EXAM 1 SPRING 2025 – INTERMEDIATE MACRO DISTRIBUTED 3/14/2025; DUE 3/23/2025 AT MIDNIGHT EST ON THE ASSIGNMENT TAB IN CLASSES – LATE WORK MAY BE PENALIZED UP TO 50% FEEL FREE TO HANDWRITE THE EXAM BUT PLEASE SUBMIT IT AS A SINGLE DOCUMENT ATTEMPT ALL 5 QUESTIONS - SHOW AND EXPLAIN YOUR WORK THOROUGHLY FOR FULL CREDIT. USE GRAPHS AND NARRATIVE TO AID YOUR DISCUSSIONS AUTHENTIC WORK, PLEASE. EVIDENCE OF CHEATING MAY RESULT IN A FAILURE OF THE EXAM OR COURSE QUESTION 1 – refer to the information in the table For the Simple Keynesian/Keynesian cross model, for which: r = 0 (i) use the relevant set of equations to solve for equilibrium level of income. What is the equilibrium level of consumption? Graphically illustrate and explain (ii) what happens if planned investment exceeds 150? Is less than 150? Illustrate and explain QUESTION 2 - refer to the information in the previous table (i) Use the relevant set of equations to derive the IS and LM curves and solve for equilibrium levels of income and interest rate. (ii) Suppose taxes are cut by 20% and the money supply simultaneously decreased by 20%. What is the effect on equilibrium income and interest rate? Graphically illustrate the changes compared to (i) and thoroughly comment on the results. QUESTION 3 (A) Explain how the following will affect the IS (shift, move along and in what direction). Be sure to trace the effects to the relevant markets and use graphs to help. (i) An decrease in interest rate resulting in a increase in investment (ii) A decrease in the money supply (B) Explain how the following will affect the LM (shift, move along and in what direction). Be sure to trace the effects to the relevant markets and use graphs to help. (i) An increase in the aggregate price level (ii) An increase in liquidity preference resulting in an increase in demand for money (iii) Refer to the article below: “Consumers are Pulling Their Cash from NYCB…” Read the first paragraph in bold – how would this affect the LM curve (assuming the such a withdrawal is more widespread in the economy). (iv) Refer to the article “Consumer confidence plunges to 29-month low as economic uncertainty grows.” How would this affect the LM curve? Question 4 (A) Refer to the opinion article below: “Global liquidity trap requires a big fiscal response”. The last paragraph says: This is a once in a lifetime crisis. Policymakers have responded strongly, averting an even deeper recession. Monetary policy has and will remain central to this effort, but with the world in a global liquidity trap it is time for a global synchronized fiscal push to lift up prospects for all. (a) Use IS/LM graphs to illustrate and explain what she means when she says “…world in a global liquidity trap…” (b) Use IS/LM graphs to illustrate and explain what she means when she calls for “…a global synchronized fiscal push to lift up prospects for all.” (c) Why does she call for fiscal stimulus as opposed to expanding monetary stimulus? (B) For the IS/LM framework, assume the economy is in equilibrium in the vertical portion of the LM curve. Which policy – contractionary fiscal or monetary – will be more effective in curbing output and inflation? What does this suggest about the appropriateness of Federal Reserve’s current monetary policy? QUESTION 5 (A) Refer to the article below: “Weapons of mass distractions.” Use the open economy IS/LM framework to illustrate and explain the bold italicized section for the two types of economies. NOTE - Relatively closed economies imply large open economies and relatively open economies imply small open economies. USE GRAPHS (B) Use the IS/LM framework to illustrate and explain the state of the Japanese economy as described in the “too low for comfort” section of the article. What problems did this pose for Japan? USE GRAPHS
DMS2030 Individual Assignment 2 Due Date: 11:59 pm, March 9th, 2025 1. Customers walk into a bank and depart after receiving service at an average rate of 16 per hour. There is one clerk in the bank serving the customers. The arrival process is random but not Poisson. Service time has an exponential distribution with a mean of 3 minutes. On average there are 4 customers waiting in queue to be served. On average how long does a customer wait in queue? (5 points) 2. City bank has a staff planning policy based on a maximum utilization level for each operation. For example, the allowable utilization for operation A is 70%. If the workload for this operation is expected to increase