have fun creating the site, we do not want you so frustrated that you feel like you can't finish the assignment. PLEASE NOTE: All the material needed to help you figure out how to complete this assignment can be found in: . To create the banner - Labs 2 and 3 (export as .jpg) . To create the web pages - Labs 4, 5 and 6 and any of the Week 6 Lecture Videos that start with HTML . To create the video and insert it into the site - Lab 9 . To create the animation and insert it into the site - Lab 7 and 8 Click here to watch a video that goes over what we are looking for and how to mark the major assignment. The video is 35 minutes but worth watching till the very end in order to get a good mark. NOTE: In order to create a level playing field between a l students, you may NOT use a professional or preexisting template/web builder to build your site, you must build it using editor.csd. uwo.ca and Brackets/Notepad/TextEdit and css. Use a table to achieve your outer layout, the same way we did the sites in labs. Do NOT use predesigned templates/tags other than the tag to achieve the overal layout or you wil have a 25% penalty applied. You should be building this site from scratch! Design Criteria: The website must include: . Animation: Add a component of animation (must be created with PowerPoint as taught during the lab tutorials). 。You should have a subfolder of the major folder called videoanim. You must use PowerPoint to create the original animation and you must export it to a .mp4 file. You must put your final exported .mp4 animation into the subfolder call videoanim. 。 The animation should loop so that the peers who are marking your assignment can find it easily. 。 If you want (not required) the animation to start automatically, make sure you include these attributes inside the tag:
School of Mechanical and Manufacturing Engineering MECH9325 Fundamentals of Acoustics and Noise Laboratory 1 – Descriptors for time varying noise levels Due date: Monday 17 March 5pm (Turnitin submission) Introduction The aim of this virtual lab is to examine the suitability of different sound level parameters for different noise events. This will be achieved by calculating the variability in LAeq and LN for several types of sounds corresponding to traffic noise and other anthropogenic sounds. Tasks Task 1 Create an x-y plot from the traffic noise recording over a period of 30 seconds showing (i) the instantaneous sound pressure level in dB(A), (ii) LAeq, (iii) LA10, (iv) LA90 . See Figure 1 for an example (note that Figure 1 shows a traffic noise recording over a period of 180 seconds). Within your 30 second recording, examine the quantitative data and provide a brief summary (no more than 300 words) identifying the various sounds and how they have influenced LAeq, LA10 and LA90. Figure 1 Time history of a sound pressure level To complete Task 1, you will need to conduct the following steps: 1) Download the “Decibel X” free sound level meter app on your smartphone (see Figure 2). This is available on both iOS and Android. 2) Setup the app by following the guided setup. Select your language and enable microphone use. Ensure that you do not sign up for the paid Pro version. If you arrive at the screen as shown in Figure 3, click in the top right corner to exit from this screen (there is a hidden cross). Do not click Try It Free as you may be asked to enter payment details. Once you exit from the Pro version sign-up screen shown in Figure 3, you should see the Sound level meter screen in Figure 4(a). Figure 2 Decibel X sound level meter app Figure 3 Pro version sign-up screen 3) Experiment with the ‘play’, ‘pause’, ‘download ’ and ‘reset ’ buttons in Meter (see Figure 4(a)). Also note the Data menu (see Figure 4(b)). 4) Place your smartphone in a fixed and secured position so you can be hands free. 5) Play the traffic noise audio file on a device other than your phone (see Lab 1 channel in Teams). 6) Click on the ‘play’ button (see Figure 4) to start recording for a sampling period of 30 seconds. We recommend you perform. this in a noise-controlled environment (for example, a room with all windows and doors closed). 7) Observe the temporal variation in SPL, across the frequency spectrum. 8) Click the ‘pause’ button to stop the recording. 9) Click the ‘download’ button to save your recording. (a) Sound level meter screen (b) Data screen Figure 4 Decibel X sound level meter and data screens 10) Navigate to the ‘data’ menu. Locate your recording and click on it. In the top right corner, click the ‘share’ icon, select “.CSV”, and choose an appropriate way to export your data to your computer (we recommend exporting via email or OneDrive, so you can access the file on your computer). 11) On your computer, download and save your file. You may need to extract a .zip folder containing your data. Your data will be stored in a .txt file format. 12) Open a blank excel sheet that you would like to import the data into. In Excel, navigate to the “Data” ribbon and select “From Text/CSV” . Then, in the Windows Explorer window, navigate to and select your downloaded .txt audio data. 13) In the pop-up window as shown in Figure 5, ensure that the settings are selected as shown (Western European; Comma; etc). Then, click “Load” . You should have an Excel file with your measured A- weighted sound pressure levels in a column, and the time stamp in a second column. Note that the sampling period is 0.2 s. 14) Calculate LAeq, LA10 and LA90 and produce a similar x-y plot as shown in Figure 1. LAeq can be calculated from the A-weighted instantaneous sound pressure level for each time interval Ti of 0.2 seconds and the total time T of your sampling period (see Unit 2 lecture notes, Eq. 2.16). See the Appendix for Excel commands to calculate different noise descriptors. Figure 5 Excel data import screen Task 2 Refer to each of the links below, which take you to the start ofa noise event for different YouTube videos. For each video measure noise from the start of the noise event over a period of 30 seconds. For each recording, create and present an x-y plot showing the instantaneous sound pressure level in dB(A). Discuss if the noises should be classified as steady noise, impulsive noise and/or intermittent noise. Refer to the supplementary material to aid your discussion. The following descriptors may be required in your analysis: LA1, LA10, LA90, LAeq, LAmax and LAmin. Refer to the Appendix for Excel commands to calculate different noise descriptors. Include the relevant descriptor(s) on the x-y plot for each recording. Anchor drilling site -https://youtu.be/Av_6CCRF7Qc?t=345 Hydraulic rock breaker -https://youtu.be/2xXEk0TtOiE?t=1 Pile driving -https://youtu.be/a7l5fhbQu5I?t=165 Garbage truck unloading -https://youtu.be/_y1ipVNXHTk?t=28 Task 3 Referring to the observations made during Tasks 1 and 2, discuss the limitations of LAeq when describing different types of anthropogenic environmental noise. Submission Submit your responses to Tasks 1 to 3 in a pdf file to the Lab 1 submission link in Moodle. The main body of your report (excluding the cover page and any appendices) should not exceed 5 pages. Supplementary Material • AS 1055:2018 Acoustics – Description and measurement of environmental noise This document includes information on different noise descriptors, different types of sound, information to be recorded for general sound level surveys, for example, see sections 3, 6.5, 7 and Appendix E. (pdf is uploaded in Teams) • Transport Noise Management Code of Practice: Volume 2 – Construction Noise and Vibration https://www.tmr.qld.gov.au/business-industry/Technical-standards-publications/Transport-noise- management-code-of-practice.aspx SeeLink to the 2023 Code hosted at the Department of Environment and Science Hint: search for intermittent within this document for useful information, for example, see pages 12 and 13. • Noise Guide for Local Government (current version) Noise guide for local government | EPA This document provides guidance on how to measure environmental noise, see section 6.6. • Noise Guide for Local Government (old version) Noise Guide for Local Government Although this document has been superseded, it is still useful guide on how to measure environmental noise, see section 2.3 on page 59 of the document. • FHWA Highway Traffic Noise Prediction Model This document provides a wealth of information on traffic noise prediction and relationship between LA10 and LAeq for traffic noise, for example, see page 54. (pdf is uploaded in Teams). Appendix In Excel, the PERCENTILE.INC(array, k) function calculates the kth percentile for a set of data, inclusive of the start and end values, where k is 0 to 1. The 80th percentile (k=0.8) provides the value for which 80% of the data points are smaller and 20% are greater. That is, k=0.8 corresponds to LA20 . LA1 = PERCENTILE.INC(array, 0.99) LA10 = PERCENTILE.INC(array, 0.9) LA90 = PERCENTILE.INC(array, 0.1) LAmin = MIN(array) LAmax = MAX(array)
ECOS3022 S1 2024 Quiz 1. (1 point)Write down the Lagrangian function for the following maximization problem. 2. Consider a contingent claim economy with two consumers(A and B),two states tomor- row and one good in each state.Agents have the following utility functions: As for endowments, (a) (1 point)Write down the state-by-state budgent constraints for A and B. Use and to denote the units of contingent claims consumers buy for each state s. (b) (1 point)State the utility maximization problem for A and B without the use of and mentioned above. (c) (3 points)Derive consumers'demand functions with the Lagrangian method. (d) (3 points)Find the market equilibrium for this contingent claim economy. (e) (1 point)Verify that the equilibrium allocation is Pareto efficient.
Course Description COURSE NUMBER and NAME MTH 500 Mathematics for Computing Sciences UNITS 3 LENGTH OF CLASS 8 COURSE DESCRIPTION This course provides students with an understanding of mathematics, that is the concepts and structures, which underpin general computing and algorithmic design. The content will include investigation of sets, relations, functions, general algorithms, number systems, logic, induction and recursion, proofs, Boolean algebra, languages and automata, circuits, and graphs and trees. Throughout, the course will emphasize computational thinking that leads to the solution of computing problems. REQUIRED TEXT Hein, L. J. (2017). Discrete structures, logic, and computability (4th ed.). Jones & Bartlett Learning. Print ISBN: 9781284070408 eText ISBN: 9781284116328 INSTRUCTIONAL METHOD Online / On-Campus Summary of Graded Work and Assessments Graded work and assessments offer students the opportunity to show the degree of mastery for each CLO. The following table shows how assessments and CLOs align (link). Assignments Totals Weight CLOs Engagement and Professionalism (Rubric) including live class activities 200 20% Week 1 Discussion 25 2.5% 1, 3, 5 Week 1 Assignment 75 7.5% 1, 2 Week 2 Discussion 25 2.5% 1, 4, 5 Week 2 Assignment 75 7.5% 1, 4, 5 Week 3 Discussion 25 2.5% 1, 3, 4, 5 Week 3 Assignment 75 7.5% 2, 3, 4 Week 4 Discussion 25 2.5% 1, 3, 5 Assignments Totals Weight CLOs Week 4 Assignment 75 7.5% 1, 2 Week 5 Discussion 25 2.5% 2, 4 Week 5 Assignment 75 7.5% 1, 2 Week 6 Discussion 25 2.5% 1, 3, 5 Week 6 Assignment 75 7.5% 1, 3, 5 Week 7 Discussion 25 2.5% 1, 3, 5 Week 7 Assignment 75 7.5% 1, 2 Week 8 Discussion 25 2.5% 1, 3, 5 Week 8 Assignment 75 7.5% 1, 2 Total Points/Percentage 1000 Points 100% Course Policies For Westcliff’s course policies, please see the Course Policies document. Discussion Requirements For all discussions, the primary response is due by Thursday at 11:59 p.m. Pacific Time. The primary response must be at least 200 words in length and fully address the topic, demonstrating critical thinking and understanding. Each student must then also post a minimum of two responses to other students in the discussion by Sunday night at 11:59 p.m. Pacific Time. Each peer response must be at least 50 words in length and substantively engage with the other student’s original post, continuing the discussion in a professional manner. If at any time information or material is brought in from an outside source or website, it must be properly cited following APA 7th edition guidelines and a full reference must be provided. Assignment Requirements Each assignment deliverable is specifically defined in the assignment instructions, such as page length, citations and references, audio or video, presentations, tables, etc. For all written assignments, the required page length does not include the cover or references pages. Refer to the specific requirements as stated in each assignment, and reach out to your instructor for additional information as needed. All graded submissions are due by Sunday at 11:59 p.m. Pacific Time. All written work must adhere to APA 7th edition academic formatting requirements including core components such as the cover page, page numbers, headings, citations, 1” margins, paragraph indentations, left alignment, double spacing throughout, and the final references using hanging indents. Participation Requirements Students are required to attend each live class session either in person or virtually as stipulated in the course policies. Participation in the live class session is determined by actively engaging, answering or asking questions, providing comments, interacting in group activities, etc., as required by the instructor. Students who are unable to attend the live in-class or virtual sessions must follow the VCS submission requirements as stated in the Course Policies document. Writing Center The Westcliff University Writing Center is dedicated to providing quality support to students and faculty. From assignment review, to in-class workshops, to dissertation support, to publication help, the Writing Center is committed to empowering individuals to use the written language to articulate and disseminate knowledge. Course Learning Outcomes (CLOs) Learning outcomes are statements that describe significant and essential scholarship that students have achieved and can reliably demonstrate at the end of the course. Learning outcomes identify what the learner will know and be able to do by the end of a course – the essential and enduring knowledge, abilities (skills), and attitudes (values, dispositions) that constitute the integrated learning needed for successful completion of this course. The learning outcomes for this course summarize what students can expect to learn, and how this course is tied directly to the educational outcomes ofthe degree. Course Learning Outcomes (CLOs) PLOs 1. Analyze structures relevant to computing and problem solving. 3 2. Evaluate algorithms for performance and/or comparative performance. 6 3. Design algorithms and procedures relevant to proper functioning of computing systems. 5 4. Select heuristics, procedures, and algorithms for specific problem scenarios. 5 5. Solve various problems that are amenable to existing procedures. 3 Detailed Course Outline The following outline provides important assignment details for this course, unit by unit. Students are responsible for all ofthe assignments given. Please refer to the Detailed Description of Each Grading Criteria in the syllabus for specific information about each assignment. Module 1 Class Preparation Materials: ● Reading: ● Chapter 1- Elementary Notions and Notations (pp. 1-15) ● Section 1.1 (scan the remainder for awareness) ● Chapter 6 - Elementary Logic (pp. 411-473) Assignments: ● In-Class Activity: Logic Fundamentals ● Discussion: Reasoning and Computation ● Discussion Response to 2 Peers ● Assignment: Logic Problems (6.2) Week 1 In Class Activity: Learning Logic Fundamentals - CLO 1, 3, 5 Students will explore logic fundamentals, specifically elementary logic. Elementary logic defines logic as the examining of reasoning and the scientific method of judging the truth or falsity of statements. A proposition is a statement that is either true or false. For this in-class activity, students, in groups, will: ● Examine reasoning in everyday language. What elements of language constitute: o Implication? o Evidence? o Proof? o Counterexamples? o Induction? o Deduction? ● Discuss the connections and/or distinctions in reasoning logically between everyday language and elementary logic. ● Discuss how reasoning logic is connected to computation: o Boolean Logic o Decision Trees o Expert Systems o Graphs o When can all examples of something be presented as proof of a certain ‘theory’ computationally? ● See whether you can convince yourself, or a friend, that the conditional truth table is correct by making up English sentences in the form “IfA then B.” ● Create 2-3 specific problems whereby logic is used in computation. o For example, you could use a simple “If” statement if you were searching for an item in a list or if you are determining whether or not a symbol or a number meets a certain criteria. Week 1 Discussion: Reasoning and Computation - CLO 1, 3, 5 (Rubric) For this discussion you will examine the ideas regarding reasoning and proofs. In your discussion, post and provide an example of the following: ● Compare reasoning and valid arguments in the three disciplines of law, mathematics, and everyday language. Pay some attention to why two of these areas require more rigorous and verifiable reasoning than the other one. ● Examine and compare legal reasoning versus mathematical reasoning. ● Examine how reasoning is manifested in computing. o For example, consider logical statements and code. Complex or conditional statements with multiple criteria on which to base a judgment. Also consider the situation with AI in which we have machines making decisions based on functions we cannot see and the inability to explain their reasoning. Week 1 Assignment: Logic Problems- CLO 1, 2 (Rubric) For this assignment students will solve problems of logic. Specifically, students will: ● Solve the following problems for sections 6.1 & 6.2: o Problem # 5 o Problem #6 o Problem # 9 a,b,c o Problem # 10 f,g,h o Problem # 16a,c,e ● Solve the following problems for section 6.3: o Problem # 3 o Problem #4 o Problem # 5 a,b,c o Problem # 6 f,g,h o Problem # 8 o Problem #9 ● Students must show all the steps of their work, providing a specific rationale as to why they solved the problem in the manner they did. ● Students will submit their work, via GAP. You must provide a clear screenshot of all of your work, including your processes and procedures. Module 2 Class Preparation Materials: ● Reading: ● Chapter 1- Elementary Notions and Notations (pp. 18-41) ● Section 1.2 (scan the remainder for awareness) ● Chapter 2 - Facts and Functions (pp. 81-139) Assignments: ● In-Class Activity: Sets and Functions ● Discussion: Functions and the Beginning of Processing ● Discussion Response to 2 Peers ● Assignment: Logic Problems (6.3) Week 2 In Class Activity: Sets and Functions - CLO 1, 2 Students will explore sets and functions, specifically examining function and outcomes and the relationship of functions and decision-making. For this in-class activity, students, in groups, will: ● Discuss the connections between the relationship of function and outcomes. ● Discuss what the idea of function means in terms of everyday decision making. ● Provide an