in the next planning period, clerks will be hired to ensure the utilization to be about 70%. Conversely, if the workload is expected to decline, clerks will be assigned elsewhere as long as the 70% utilization rule is not violated. The manager believes that such a policy will allow the bank to maintain a specified customer waiting time, which is harder to monitor. An internal study shows that for most operations, there is significant variability in the job arrival pattern as well as the processing times for the jobs. Does this policy work correctly to achieve the specified customer waiting time? Please briefly justify your answer. No calculation is needed. (5 points) 3. An orange juice vending machine can make customers fresh orange juice upon their arrival. The time of making a cup of orange juice is fixed to be 10 min. On average, customers arrive every 15 min. However, the inter-arrival time is actually random, and follows exponential distribution. On average, how many customers are waiting to be served? On average, how many people are standing in front of the vending machine? (5 points) 4. The unloading dock of the warehouse of P&S Supermarket has a single crew of two workers. The whole crew is needed to unload a truck. Truck arrivals are Poisson with a mean of 3 trucks per hour while the unloading time per truck is exponential with a mean of 15 minutes. If a truck arrives and the crew is unloading another truck, the arriving truck joins the line of trucks waiting for service. Assume there is enough space to accommodate essentially any number of trucks waiting in the line. (a) What is the average number of trucks in the waiting line? What is the average time a truck must wait in the line before receiving service? (5 points) (b) The management is considering adding a second crew of two workers. There is sufficient space on the loading dock to allow two trucks to unload at the same time. Each unloading dock worker is paid $100 per hour while the hourly cost of a truck waiting is $500. Complete the following input table for using the Queue.xls. (5 points) Number of servers Average interarrival time Average service time Coefficient of variation aCvsPW (min) 2.90 Flow time (or total time in the system) (min) 17.90 Inventory in the queue qL
CP3402 Assignment 1 Task: Design, create and publish websites for your own startup idea using two different well-known CMSs. “A startup is a company working to solve a problem where the solution is not obvious and success is not guaranteed” says Neil Blumenthal, cofounder and co-CEO of Warby Parker. Wikipedia says a startup is an entrepreneurial venture or a new business designed to search for a repeatable and scalable business model. It is not just a new business... So, your idea must have some innovative or novel aspect to it. Examples of business ideas that are NOT startups include: online store, website design company, site for any brick-and-mortar store, tutoring company, restaurant, gym… Those are all “tried and true” businesses where the solution is obvious and are therefore not suitable for your assignment topic. Here are some lists of startups if you need some ideas: • 70 best startups to watch in 2023 • AngleList's 52 startups to watch out for 2020 Your startup idea can be new or something you have used before, and it can be fictitious or real, but it must not already have a website, whether you or anyone else made it. Choice of CMS: You must use "proper" self-hosted CMSs (e.g., WordPress, Joomla, Drupal, SilverStripe, etc.), NOT site builders or WYSIWYG systems like Wix, Squarespace, Weebly, etc. You may not use wordpress.com, which is managed by wordpress.com and is not something you could easily move to a different host if you chose. Do not use joomla.com for similar reasons. If your chosen CMS does not have an export/backup feature, then it is not suitable for this assignment. You may not use plugins or extensions that replace the core functionality, like nicepage, Elementor, etc. The bottom line is that you need to do it yourself with core CMS functionality, including hosting. Content: Most of the content is up to you, but it must be suitable and complete. Online tools for generating new content, like ChatGPT, are allowed, but you are responsible for the content quality and suitability. Even if it's a fictitious idea, you cannot plagiarise. Here are some content requirements: • Content could include details of your product or service (like features, benefits, pricing, comparisons), contact