example of a decision you made in terms of input and function. o For example, you bought a car. You consider price, mileage and other inputs to make this decision. In terms of function, the criteria you have about a car in order for it to be purchasable. ● Identify and compare the sources of the inputs for functions across mathematics and computing/algorithms (a.k.a., code). o Is it possible for an input or an output to be something other than a number or a phrase/string? o How can sets be structured? o How does a database table serve as a set? o When would the complement of a set be used for input for a function? ● In mathematics, we often start with a given or known function and use it to calculate values for some purpose. However, in practice, we often use data to compute functions. Why is this necessary? Week 2 Discussion: Functions and the Beginnings of Processing -CLO 1, 4, 5 (Rubric) ● For this discussion you will examine the ideas regarding how sets (collections of ‘things’) underlie functions and how functions serve as a means of processing inputs into outputs. In your discussion, post and provide an example of the following: ● Examine how functions are expressed in everyday language. o Be sure to examine the relationship of implied functions to outcomes. ● ● Discuss what the idea of function means in terms of everyday decision-making. o Provide an example of a decision you made in terms of input and output. ▪ For example, when you purchase a car you consider price, mileage and other inputs to make this decision. The output is the purchase decision. ● How are sets and functions manifested and used in computation? o What things can be input? What things can be output? How are sets and set-like structures used in computation? Week 2 Assignment: Logic Problems- CLO 1, 4, 5 (Rubric) For this assignment students will solve problems of logic. Specifically, students will: ● Solve the following problems for Section 1.2: #2, 6, 8, 12, 15, 16, 21, 27 (a, d, g), ● Solve the following problems for Section 2.1: #3, 8, 10, 12, 13, 29 ● Solve the following problems for Section 2.2: #2, 5, 6, 9 (a, d, g), ● Solve the following problems for Section 2.3: #4, 8, 12 ● Students must show all the steps of their work, providing a specific rationale as to why they solved the problem in the manner they did. ● Students will submit their work, via GAP. You must provide a clear screenshot of all of your work, including your processes and procedures. Module 3 Class Preparation Materials: ● Reading: ● Chapter 1 - Elementary Notions and Notations ▪ Section 1.3 (scan the remainder for awareness) ● Chapter 9 - Algebraic Structures and Techniques (pp. 617-691) ● Section 9.1 ● Section 9.2 ● Section 9.3 Assignments: ● In-Class Activity: Algebraic Structures and Techniques ● Discussion: Boolean Algebra ● Discussion Response to 2 Peers ● Assignment: Algebraic Problems (9.1) (9.2) (9.3) Week 3 In Class Activity: Algebraic Structures and Techniques - CLO 1, 3, 4, 5 Students will explore algebraic structures and techniques, specifically defining algebra and descriptive problems and concrete versus abstract, Boolean Algebra and other functions and concepts. For this in-class activity, students, in groups, will: ● What is algebra? To answer this question, consider the ‘algebra of sets. ’ ● What is calculus? To answer this question, consider something called the ‘situation calculus. ’ ● What entities form. the (analogs of) sets and functions in an algebra and a calculus? ● What is the importance of Boolean algebra and logic to computation and computers? Week 3 Discussion: Boolean Algebra -CLO 1, 3, 4, 5 (Rubric) For this discussion you will examine the ideas regarding Boolean Algebra. In your discussion, post and provide an example of the following: ● What are alternative definitions of a Boolean Algebra? ● Can a Boolean Algebra be defined as the set ofall functions from the domain of binary n-tuples into the set {0,1}? ● Can a Boolean Algebra be defined recursively, beginning with certain primitive elements? ● The author exhibits the power set of a set S (the set of subsets of S) as a Boolean Algebra. How can one gain insight into the relation between Boolean functions by observing the lattice consisting of the power set of S? (please note p. 634 of the text). Week 3 Assignment: Algebraic Problems- CLO 2, 3, 4 (Rubric) For this assignment students will solve problems using algebraic structures and techniques. Specifically, students will: ● Solve the following problems for Section 9.1 o Problem #1 o Problem #2 a, b o Problem #10 ● Solve the following problems for section 9.2: o Problem # 1 o Problem # 2 a,b o Problem #3 o Problem #4a o Problem #5 a,c,d,e o Problem #7 d,e,f o Problem #12 ● Students must show all the steps of their work, providing a specific rationale as to why they solved the problem in the manner they did. ● Students will submit their work, via GAP. You must provide a clear screenshot of all of your work, including your processes and procedures. Module 4 Class Preparation Materials: ● Reading: ● Chapter 1 - Elementary Notions and Notations ▪ Section 1.4 Graphs and Trees ● Chapter 10- Graph Theory (pp. 691-739) ▪ Sections 10.1 - 10.5 Assignments: ● In-Class Activity: Graph Theory ● Discussion: Graph Theory ● Discussion Response to 2 Peers ● Assignment: Graph Theory (10.1 - 10.5) Week 4 In Class Activity: Graph Theory - CLO 1, 3, 5 Students will explore fundamental concepts in graph theory, including graph types, connectedness, and Eulerian paths. They will work together to make connections while solving graph-related problems and practical applications. For this in-class activity, students, in groups, will: Select and solve a problem from one of the problem sets: ● Eulerian Path and Circuit: o Problem: Given a graph, determine if an Eulerian path or Eulerian circuit exists. If it does, find the path or circuit. o Instructions: Discuss the conditions for the existence of an Eulerian path or circuit. Diagram the graph and walk through finding the path (if possible). ● Graph Traversal (Breadth-First and Depth-First Search): o Problem: Given a graph, perform. a breadth-first search (BFS) and a depth-first search (DFS) starting from a specific vertex. o Instructions: Show how BFS and DFS work step-by-step, highlighting the order in which vertices are visited. Discuss the differences between the two traversal methods. ● Graph Coloring: o Problem: Assign colors to the vertices of a graph such that no two adjacent vertices have the same color. What is the minimum number of colors needed (chromatic number)? o Instructions: Diagram the graph and experiment with different coloring methods. Try to minimize the number of colors used and justify your choices. ● Shortest Path (Dijkstra's Algorithm): o Problem: Given a weighted graph, use Dijkstra’s algorithm to find the shortest path between two specified vertices. o Instructions: Walk through the steps of Dijkstra’s algorithm, illustrating how it finds the shortest path. Present the final path and its total weight. ● Bipartite Graph: o Problem: Given a graph, determine whether it is bipartite. o Instructions: Explain how to determine if a graph is bipartite and provide a diagram of the graph with the two sets of vertices identified. ● Connectedness: o Problem: Determine whether a given graph is connected. If it is not connected, find its connected components. o Instructions: Diagram the graph, and explain the process of determining connectedness. If the graph is disconnected, highlight the distinct connected components. ● Each group will discuss the graph they worked on, explaining their problem-solving process and solution and discussing any challenges they faced and how they overcame them. ● Groups will discuss the following: o What are some real-world problems that can be modeled using graph theory? How might concepts like graph traversal, shortest paths, or graph coloring apply to real-world networks? Week 4 Discussion: Graph Theory- CLO 1, 3, 5 (Rubric) For this discussion you will examine the ideas regarding graph theory. In your discussion, post and provide an example of the following: ● Graphs can model a wide range of real-world systems, from social networks to transportation routes. How can concepts like graph connectivity, shortest paths, or graph coloring be applied to solve practical problems in areas such as computer science, urban planning, or biology? Can you think of specific examples where these graph theory concepts have been or could be applied? ● In what ways do graph theory and network analysis overlap, and how do they contribute to advancements in fields like data science and artificial intelligence? Week 4 Assignment: Graph Theory - CLO 1, 2 (Rubric) For this assignment students will solve problems of logic. Specifically, students will: ● Solve the following problems for section 10.1: o Problem # 1a,b,c o Problem # 2a,b o Problem # 3a,b o Problem #6a,b,c o Problem # 7a,b ● Solve the following problems for section 10.2: o Problem # 2 o Problem # 3 o Problem # 8a,b o Problem #10a,b,c ● Solve the following problems for section 10.3 o Problem #1 o Problem #5 o Problem #7 ● Solve the following problems for section 10.4: o Problem # 1 o Problem # 2 o Problem # 3 o Problem # 6 ● Solve the following problems for section 10.5 o Problem #3 ● Students must show all the steps of their work, providing a specific rationale as to why they solved the problem in the manner they did. ● Students will submit their work, via GAP. You must provide a clear screenshot of all of your work, including your processes and procedures.