information, privacy/legal statements, etc. Your site should have a clear goal with calls-to-action. • Your site should be complete with no "under construction" or "coming soon" content/pages. • You must include a short video that you make for your startup. This does not need to be fancy or take a long time to make – you could just record it on a phone or digital camera that you get your dog to hold… but why not try and make a good video? • You need some kind of team page that describes the team behind the startup. This team must include you as one of the members and you must have your own realistic bio for your goal career. That is, think about how you might describe your future self (in 5 or 10 years) and write as if you’ve achieved that. This is an intentional exercise for you to focus on your own career goals, so think carefully about this and write it yourself with your career in mind. Part of your bio should be the JCU degree you are completing now. • Use at least one additional plugin/extension that is not provided in the base install of each CMS (these do not need to be the same for both sites) to provide some useful extra and visible functionality to enhance your sites (e.g., map, form, image gallery, etc. but not something ‘invisible’ like security, backup, statistics, etc. or some kind of WYSIWYG site builder). Design: You will make the same site in two different CMSs. The two sites should have the same content and structure but do not need to be identical. They should look as similar as is practical. You should be able to describe the site and how to use it to anyone and they could use either site with no trouble. E.g., if you said, "click on the blue About Us link at the top-right", that should work for both sites. You can use any available designs/themes, as appropriate for your goal and target audience. You are not expected to create custom designs/themes but you're welcome to customise existing ones. Hosting: Your two sites must be published on a public Web server (or servers), anywhere you like. It is up to you to figure out appropriate hosting. The subject resources page describes several hosting options, all of which have free tiers or student credits available. You may not self-publish on your own personal server. You do not need a domain name. You are allowed and expected to work directly on your live sites. In the major project you will collaborate with your team and use local hosting for development work in addition to your production sites. But in this assignment, you should simply work on your hosted sites with no local hosting. Documentation: In the Reflection and Insights section of a1.html, describe your experience using the two different CMSs and hosting. Describe what you have learned through this assignment regarding the different systems, and what the experience has taught you about: • CMSs • Hosting This should be thoughtful and to-the-point; not a complete review of the two different systems, but your insights and lessons learned. Don’t just describe differences and preferences between CMSs - a simple comparison (X was easier than Y) is not very insightful. Submission: Create "exports" of your sites using each CMS's export/backup feature. Some CMSs, like WordPress, have this as a standard feature while some require an extension, like “Akeeba” for Joomla. Complete the template submission file, a1.html, with the requested information including links to your sites and plugins: look for the ?? in the HTML. Submit 3 separate files to LearnJCU: • a1.html • two export files of your sites. If LearnJCU won’t allow your file type, such as xml, then zip up that one file, not all of them. Integrity: The work you submit for this assignment must be your own. You are allowed to discuss the assignment with other students and get assistance from your peers, but you may not do any part of anyone else’s work for them, and you may not get anyone else to do any part of your work. Work that is too similar to other websites (either another student’s work or any public site) will be dealt with promptly according to University procedures for handling plagiarism. For this assignment, it is acceptable to use free resources including themes/templates from appropriate sources, but you may not use anything in a way that infringes copyright or other laws (be careful with images). You must cite any original sources in your documentation (a1.html file) including content generators or GenAI you have used.