CA2 - React - E-Commerce website2025/5/8In ProgressNEXT UP: Submit assignment2025/3/27 to 2025/5/22Attempt 1 Add commentDetails1 - IntroductionA reactive website will scale and reorder elements to suit the screen size of the device being used toaccess it. A dynamic website will update the elements of the page without the need for a full reload.In this assignment you will expand upon a skeleton program in order to build a dynamic and reactivee-commerce front end website.2 - Learning outcomesBy the end of this assignment, you will:Be able to implement functions using Typescript.Be familiar with how to use React components and hooks.Have a template website that you could expand upon for a portfolio piece.3 - Problem descriptionFor this task, you have been provided with a skeleton website, as well as the assets to populate itwith. At the moment the site displays the: name, picture, rating, and price of a collection of items forsale. If you type into the search bar, it will only display items that have your search term within theirname. You must add the following functionality:An indicator showing the number of search results or products available.The ability to sort the items by: name, price, or rating.The ability to show only in stock items in the search results.Adding or removing items from the shopping basket.Calculate the total cost of products in the shopping basket.4 - Initial setupAssignment-2.zip (https://liverpool.instructure.com/courses/76914/files/12343412?wrap=1)(https://liverpool.instructure.com/courses/76914/files/12343412/download?download_frd=1)Download the skeleton code included above, which is a basic e-commerce website similar to the oneshown in lectures. Ensure that you have Node.js installed on your computer, this should come withVite. Download the zip file of this code and extract it to a suitable place on your computer. If you donot have a computer, connect to the Linux farm and transfer the files. Navigate to the folder in your CA2 - React - E-Commerce website 1/4terminal, and type npm install. Once this installation has completed, type in npm run dev, whichshould host the website locally for you. Take the localhost address shown in the output and type itinto your browser to see the website. There are 4 JSON files included in the Assets folder, whichare random products 1, 100, 150, and 175. Each of these JSON files contains a list of products to beshown on the website. Each product has the attributes outlined in Table 1, with the images beinggenerated using Adobe Firefly.Table 1: The attributes that are stored for each productAttribute name NoteID This is a unique identifier for each product, and is an integer.name The name for each product.price The price of the product in pounds.category This is the general category of the product.quantityThe number of this product that is currently available in stock. This is a non?negative integer.rating This is a real number rating of the product between 0 and 5.image_link The file location of the promotional image.5 - Developing the website5.1 The results indicatorWhen searching for products, it is often useful to know exactly how many products the currentsearch has returned. This can help make the website feel more reactive. In App.tsx there is aresults?indicator paragraph tag. Add a notification about how many results or products the currentsearch query has returned. If the search bar is empty, then the the output should be 'n Products'where n is the number of products. If there is only a single product then the output should be '1Product'. If the search bar is not empty, then the output should be 'm Results' where m is the numberof products returned by the search query. If there is only a single product returned by the query,then it should say '1 Result'. If there are no results returned by a query then the output should be'No search results found'.5.2 Enhance search functionalityWhen looking at a list of products, a useful feature is being able to sort them by some attribute suchas price or rating. Add functionality to the select tag inside of the search?bar div, so changing theselected option will result in that form of sorting being applied to the results. By default the productlist should be sorted by name alphabetically from A to Z. Once this task has been completed, add thefollowing functionality to the inStock checkbox input. When this checkbox is ticked, the resultsshould only include products that have a quantity larger than 0. Unticking this checkbox shouldreverse that behaviour. Hint: this can be accomplished by using a combination of a state and a hook.5.3 Adding to the shopping basket CA2 - React - E-Commerce website 2/4Each product currently has a button underneath that says Add to basket . Update this code so that ifthe quantity of available product is 0, the button instead says Out of stock and is disabled. Add afunction tothe Add to basket button that passes the information to a shopping basket variable in App.tsx. Thisvariable should be a list of type BasketItem. Adding multiple instances of the same product shouldincrease the quantity property of the relevant basket instance. Do not worry about disabling theproduct s button if the quantity added to the basket is more than the quantity available. Hint: Theparent/child example given in Tutorial 4 - question 7 can give you a good starting point.5.4 Visualising the basketNow that the data about the basket is being collected, we should visualise it for the user. If there areno items in the basket then the shopping ? area div should contain a paragraph text saying 'Yourbasket is empty'. If the shopping basket variable contains a product, then the shopping?area divshould contain that information. Each item in the basket should be surrounded by a div with theclass 'shopping-row', and a suitable key such as the name of the item. Inside of that div there shouldbe another div with the class shopping-information , and a button with Remove text. The shopping?information div should contain a paragraph tag which shows the information about the product inthe format [Productname] ( [Productprice]) ? [Productquantity] eg 'Hat 4 ( 45.58) - 1'. When the Remove button is pressed, then the quantity of that product in the basket should be reduced by 1.If pressing that button reduces the quantity of the product to 0, then that item should be removedfrom the shopping basket. Inside the shopping?area div after all of the products there should be aparagraph tag with the total cost of the shopping basket. This should be in the form of Total: [Totalbasketcost] eg 'Total: 45.58'. This value should be shown to 2 decimal places.6 - MarkingTwo files, App.tsx and ProductList.tsx, should be submitted through the Codegrade submissionplatform. This will account for 10% of your overall module score. You may use any library that comeswith a default installation of Node.js. Your work will be submitted to an automaticplagiarism/collusion detection system, and those exceeding a threshold will be reported to theAcademic Integrity Officer for investigation regarding adhesion to the university s policy7 - DeadlineThe deadline is 23:59 GMT Monday the 8th of May 2025. Late submissions will have the typical 5%penalty applied for each day late, up to 5 days. Submissions after this time will not be marked. CA2 - React - E-Commerce website 3/4This tool needs to be loaded in a new browser windowLoad CA2 - React - E-Commerce website in a new window CA2 - React - E-Commerce website 4/4
MEC104 Experimental, Computer Skills and Sustainability: MATLAB Assignment Due on Friday, 4th April, 2025, 18:00 Assignment Regulations l This is an individual assignment. Every student MUST submit one soft copy of the assignment via the Learning Mall before the due date. l A cover sheet can be created by yourself, but the following information MUST be included: student ID number, full name, and email address. l In your answer sheet, all the formulas, derivations, completed MATLAB scripts and functions with original highlighted text format in MATLAB editor, computational results in the command window, and plotted figures, should be part of the answers. For each question, you can use screenshots to provide 1) your coding in MATLAB editor, 2) prompts in Command Window, 3) results in Command Window, 4) results shown by plots/figures. l There is no hard requirement on how the answer sheet must be organized. You can organize your report question by question (i.e. give one section for each question). Then, for each section, you can organize it in your own way. However, the contents and information required by each question MUST be provided. You may follow a template on the next page to decide what information to be presented for each question. l You may refer to MathWorks Documentation, textbooks, and lecture notes to discover approaches to problems. However, the assignment should be your own work. l Where you do make use of other reference, please cite them in your work. Students are reminded to refer and adhere to plagiarism policy and regulations set by XJTLU. References, in IEEE style. can be attached as an appendix. l Assignments may be accepted up to 5 working days after the deadline has passed; a late penalty of 5% will be applied for each working day late without an extension being granted. Submissions over 5 working days late will not be marked. Emailed submissions will NOT be accepted without exceptional circumstances. A Suggestion on Information to be Presented for Each Question For each problem, for example, Problem 4: 1. Equation derivations: 1) What equation do you use in your coding? 2) Also give all the coefficients, and source terms (e.g., external force/voltage), as necessary. 2. What initial conditions, boundary conditions, time periods, domain size, etc., (computational conditions) are used? Provide schematic diagrams as necessary. 3. Main programme: Provide the coding below, with necessary comments. 4. Functions 1) Give information on what is this function used for, and what equation is solved, related to point 1. 2) Provide the coding below, with necessary comments. 5. Results 1) Present the results required by each question, which can be numbers, data tables, figures, as appropriate. 2) Comments and analysis of the results: If required by a question, then you need to do this. If not required, you can still do this if you wish, which is great! If you think it is necessary to clarify your results and methods used, then please provide your comments. 6. Flow charts of your programme (if applicable). Problem 1 (10 Marks) Write a script. that can generate the figure below using the conditions and provide a screenshot. Hint: Check the descriptions of ‘figure’ in MathWorks Documentation. Figure 1. Conditions and the example of the figure plotted for P 1. Problem 2 (20 Marks) P 2-1 (5 Marks, 1 Mark for each small question) Type this matrix in MATLAB and use MATLAB to carry out the following instructions. a) Create a vector v consisting of the elements in the third row of AA. b) Create a vector w consisting of the elements in the second column of AA. c) Create a 3 x 3 array BB consisting of elements consisting of rows 1 to 3 and columns 2 to 4 of AA. d) Create a 2 x 2 array CC consisting of the first and second columns in the second and third rows of AA. e) Create a 1 x 4 array DD consisting of all elements of CC by attaching the elements in the second row to the right side of the first row of CC. P 2-2 (5 Marks, a): 1 Mark; b) 2 Marks; c) 2 Marks) Generate and show arrays following the given conditions. P 2-3 (10 Marks) Find i1, i2, and i3 for the given circuit using MATLAB. Figure 2. A schematic of an electronic circuit for P 2-2. Problem 3 (30 Marks (20 Marks for programming and 10 Marks for displaying results)) The equation of motion for a pendulum whose base is accelerating horizontally with an acceleration a(t) is Suppose that g = 9.81 m/s2 , L = 2 m, and θ (0) = 0. Plot θ(t) for 0 ≤ t ≤ 10 s for the following three cases: a) The acceleration is constant: a = 3 m/s2 , and θ(0) = 0.5 rad. b) The acceleration is constant: a = 5 m/s2 , and θ(0) = 3 rad. c) The acceleration is linear with time: a = 0.5t m/s2 , and θ(0) = 3 rad. Problem 4 (20 Marks, with 1) 10 Marks, 2) 10 Marks) Consider a circuit system as shown in Figure 4. Figure 4. A circuit with multiple resistors and inductors for Problem 4. Question: 1) Derive the equations for i1 (t) and iL (t) for all t. 2) Obtain the plots of i1 (t) and iL (t) for all t. Problem 5 (20 Marks, with 1) 5 Mark, 2) 5 Marks, 3) 10 Marks) 1) In Simulink, generate a model that simulates a noise-added sine wave with an amplitude offset of -1 at a time interval between 0 and 0.1 seconds. Set the noise to have 0 mean and 0.01 variance. Set the sample time of the icons to 0.0001 seconds. Show the screenshot of the Simulink model, the parameter setups for each icon, and the result using the scope of Simulink. 2) In Simulink, generate a model that simulates the addition of 2sin(2t) and 0.5sin(4t) with time between 0 and 5 seconds and show the result using the scope of Simulink. 3) Using Simulink, generate a model that can solve 0.2 + 5u. + 2u = 4t with the initial conditions of u(0) = 1 u. (0) = 1. Set the simulation time between 0 to 1 seconds and show the result using the scope of Simulink.