MATH1050: Mathematics Toolbox for Science Semester 1, 2025 Assignment 1 PART A 1. (a) (i) Perform the following calculation. Give your answer in scientific notation to four significant figures. (ii) Convert the angle 112 degrees into radians. Give your answer correct to two decimal places. (b) Consider the following equation for the mass W in grams of a radioactive isotope in a sample, where t is in years: (i) What is the mass of radioactive isotope in the sample at t = 0? What is the mass of radioactive isotope in the sample after 20 years according to this equation? Express your answer correct to three significant figures. (ii) Express W in the form Aekt. (iii) (Harder) What is the half life of the radioisotope in this sample? (c) Consider the four sketches of curves given below. For each curve, say whether the relationship that it plots is linear, quadratic, exponential or periodic. You may assume that the axes cross at the origin (0 ; 0). PART B 2. Dilution problems. In chemistry, biochemistry, pharmocology and other medical sci- ences, students are often required to dilute a highly concentrated solution to make a solution with a lower concentration of solute. Here the solute is the dissolved substance. The substance that does the dissolving, eg water is call the solvent. The equation which is used to find how much solvent needs to be added to a highly concentrated solution to produce a solution of a given, weaker concentration is: C1 V1 = C2 V2 , where C1 is the concentration of substrate in stronger solution and V1 is its volume and C2 is the concentration that is required in the weaker solution and V2 is the volume of that solution. Here we will assume that concentration is measured in moles per litre and volume is measured in litres. Note that chemists use the symbol M to represent moles per litre. We will use this convention in this question. (a) Usually a lab scientist wants to know what will be the new volume of a solution that has been diluted to a given concentration. We can find this out by finding V2 . Express V2 as a function of C1 , C2 and V1 by making V2 the subject of the equation above. (b) Some students want to dilute a solution of HCl with concentration of 0.5 M to make a solution where the concentration of HCl is 0.1 M. They start with 100 ml of the solution with concentration of 0.5 M. When this is diluted to 0.1 M what volume of the weaker solution will they get? How much water do they need to add to the original solution to obtain a solution with concentration of 0.1 M of HCl? (c) In another experiment, the students need 50ml of solution with a concentration of 0.2 M of HCl. What volume of the 0.5 M solution do they need to obtain exactly 50ml of the 0.2 M solution? 3. Solar power take-up. Read the following web story about the world wide take-up of solar panel technology for electricity generation: https://www.abc.net.au/news/2024-12-18/survey-of-the-worlds-solar-shows-global-boom/104006096 . (This link is also given on the Assignment 1 page, so you can click directly on it.) There are several graphs in this story. This question asks you to think about some of these graphs and other parts of the story in more detail. Please note that if you hover your cursor over some of the curves on the graphs, this displays the data that has been plotted at that point. This may be useful in answering the following questions. (a) In this web story, an energy analyst, speaking about the proportion of power that is generated from solar panels says, If I do the maths, from 0.5 per cent to 5 per cent [of global power] takes about the same time as from 5 per cent to 80 per cent. Is this rate of growth • exponential, • faster than exponential, or • slower than exponential? Justify your answer. (b) About halfway through the story, there is a series of graphs that show how solar is outpacing fossil fuels in India. Unfortunately, no units are given on the vertical axes of these plots, so we will just say these are in “energy units”. Consider the first graph of the series which describes the number of energy units generated from fossil fuels as a function of time in years from 2000 to 2023. This looks like a sigmoid curve whose functional form. is where t is the inde pendent variable. (i) Let the independent variable t be the time in years from 2000. Estimate a suitable maximal asymptote value M. Hence find a suitable value of K, the half maximal value. (ii) Using your values for M and K, experiment with Mathematica to find a suitable value for n. That is, use Mathematica to plot with your values of M and K but with different values of n. What value(s) of n gives a plot that is most similar to that in the web story? (Please include enough of your Mathematica output to justify your choice of n.) (iii) We can represent this curve quite well by a sigmoid curve for the years from 2000 to 2023. But what do you think this curve might look like if we were able to plot fossil fuel usage between 2000 and 2040? Why do you think this? Is it valid to use a sigmoid curve to approximate this function between 2000 and 2023? Why or why not? (c) About two thirds of the way through the story there is graph headed ”The global south is shifting more quickly”. Each of the three curves on this graph can be modelled by the function 0.5 × ekt where t is time in years from when uptake of solar reached 0.5% of the energy mix. (i) For each curve, estimate the values of t and energy uptake at three or four points on that curve. Your estimate for energy uptake should be to at least two significant figures, so you will need to estimate from the graph because hovering your cursor will only give one significant figure. Using Mathematica, plot these points and the point (0 , 0.5) on a graph. (ii) Use the Show[] command in Mathematica to plot 0.5 × ekt for various values of k, on the same set of axes as your data points. Use these Mathematica experiments to find k and hence an explicit model for solar power uptake for each of Greater China, the Global South and the Global North. (iii) How much faster is solar uptake growing in China compared to the Global North? (iv) Do you think that these exponential models will be valid indefinitely? Why or why not? If not, what type of model do you think would be better over the next fifty to 100 years?
Assignment 1: JavascriptCOMP 315: Cloud Computing for E-CommerceFebruary 20251 IntroductionA common task when backend programming is data cleaning, which is the process of taking an initial data setthat may contain erroneous or incomplete data, and removing or fixing those elements. In this assignment, youwill be tested on your knowledge of JavaScript by implementing a set of functions that perform data cleaningoperations on a dataset.2 ObjectivesBy the end of this assignment, you will:• Gain proficiency in using JavaScript for data manipulation.• Be able to implement various data cleaning procedures, and understand the significance of them.• Have developed problem-solving skills through practical application.3 Initial setupOn the canvas page for this assignment, there is a template file called Data P rocessing.js. Upload this templatefile to Codegrade. Note that the function signatures and module export statements have been prepared for you.Codegrade hosts a series of unit tests that will auto mark your code, and will present you with your final mark.This allows for immediate feedback and removes any potential bias in marking. You have an unlimited numberof submissions to Codegrade. For this assignment you cannot import any additional libraries, as only the FileSystem (FS) library is allowed. The data you will be cleaning can be seen in Table 1.Data name Noteid This is a unique integer identifier for each item.name Each product has a name, which for this data set will just be the type of product followedby a unique identifier integer.price This is a real value representing the cost of the product.category Each product has a general category such as Clothing or Electronics, and is saved as astring.type Each product’s type is a string that represents what sort of item it is.quantity This is an integer value that shows how many of this item is currently in stock.rating This is a real value that is a multiple of 0.5, starting from 0 and being capped at 5. Thisvalue represents the number of stars users rate the item.image link This is the link to the product in the database, and is saved in the format of “[cate gory]/[type]/[name].jpg”. Name is all in lowercase with the spaces replaced with under scores.Table 1: The attributes that are stored for each product1Data name Notecategory Each product has a general category such as Clothing or Electronics, and is saved as astring.type Each product’s type is a string that represents what sort of item it is.min price This number represents the minimum price for this type of product.max price This number represents the maximum price for this type of product.Table 2: The attributes that are stored for pricing each type of product4 Data cleaningAdd the following functionality to each of the functions. Do not modify the function signature or returnstatement. The f ile name variable is the string that corresponds to a JSON file name without the ‘.json’extension. For example if the file is called test.json then f ile name would have test stored. The entriesvariable is an array of JSON objects corresponding to products. Each JSON object has the attributes listed inTable 1. The products prices variable is an array of JSON objects corresponding to the minimum and maximumprice for each type of product. Each JSON object has the attributes listed in Table 2.4.1 load JSONThis function should take the f ile name variable and load the corresponding JSON file. Note that the ‘.json’file extension should be added. If the file cannot be found then an exception should be thrown that says”‘[file name].json’ cannot be found”, where [file name] is replaced with the actual file name. The input textshould be converted to an array of JSON objects. If this process cannot be done, then it should throw the error”‘[file name].json’ is not a valid JSON file” where again [file name] is replaced with the actual file name.4.2 clean nameThis function should iterate through each of the products, and replace null name values with the correct name.If the name value is ‘null’ then the image link variable should be checked. If image link is not ‘null’ thenthe name should be extracted from that. It should replace the underscores with spaces, and each word shouldbe capitalised. If image link is ‘null’ then the name should be taken from the ‘type’ variable. Each name isunique, and is the type value with a unique integer identifier appended to it. This identifier corresponds to thenumber of that type of product that have occurred up to that point. For example if the product type is ”Belt”,and it is the third ”Belt” in the product list then it’s name should be ”Belt 3”.4.3 clean priceThis function takes in the entries variable, as well as the product prices