Assignment 1 COMP9021, Trimester 1, 2025 1 General matters 1.1 Aim The purpose of the assignment is to: • develop your problem solving skills; • let you carefully read specifications and follow them; • let you design and implement the solutions to problems in the form of small sized Python programs; • let you practice the use of arithmetic computations, tests, repetitions, fundamental Python data types, Unicode characters; • have control over print statements. 1.2 Submission Your programs will be stored in files named solitaire_1 .py and solitaire_2.py. After you have devel- oped and tested your programs, upload them using Ed (unless you worked directly in Ed). Assignments can be submitted more than once; the last version is marked. Your assignment is due by March 31, 10:00am. 1.3 Assessment The assignment is worth 13 marks. It is going to be tested against a number of inputs. For each test, the automarking script will let your program run for 30 seconds. Assignments can be submitted up to 5 days after the deadline. The maximum mark obtainable reduces by 5% per full late day, for up to 5 days. Thus if students A and B hand in assignments worth 12 and 11, both two days late (that is, more than 24 hours late and no more than 48 hours late), then the maximum mark obtainable is 11.7, so A gets min(11.7; 12) = 11.7 and B gets min(11.7; 11) = 11. The outputs of your programs should be exactly as indicated. 1.4 Reminder on plagiarism policy You are permitted, indeed encouraged, to discuss ways to solve the assignment with other people. Such discussions must be in terms of algorithms, not code. But you must implement the solution on your own. Submissions are routinely scanned for similarities that occur when students copy and modify other people’s work, or work very closely together on a single implementation. Severe penalties apply. 2 Decks, shuffling 2.1 Decks The first exercise simulates a solitaire game that is played with 32 cards, namely, the Ace, Seven, Eight, Nine, Ten, Jack, Queen and King of each of the 4 suits, with the following convention. • Numbers from 0 to 7 denote the Hearts, from the Ace of Hearts up to the King of Hearts. • Numbers from 8 to 15 denote the Diamonds, from the Ace of Diamonds up to the King of Diamonds. • Numbers from 16 to 23 denote the Clubs, from the Ace of Clubs up to the King of Clubs. • Numbers from 24 to 31 denote the Spades, from the Ace of Spades up to the King of Spades. So for instance, 6 denotes the Queen of Hearts, and 26 denotes the Eight of Spades. The second exercise simulates a solitaire game that is played with 52 cards, with the following convention. • Numbers from 0 to 12 denote the Hearts, from the Ace of Hearts up to the King of Hearts. • Numbers from 13 to 25 denote the Diamonds, from the Ace of Diamonds up to the King of Diamonds. • Numbers from 26 to 38 denote the Clubs, from the Ace of Clubs up to the King of Clubs. • Numbers from 39 to 51 denote the Spades, from the Ace of Spades up to the King of Spades. So for instance, 16 denotes the Four of Diamonds, and 36 denotes the Jack of Clubs. 2.2 Shuffling Both exercises require to shuffle a deck of cards, either the full deck (of 32 or 52 cards) or a subset of the full deck. For that purpose, the following convention is followed. By shuffling a deck of cards, we mean randomising the corresponding set of numbers by providing the list of those numbers, in increasing order, as an argument to the shuffle() function of the random module. For instance, • to shuffle the whole deck of 52 cards, we could do >>> cards = list(range(52)) >>> shuffle(cards) • and to shuffle the deck of all 52 cards except for the Four of Diamonds and the Jack of Clubs, we could do >>> cards = sorted(set(range(52)) - {16, 36}) >>> shuffle(cards) To make sure that results are predictable, just before calling the shuffle() function, the seed() function of the random module should be called with a given argument. By shuffling the deck of all (52) cards with 678 given to seed(), we mean doing something equivalent to: >>> cards = list(range(52)) >>> seed(678) >>> shuffle(cards) which by the way, lets cards denote [11, 12, 22, 38, 15, 16, 14, 28, 4, 34, 46, 48, 33, 18, 5, 17, 27, 37, 50, 51, 31, 41, 9, 1, 39, 3, 29, 40, 43, 23, 25, 13, 19, 35, 26, 42, 24, 32, 44, 45, 6, 36, 8, 47, 2, 30, 10, 49, 21, 0, 20, 7] 3 First solitaire game 3.1 Game description It is played with 32 cards. The aim is to get rid of enough cards and be left with the 4 Aces in sequence, possibly together with other cards before or after the 4 Aces. Elimination of cards proceeds over 3 stages, with all cards still in play being distributed over 4 stacks for the first stage, 3 stacks for the second stage, and 2 stacks for the third and last stage. The cards are shuffled only once, just before the game begins. At the start of the first stage, the cards in the deck are facing down, so with the first card in the deck at the bottom and with the last card in the deck at the top, and distributed from the top to the bottom of the deck over 4 stacks, so the first, second, third and fourth cards at the top of the deck become the cards at the bottom of the first (leftmost), second, third and fourth (rightmost) stacks, respectively, the fifth, sixth, seventh and eight cards at the top of the deck become the cards directly above the cards at the bottom of the first, second, third and fourth stacks, respectively, etc. The first stack is turned upside down so its cards are now facing up. All cards at the top of the stack are discarded until an Ace is uncovered, unless there is no Ace in the first stack in which case the whole stack is discarded. If an Ace has been uncovered then what is left of the stack is turned upside down and then put aside, so with the Ace now facing down on the table. The same is done with the second, third and fourth stacks, each time turning what is left of the stack, if anything, upside down and putting it aside above the cards that have been previously kept, if any. For the second stage, the same procedure is followed, except that the cards that have been put aside are distributed over 3 stacks instead of 4. There will be one more card in the first stack than in the third stack if the number of cards that is left is not a multiple of 3, and there will be one more card in the second stack than in the third stack if the number of cards that is left is equal to 2 modulo 3. Note that the last card that is distributed (facing down) is the first Ace that has been uncovered during the first stage. The same is done for the third stage, except that the cards that have been put aside are distributed over 2 stacks. At the end of the third stage, the cards that have been last put aside are taken from top to bottom and displayed from left to right facing up. The 4 Aces are necessarily all there but the game is won only if they occur in sequence, without any other card between two of them. Of course if there are only 4 cards left then the game is known to be won before they are revealed. 3.2 Playing a single game (3.5 marks) Your program will be stored in a file named solitaire_1 .py. Executing $ python3 solitaire_1 .py at the Unix prompt should produce the following output (ending in a single space): Please enter an integer to feed the seed() function: with the program now waiting for your input, which should be an integer, and which you can assume will be an integer. Your program will feed that integer to seed() before calling shuffle(), as described in Section 2, to shuffle the deck of 32 cards. Here is a possible interaction for a game that is lost. Here is a possible interaction for a game that is won. The output starts with an empty line followed by a line that reads: Deck shuffled, ready to start! The next line of output represents the 32 card deck, with all cards facing down (32 ]s). It is followed with an empty line. The beginning of the first round is announced by a line that reads: Distributing the cards in the deck into 4 stacks . The next two rounds are announced by a line that reads: Distributing the cards that have been kept into _ stacks . with _ being 3 for the second round and 2 for the third round. That line is a followed by 5 lines: • a representation of the stacks that remain, the starts of two adjacent stacks being 12 characters away; • an empty line (whose purpose will be explained further down); • a representation of all cards that have been discarded, facing up, using [ for all of them except for the last (top) one, that is properly displayed—that line being empty in the first stage; • an empty line (whose purpose will be explained further down); • an empty line. Then, for each stage, the