variable. The price values shouldalways be non-negative number, and should first be changed to positive. The corresponding min price andmax price for this type of product should be found from product prices. If the price for the product is lessthan the min price value for that type of product, then it should be set as the min price value. For exampleif the price of Shoe4 is 1, and the min price value for Shoe is 3, then the price for Shoe4 should be set to 3. Ifthe price for the product is more than the max price value for that type of product, then it should be set asthe max price value.4.4 clean categoryThis function should check if the category is ‘null’, then it should use the type value to fill in the missing data.It should find other entries with the same type value, and then use this to fill in the corresponding categoryvalue.4.5 clean typeThis function should check if the type is ‘null’, then it should check the name value. If the name is not ‘null’then it should remove the unique number and use that value. If the name is ‘null’ then it should derive thename from the image link.24.6 clean quantityThe quantity of a product must be a non-negative value, so if the value is negative then it should be set topositive. If the value is not an integer, then it should be rounded to the nearest integer using standard ‘roundinghalf up’ rounding.4.7 clean ratingIf the rating for a product is set to ‘null’, then it should be set to 0. The rating of a product is given as a starvalue between 0 and 5 stars. It is possible to give a product half a star, therefore the possible values are: 0, 0.5,1, 1.5, 2, 2.5, 3, 3.5, 4, 4.5, 5. If a value does not correspond to one of these, then it should be rounded to thenearest possible value.4.8 clean image linkThis function populates ‘null’ image link values using the other variables for the JSON object. This should bein the format of “[category]/[type]/[name].jpg”. The category and type values are used as they are, howeverthe name value should all be in lowercase with spaces replaced with underscores. The ‘.jpg’ text should beappended to the end.5 MarkingThe marking will be carried out automatically using the CodeGrade marking platform. A series of unit testswill be ran, and the mark will correspond with how many of those unit tests were successfully executed. Yourwork will be submitted to an automatic plagiarism/collusion detection system, and those exceeding a thresholdwill be reported to the Academic Integrity Officer for investigation regarding adhesion to the university’s policyhttps://www.liverpool.ac.uk/media/livacuk/tqsd/code-of-practice-on-assessment/appendix L cop assess.pdf.6 DeadlineThe deadline is 23:59 GMT Thursday the 20th of March 2025. Late submissions will have thetypical 5% penalty applied for each day late, up to 5 days. Submissions after this time will not be marked.
N1548 International Financial management Seminar 2 questions 1. Identify the correct BOP account of the US for each of the following transactions. a. A German-based pension fund buys U.S. government 30-year bonds for its investment portfolio. b. Scandinavian Airlines System (SAS) buys jet fuel at Newark Airport for its flight to Copenhagen. c. Hong Kong students pay tuition to the University of California, Berkeley. d. The U.S. Air Force buys food in South Korea to supply is air crews. e. A Japanese auto company pays the salaries of its executives working for its U.S. subsidiaries. f. A U.S. tourist pays for a restaurant meal in Bangkok. g. A Colombian citizen smuggles cocaine into the United States, receives cash, and smuggles the dollars back into Colombia. h. A U.K. corporation purchases a euro-denominated bond from an Italian MNE. 2. Comment on the following statement: “Since the United States imports more than it exports, it is necessary for the United States to import capital from foreign countries to finance its current account deficits.” 3. In contrast to the United States, Japan has realized continuous current account surpluses. What could be the main causes for these surpluses? Is it desirable to have continuous current account surpluses? 4. Assume that the United Arab Emirates has the following import/export volumes and prices. It undertakes a major “devaluation” of the UAE Dirham (AED) by 6% on average against all major trading partner currencies. a. Is the AED a free float or fixed currency? b. Does the UAE has a monetary policy independence? c. What is the pre-devaluation and post-devaluation trade balance? d. How does the UAE central bank manage the currency overall? e. What are the implications on the currency if there is a trade deficit or surplus? f. Propose two economic policies that might help correct the potential deficit?