output consists of groups of 12 or 13 lines, each group being structured as follows. • The first line in the group reads as one of the following: - No ace in _ stack, after it has been turned over . with _ one of first, second, third and fourth, or - _ [(and last)] card in _ stack, after it has been turned over, is an ace . with ∗ the first _ one of First, Second, Third, Fourth, Fifth, Sixth, Seventh and Eighth, ∗ the second _ one of First, Second, Third and Fourth, ∗ (and last) added when the card is indeed the last one in the stack. • The second line in the group depicts the stacks that remain with for the one being processed, what is left of it after it has been turned upside down and all cards that do not have an Ace above them have been discarded one after the other; so either there is nothing left of the stack or what is left has an Ace at the top. • The third line in the group depicts all cards that have been discarded one after the other from the stack being processed, with at the top the last card in the stack if no Ace has been found, and the card just above the Ace that has been found otherwise. • The fourth line in the group depicts the cards that have been discarded up to then, facing up. • The fifth line in the group depicts the cards that have been put aside up to then, facing down. • The sixth line in the group is empty. • The seventh line in the group reads as one of the following: — Discarding|Adding to the cards that have been discarded all cards in the stack . or — Discarding|Adding to the cards that have been discarded the card before the ace . or — Discarding|Adding to the cards that have been discarded the _ cards before the ace . with _ an integer at least equal to 2. If nothing had been discarded yet, Discarding is used; otherwise, Adding to the cards that have been discarded is used. • In case an Ace has been found, the next line reads as one of the following: — Keeping|Also keeping the ace, turning it over . or — Keeping|Also keeping the ace and the card after, turning them over . or — Keeping|Also keeping the ace and the _ cards after, turning them over . with _ an integer at least equal to 2. If nothing had been put aside yet, Keeping is used; otherwise, Also keeping is used. • The line that follows depicts the stacks that remain to be processed, if any. • The line that follows is empty. • The line that follows depicts the cards that have now been discarded (possibly unchanged). • The line that follows depicts the cards that have now been put aside (possibly unchanged). • The last line in the group is empty. The output ends with a group of 6 lines: • The first line in the group reads: Displaying the _ cards that have been kept . with _ an integer (necessarily at least equal to 4). • The second line in the group reads: You lost! or You won! • The next two lines in the group are empty. • The penultimate line in the group depicts the cards that have been discarded over the game. • The last line in the group depicts all cards that have been put aside at the end of the game, displayed facing up next to each other. Note that there is no tab anywhere in the output and no line has any trailing space. 3.3 Playing many games and estimating probabilities (3 marks) Executing $ python3 at the Unix prompt and then >>> from solitaire_1 import simulate at the Python prompt should allow you to call the simulate() function, that takes two arguments. • The first argument, say n, is meant to be a strictly positive integer, and you can assume that it is a strictly positive integer, that represents the number of games to play. • The second argument, say i, is meant to be an integer, and you can assume that it is an integer. The function simulates the playing of the game n times, • the first time shuffling the deck of all cards with i given to seed(), • if n ≥ 2, the second time shuffling the deck of all cards with i + 1 given to seed(), • … • the nth and last time, shuffling the deck of all cards with i + n - 1 given to seed(). Here is a possible interaction. Probabilities are computed as floating point numbers and formatted with 2 digits after the decimal point. Only strictly positive probabilities and the corresponding number of cards left when winning are output (including the cases, if any, when they are smaller than 0.005%, and so output as 0.00%). The output is sorted in increasing number of cards left when winning. There is a single space to the left and to the right of the separating vertical bar, with all lines consisting of precisely 45 characters. 4 Second solitaire game 4.1 Game description It is played with 52 cards. The Sevens are removed from the deck and placed on the table, facing up, with from left to right, the Seven of Diamonds, the Seven of Clubs, the Seven of Spades, and the Seven of Hearts, making sure there is enough space on the table to place above the Sevens all cards from the Eights up to the Kings, and below the Sevens all cards from the Sixes down to the Aces, with all cards belonging to the same suit ending up in the same column. Up to 3 stages are allowed to eventually place all cards. For each stage, all cards that remain are stacked facing down, and the card at the top is taken off the stack, again and again until there is no card left. A card taken off the top of the stack is placed at the location where it has to be if the card just above or the card just below in its suit has been placed already, and in case that is not possible, it is put aside, facing up, above all cards already put aside, if any. If the card could be placed, we then check whether the card at the top of the cards that have been put aside, if any, can itself extend the column for its suit, and it if can, place it at the location where it has to be and again, check the card at the top of the cards that have been put aside, if any, stopping when there is no card left amongst those that have been put aside or when there are some cards left but the one at the top cannot extend the column for its suit, at which point we take off the card at the top of the stack of cards left to process, if any. At the time the stack has become empty, either all cards have been appropriately placed on the table and the game is won, or there is at least one stage left, in which case the stack of cards put aside is turned upside down and becomes the stack of cards to process, proceeding exactly as during the previous stage. So the game is lost if the game is played over 3 stages and not all cards have been appropriately placed on the table at the end of the third stage. The 48 cards (the whole deck with all Sevens removed) are shuffled only once, just before the game begins. 4.2 Playing a single game (3.5 marks) Your program will be stored in a file named solitaire_2.py. Executing $ python3 solitaire_2.py at the Unix prompt should produce the following output (ending in a single space) Please enter an integer to feed the seed() function: with the program now waiting for your input, which should be an integer, and which you can assume will be an integer. Your program will feed that integer to seed() before calling shuffle(), as described in Section 2, to shuffle the 52 cards minus the four Sevens. The output starts with an empty line followed by There are _ lines of output; what do you want me to do? Enter: q to quit a last line number (between 1 and _) a first line number (between -1 and -_) a range of line numbers (of the form m--n with 1 from solitaire_2 import simulate at the Python prompt should allow you to call the simulate() function, that takes two arguments. • The first argument, say n, is meant to be a strictly positive integer, and you can assume that it is a strictly positive integer, that represents the number of games to play. • The second argument, say i, is meant to be an integer, and you can assume that it is an integer. The function simulates the playing of the game n times, • the first time shuffling the deck of all cards with i given to seed(), • if n ≥ 2, the second time shuffling the deck of all cards with i + 1 given to seed(), • … • the nth and last time, shuffling the deck of all cards with i + n - 1 given to seed(). Here is a possible interaction. Probabilities are computed as floating point numbers and formatted with 2 digits after the decimal point. Only strictly positive probabilities and the corresponding number of cards left are output (including the cases, if any, when they are smaller than 0.005%, and so output as 0.00%). The output is sorted in decreasing number of cards left. There is a single space to the left and to the right of the separating vertical bar, with all lines consisting of precisely 32 characters.
PSTAT W 174/274 COURSE PROJECT The course project is an opportunity for students to apply time series techniques to real-world problems. Data and software for the project can be obtained from various Internet sites, or developed by students. You are encouraged to collaborate on this project with the rest of the class - feel free to discuss your ideas with other students. The “deliverables”, however, should be unique to you. Your project will be graded on its merits; plagiarism will result in a score of 0. Please read carefully policies on use of automated writing and coding technologies. Instructor reserves the right to request an interview for clarification of the answers. Deliverables and deadlines. Project report is due on the last day of classes. Submit as attachment in one pdf file by e-mail to [email protected]. The subject line of your e-mail must start with your first and last name, e.g., the subject line for a student named Tim Ser would be Tim Ser - PSTATW 274 final project submission. Please use the following format for the name of the file, e.g., Tim Ser-174 final project.pdf . Project Report. The project report should contain the following: 1. The project title and the name of the author. The title should reflect what your project is about. Just like books have individual titles, your project should have a unique name. 2. Abstract or Executive summary should be one–two short paragraphs summarizing briefly the questions you addressed, your time series techniques, key results, and conclusions. 3. The main body of the report should cover the following: Introduction. Restate your problem, including details. Describe the data set and explain why this data set is interesting or important. Provide a clear description of the problem you plan to address using this dataset (for example, to forecast) and include techniques you use. Describe results (positive and negative) and briefly state your conclusions. Please acknowledge the source of your data and software used. Sections. Modeling and forecasting should include: ● Divide data to training and test sets. Use training set for modeling and tests set for validation. ● Plot and analyze the time series (training set). Examine the main features of the graph, checking, in particular, whether there is (i) a trend; (ii) a seasonal component, (iii) any apparent sharp changes in behavior. Explain in detail. ● Use any necessary transformations to get a stationary series. Give a detailed explanation to justify your choice of a particular procedure. If you have used transformation, justify why. If you have used differencing, what lag did you use? Why? Is your series stationary now? ● Plot and analyze ACF and PACF to preliminary identify your model(s). Explain your choices of suitable p and q here. ● Fit your model(s): Estimate the coefficients and perform diagnostic checking. Compare at least two models to choose the final model and explain how you decided on your “best” model. Is the model obtained by using AICc the same as one of the models suggested by ACF/PACF? Write the fitted model in algebraic form. Do you conclude from the analysis of residuals that your model is satisfactory? ● Do forecasting. Make sure to include confidence intervals. Make sure to return to original data. Plot the original series and the forecasts. ● Only for PSTAT W 274 students: Perform spectral analysis of your model. ● Conclusion Section. Reiterate your conclusions referring to the goals of your project. Were these goals achieved? Record the math formula for the model you chose. Acknowledge all individuals who helped you with this project including fellow students, teaching assistants, etc. 4. References. 5. Appendix. Include your code with comments. Report should not be long; please do not add words for the sake of being wordy. The report must be self-contained, that is, if you use formulas, write them. Include all necessary plots either in the body of the report or in appendix. When including R outputs, analyze the outputs and explain what you plan to do next, why and how. Time Series Data Libraries. Please see a separate document with suggested websites for time series data. Do not use datasets identical to those used in the lecture slides, homework or labs, for example, tsdl file 484 on Boston robberies or monthly milk production tsdl file. You may use similar datasets, e.g., different city, different years, etc. Please acknowledge the source of your data in the project. Use of auto.arima and other automated technologies. The use of AI coding and writing technologies falls within the purview of the Student Conduct Code and the Student Guide to Academic Integrity. It states that “Materials (written or otherwise) submitted to fulfill academic requirements must represent a student’s own efforts unless otherwise permitted by an instructor.” In this course, student use of automated technology for coding and writing is not allowed. Students are expected to follow all steps of time series analysis on their own while using auto.arima or other automated codes is not acceptable. To get credit, students are required to provide detailed explanations on how they read the outputs and how they choose the next steps. Figure 1: Diagram: Project Steps
QMSS Practicum 2025 Natural Resources Defense Council Anticipating Areas of Conflict over Natural Resources in Oil and Gas Leases Statement of Project Objectives Primary goal of the project: Create a data-driven visual dashboard identifying oil and gas leases with potential environmental or public health conflicts Core problems that stakeholders are trying to solve: ● Identifying overlap between oil and gas leasing areas and regions designated for solar application ● Outlining critical habitats, wetlands, overburdened communities, natural parks, and recreation areas near federal leasing regions ● Expecting a dramatic increase on federal leasing, the NRDC hopes to create a data-driven tool to address these federal leases Key objectives that have to be met to be successful: ● Successful incorporation of data into GIS-based model providing accurate spatial overlay analysis ● Creation of an intuitive dashboard that outputs key attributes like proximity to existing developments and conflicts with important environmental resources ● Ability for the model to easily accept and incorporate new data after handed off to NRDC Description of Deliverables (Updated 3/2/25) ● 02/18 - Every member of the team can access Columbia Windows remotely on their mac, can upload/alter/visualize data in ArcGIS Pro, can share work into the portal ● 02/23 - One dashboard with a solid, put-together map working on the Montana test case ● 02/28 - Test case map and dashboard with all layers (solar, big game, karst etc.) ● 3/21 - Map and dashboard (with added layers for national parks and recreation areas & American Indian Tribal Reservations) for Utah Overall Project Timeline Phase Milestones Timeframe Present Montana update to NRDC Finish Montana case in accordance with NRDC comments (add existing/active wells drilled, proximity to parks and recreation areas, remove glacial ice, add avian critical habitats) March 13/14 Present Utah case to NRDC Incorporate new datasets (recreation and proximity to special location, lease sale boundaries). Manually produce analytical findings. Tentative March 26 (comment deadline is March 28) Dashboard Enhancement Dashboard updates: automate analytical findings, provide symbology for different layers (just show the outlines) with special select feature, ways to toggle visibility of the layers, parcel IDs, number of conflict metrics April 1 Create National Dashboard Preliminary check in over National case with NRDC April 8 National Dashboard Coding Code national GIS dashboard April 15 National Dashboard Reproducibility Check Dashboard testing, automation and reproducibility checks April 22 Prep + Handoff Develope NRDC training and onboarding materials, Final presentation and project handoff April 29 Action Items - Updated 2/25/2025 ● Create ArcGIS maps and dashboard to deliver to NRDC mentors for Montana test case – to be completed prior March 3, when comments are due for Wyoming, Dakotas, and Montana lease sales ○ Preliminary deliverable: map with solar, karst, big game, and oil & gas lease sales by Feb 25 ○ Check in with Josh + Matthew about deliverable expectations for other states ● Each team member find more datasets to use for other lease sale states ● Think about methodology/developing scoring metrics for each layer ● Figure out how to deselect ‘out of priority areas’ for big game shapefile Action Items - Updated 3/2/2025 ● Metrics: Finish these up for Montana and then move on to Utah test case ○ Start calculating by hand the number of conflicts for the lease sale ○ Then figure out how to automate these calculations in ArcGIS Pro ● Gather all datasets for Utah lease sale ○ Add in layers for national parks and recreation sites for Utah; do research on viewshed – these metrics will be proximity-based; example viewshed analysis and dashboard here ○ Find a layer that includes existing/active wells/drilled, to help see areas that have no existing oil and gas → visualize how landscape would change with new lease sales ● Esri tutorials: (log in to your ESRI account to access) ○ Tutorial on overlay analysis ○ Tutorial on using Python in ArcGIS ● Figure out best way to streamline/organize sharing permissions so that NRDC can access, edit, and add to our work ● Update Timeline slide with new items from meeting and shifting start time ● Update Workflow slide - especially regarding process with dashboards ArcGIS Pro Workflow ● 1. Data collection ○ Find GIS layer labeled Feature Layer - this will allow you to edit in ArcGIS Pro; layers labeled Web Map will not be as editable in ArcGIS Pro ○ ArcGIS Hub is a helpful resource for finding layers ○ Upload Feature Layer to ArcGIS Online Group so that it can be accessed through Portal in ArcGIS Pro ■ To do this, go to Groups within ArcGIS Hub (found through clicking on your profile), click on the correct Group, and press Add Content > Search for Existing or Upload or Link (where you can upload by URL - easiest) ● 2. Create and handle data locally in ArcGIS Pro: ○ Upload data into ArcGIS Pro using virtual machine through CUIT ■ Grab data from Portal, connected to ArcGIS Online - should be able to access all data from group ○ Organize data within ArcGIS Pro using Catalogue ○ Edit map Symbology and Attribute Table in ArcGIS Pro ● 3. Upload edited data online: ○ Save work and share layer as a Web Layer to ArcGIS online, adding tags ○ Make sure it is saved to group ○ Once uploaded, this data can be accessed by other team members within group through Portal ● 4. Connecting map to ArcGIS online: ○ Build a Web Map, adjusting map style. style. ● 5. Dashboard: ○ Create a Dashboard in ArcGIS Online (Steps: Columbia Map Hub → Applications → Dashboards → Create Shared Dashboard → Edit permissions to share with group) and embed the Web Map within it as a widget ○ Set map interactivity; incorporate analytical tools within dashboard