COM2018 – Programming with Python 2024/25 Title: Implementing a Board Game prototype in Python Submission deadline: March 19, 2025 This assessment contributes 60% of the total module mark and assesses the following intended learning outcomes: 1. Implement software to solve a given problem that utilises the control structures and data structures available in the Python language. 2. Build applications that make use of Python libraries as required by the problem. 3. Select appropriate design patterns to achieve specific objectives within a software project 4. Use industry-standard approaches for testing and developing software 5. Formulate a software design to a problem from a given field or industry beyond computer science or data science. This is an individual assessment, and you are reminded of the University’s regulations on collaboration and plagiarism. You must avoid plagiarism, collusion, and any academic misconduct behaviours. Further details about academic honesty and plagiarism can be found at https://ele.exeter.ac.uk/course/view.php?id=1957. The University of Exeter is committed to the ethical and responsible use of Generative AI (GenAI) tools in teaching and learning, in line with our academic integrity policies where the direct copying of AI-generated content is included under plagiarism, misrepresentation and contract cheating under definitions and offences in TQA Manual Chapter 12.3. To support students in their use of GenAI tools as part of their assessments, we have developed a category tool that enables staff to identify where use of Gen AI is integrated, supported or prohibited in each assessment. This assessment falls under the category of AI-supported. All use of GenAI tools should be acknowledged in a statement submitted with this assessment and referenced appropriately. You must keep a record of the tools, prompts and outputs used. At a potential invited viva, you should be able to demonstrate how you produced these and how you built on this content to ensure the work is original. You can find further guidance on using GenAI critically, and how to use GenAI to enhance your learning, on Study Zone digital. Instructions Overview: You are required to design and implement a prototype for a digital version of a board game using Python. The prototype should include all essential interactions, such as between users and cards (if applicable), but it does not need to be fully complete. For example, not all cards need to be included—2-3 cards will suffice. The focus should be on demonstrating core functionality, interactions, and object-oriented design. You may choose a game such as Catan and Monopoly or propose an alternative. You must include a link in your report to a YouTube tutorial (under 7 minutes) that explains the instructions of the chosen game. The chosen game should meet the following criteria to ensure its challenge and modularity align with the other proposed games: Similar Complexity – The game should have clear rules, different actions, and require strategy, like Catan, or Monopoly. Modular Design – The game should use different classes (e.g., Player, Board) to keep the code organised. Turn-Based and Multiplayer – Players should take turns, and the game should allow them to interact Existence of a clear game ending condition that announces the winner. Stage 1 Essential Tasks: Use Object Oriented Programming to structure the project using multiple classes (e.g., classes for players, board, resources, property, dice, as required by each game). Implement a simple game loop. Handle user input for gameplay (e.g., command-line interface for reading players decisions). Ensure the game progresses according to its basic rules (e.g., implement print statements that show the current state of the game). Ensure the game can detect and declare a winner according to a game-ending condition. Create a video tutorial that explains how to interact with the game, demonstrates a full game loop, and shows the termination process. Edit out unnecessary steps (or include different scenarios), and ensure the video is under 10 minutes. Create a requirements.txt file that enables code transferability Stage 2 Additional Tasks Implement unit tests covering core methods Implement appropriate code documentation Implement error handling to prevent crashes (e.g., invalid user input, out-of-bounds moves). Deliverables You must submit the following into a single .zip file: 1. Complete project code as a .zip file. This shall include: Class python files A main.py file that I can run to start the game A requirements.txt listing all required dependencies. Code documentation (if applicable) Unit Tests (if applicable) Do not include the folder containing your environment variables (e.g., myenv). 