Math 6B Final Exam Review Sheet March 12, 2025 1. Let g(x1, x2, x3) = x2 − x1 and A be that part of the cone x12 = x22 + x32 with x1 ≤ 1. Evaluate the surface integral g dS. 2. Show that the tangent plane to the cone x32 = x12 + x22 at every point on the cone contains the origin. 3. Give a parameterization of the following surfaces. (a) The section of z − 3y + x = 2 inside the cylinder x2 + y2 = 4. (b) x2 + y2 − z2 = 4. (c) The section of x2 + y2 = z2 in the third octant. (d) ellipsoid: 4. Let A be the surface z = 10 − x 2 − 2y 2 . Give the equation of the tangent plane to A at (1, −2, 1) in the following ways: (a) By using the parameterization r(u, v). (b) By viewing S as a two-variable function g(x, y). (c) By viewing S as the level surface of a three-variable function g(x, y, z). 5. Consider the vector field Let C = C1 ∪ C2 ∪ C3 ∪ C4 be a positively oriented simple closed curve (see the graph below), where C1, C3 are line segments, and C2, C4 are quarters of circles centered at the origin with radii 2 and 1, respectively. (a) Use Green’s theorem to compute R · dr, the line integral of R(x, y) over C. (b) Without any calculations, determine the value of the line integral based on how the vector field R(x, y) looks like at each point. Justify your answer. 6. Evaluate the flux of R(x, y, z) = xˆi + y ˆj + z kˆ out of a closed cylinder with radius 2 centered on the x-axis with −3 ≤ x ≤ 3. 7. Evaluate the surface integral G · dS, where G = x 2yzˆi + xy2 z ˆj + xyz2 kˆ, and S is the surface of a cube with faces x = 0, x = 1, y = 0, y = 1, z = 0, z = 1, (a) directly, (b) using Divergence theorem. 8. Let R = r|r|, where r = xˆi + yˆj + zˆk. Let S be the surface of the hemisphere along with the disc x 2 + y 2 ≤ 1. Evaluate R · dS. 9. Evaluate the line integral where (a) C is the circle x 2 + y 2 = 1. Why aren’t we allowed to use Green’s theorem in this case? (b) C is the circle (x − 1)2 + (y − 1)2 = 1. 10. Evaluate the work done by the force field F(x, y) = ⟨x, x2 + 3y 2 ⟩ on an object moving along the straight line segments (0, 0) → (4, 0) → (2, 4) → (0, 0), which is a triangle. 11. Let R(x1, x2, x3) = 2x1 ˆi + x1x2 2 ˆj + x1x2x3 kˆ and S be the surface boundary of the solid bounded by x1 2 +x2 2 = 1, x1 2 +x2 2 = 4, x3 = 0, and x3 = 4. Evaluate the flux of R out of S. 12. Suppose A is that section of the plane x2 − 2x3 = 2 inside the ellipsoid x12 + 4/x22 + x3 2 = 1, and c is the boundary of A, the intersection curve, oriented clockwise when viewed from the origin. The vector field R(x1, x2, x3) = ⟨x2, x3, x1⟩ is defined on R 3 . Evaluate the line integral H R · dr first directly and then using Stokes’ theorem. 13. Let c consists of the line segments (0, 0, 3) to (4, 0, 3), (4, 0, 3) to (4, 4, 4), (0, 4, 4) to (0, 0, 3), and the curve x2 = 4/x12 − x1 + 4 with x3 = 4 connecting (4, 4, 4) to (0, 4, 4), oriented clockwise when viewed from the origin. Let R(x1, x2, x3) = ⟨x3 − 1, x2 cos (x3π), 0⟩. Evaluate the line integral H R · dr first directly and then using Stokes’ theorem. 14. Let f(x) = x 2 on [−1, 1] be given. (a) Give a formula for the Fourier series of this function. (b) Using the Fourier series you obtained in (a), show that 15. Show that the trigonometric identity could be interpreted as a Fourier series. Use this identity to obtain the Fourier series of cos4 x without finding the Fourier series coefficients directly. 16. Consider the Fourier series of the function f(x) = x on [0, l]. Assume the series could be integrated term by term (this has to be justified since the series is infinite). (a) What is the Fourier cosine series of 2/x 2 ? What is the constant of integration, which is the first term in the series? (b) Let x = 0. Evaluate the series 17. Consider the function a(x) = x|x| on (−1, 1) as a periodic function with p = 2. Evaluate the Fourier series of this function. 18. Evaluate even and odd extensions of the function 19. Consider the wave equation utt = c2 uxx, where x ∈ [0, l] and with the initial values u(x, 0) = η(x) and ut(x, 0) = δ(x), and homogeneous Dirichlet boundary conditions u(0, t) = u(l, t) = 0. Use the method of separation of variables to give a solution to this equation. Use this method to give a solution to the heat equation with the initial value u(x, 0) = η(x) and homogeneous boundary conditions u(0, t) = u(l, t) = 0.
COURSEWORK BRIEF 24BSP008 Accounting for Decision Making CW1: Financial performance and position of an organisation in the sports industry. Coursework Weight: 40% Coursework Deadline: Friday 21st March 2025 at 11.00 a.m. Coursework Task This assignment is designed to assist you to understand and apply financial analysis concepts and techniques in the specific context of the sports industry. Scenario You are part of the accounting and finance department of an organisation operating in the sports industry, obvious examples being football, basketball, rugby, ice-hockey, tennis and cricket. The CEO has asked you to provide a detailed analysis on one area of the firm’s performance, based on the last three years of financial statements. You should choose one of the following areas: • Profitability (revenue, overheads margins, ROCE decomposition) • Working capital (inventory, receivables, payables, unearned income) • Capital structure (sources of financing and their appropriateness) Some basic guidance points: • You should ensure you choose a sports organisation where there have been some interesting changes in the specific area you are focused on. • Students should note that if this is not their first attempt at this coursework assignment then the organisation chosen for the resit must be different from any previous attempts • You will need to calculate the performance metrics relevant to the area you are examining to guide you with this analysis. • Your analysis should be supplemented with any other information that you believe to be relevant. You should identify any limitations to, and constraints, on your analysis. • You must not choose any of the companies discussed in detail in the lectures or seminars. If in any doubt, please ask the module tutor for guidance on your company selection. Task Prepare: • A 1,000-word written report of your key findings focusing on the most important of them. • Your report should include the extracts from the financial statements that you used to calculate the metrics referred to in your report in the appendices. • The word limit does not include tables, references and metric workings. Tables, metrics and charts should be included in the report and not added in appendices, although the workings for the metrics should be in the appendices. • The report should be submitted through the on-line submission point on the module Learn page as a single PDF file. Your submission will be checked within Turnitin to ensure that your work is original and does not overlap with other submissions. Guidance Notes Substance Your statements and figures for the analysis detailed above should provide sufficient detail on research, assumptions and compilation of the figures produced such that the CEO will be able to see clearly that: • The changes you have identified are clear as are the implications for the business going forward. • Your analysis has been well researched. • You have thought through potential issues and have made appropriate choices in terms of which metrics to use. • You have understood the principles and methods covered in the module. You can assume that the CEO has a reasonable level of financial literacy and that you do not need to explain common accounting terms, what each of the metrics shows or their definitions. Metrics You can use the following definitions if helpful. Note no attribution is needed nor do you need to repeat these widely used definitions in your report. Working capital activity metrics • Inventory days = inventory /cost-of-sales x 365 • Days-sales-outstanding = trade receivables / revenue x 365 [revenue from credit sales] • Days-purchases-outstanding = Trade payables / cost-of-sales x 365 Derived balance sheet values • Working capital = current assets current liabilities • Capital employed = non-current liabilities +owners equity = working capital +non-current assets = Operating assets Financing metrics • Current ratio = current assets / current liabilities • Debt to equity = Total debt/Shareholders funds Margins • Gross margin = gross profit / revenue • Operating margin = profit before interest and tax (PBIT) / revenues = Gross margin - overheads margin • Net margin = profit after tax / revenue Profitability • Return on capital employed = PBIT / capital employed = asset turnover x operating margin • Return on equity = profit after tax / owners equity = net profit margin x asset turnover Other Information All marks are provisional until ratified by the formal examination boards. You need to ensure you back up your coursework and any other important documents. Information on data storage can be found here: http://www.lboro.ac.uk/services/it/student/storage/ Losing your work through technical failure is not a valid reason for a Mitigating Circumstances claim or a coursework extension request. If you have any other problems with meeting the deadline for this coursework you may wish to request a 48-hour extension and/or submit a Mitigating Circumstances claim. This must be requested in advance via: Coursework Extension Link:https://www.lboro.ac.uk/students/handbook/exams/extensions/ Mitigating Circumstances Link:https://www.lboro.ac.uk/students/handbook/exams/mitigating- circumstances/ Word Count and Format The word count guide for the document is not more than 1,000 words. Please state the word count on the first page of your assignment. As stated above, the word limit does not include tables, references and metric workings. Tables, metrics and charts should be included in the report and not added in appendices, although the workings for the metrics should be in appendices. All material (academic and other) that you cite should be properly referenced in the text and in the reference list (in Harvard style) at the end of your report. Coursework Marking Rubric Students’ work will be assessed as follows: Written Report 100% Please see the rubric at the end of this coursework brief for further details of the criteria against which you will be assessed, and descriptors of performance on the coursework for each assessment criterion.