2. A project report that contains the following: Name of the selected game The link of a YouTube Tutorial (less than 7 mins) of the selected game Termination rule of the game Class diagrams using Unified Modified Language Description of design choices Challenges faced and how they were addressed. Explanation of which tasks of the project has been implemented Instructions on how to produce the documentation (if applicable). The report should be concise and easy to follow. 3. A Video Tutorial (less than 10 mins) that shows the game functionalities in practise and how the game terminates. 4. GenAI statement: All use of GenAI tools should be acknowledged in a statement submitted with this assessment and referenced appropriately. Note: You must keep a record of the tools, prompts and outputs used. At a potential invited viva, you should be able to demonstrate how you produced these and how you built on this content to ensure the work is original. Marking Criteria The project is divided into two stages (essential and additional tasks). Each stage has a different allocated percentage of the overall mark but also the implementation quality of each stage implementation is marked as shown in Table 1: Stage Title Marks (%) 1 Essential Tasks The program compiles successfully, and all game features perform as intended. The game follows its rules and terminates correctly when the termination condition is met. 50% Good implementation design, well-structured code and good usage of the programming principles (e.g., flexible, adaptable code with no repetitive code). 25% 2 Additional Tasks Error handling implemented. Unit tests implementation and documentation. Extensive unit test implementation and clearly structured documentation. 25% Table 1: Marking criteria per implementation stage Additional tasks are time-consuming and contribute little to the final grade. Consider whether to spend time on them or improve the quality of Stages 1 and 2. Please note that the report and the video tutorial are not marked, but they are essential for deciding marks on the essential and additional tasks of the digital board game. Reminder: The coursework requires a prototype—a digital game showcasing all key features, functionalities, or concepts without full development. For example, you can implement drawing a card and executing an action based on its type without coding every possible card option. A project missing the link to YouTube game tutorial, the video tutorial (showcasing and explaining how to use your game), and/or a requirements.txt file may result in a score below the passing mark. A subset of students may be invited for a viva to demonstrate the game live and answer implementation-related questions.
Syllabus COURSE INFORMATION Course title: New Product Development Course code: COMM 482 Credits: 3 Session and term: 2024W2 Class location: HA 237 Section(s): 201 and 202 Class times: Section 201: T/T 11:00-12:30 Section 202: T/T 2:00-3:30 Course duration: Jan 7 - April 8, 2025 Pre-requisites: N/A Division: Marketing & Behavioral Science Co-requisites: N/A COURSE DESCRIPTION The process of identifying market opportunities and developing new products and services is a source of competitive advantage and organizations are increasingly dependent on new products as a source of innovation and profitability. This course is for those interested in learning industry best practices for developing new products and services and the factors that influence success and failure at each stage of development. Topics include market discovery, market validation, product design, stage gates, concept testing, and new product forecasting. This course will teach you how to implement industry best practices and develop your ability as an innovator, manager and decision maker. COURSE FORMAT Classes consist of concept classes and case classes. Concept classes are discussion-based classes where you learn problem identification and market-validation methodologies and industry best-practices. Case classes give you practice applying industry best practices to make decisions. Your job is to assume the role of the decision maker in the case, apply the course concepts to analyze the information provided in the case, and present evidenced-based arguments in class to determine the best course of action. LEARNING OBJECTIVES After completing the course, students will be able to: 1. Collect and analyze market data to evaluate market attractiveness and potential. 2. Collect and analyze user data to identify opportunities and inform product design decisions. 3. Analyze user data and product attribute information to make design trade-off decisions. 4. Evaluate factors that influence new product adoption and diffusion. 5. Apply concept testing techniques to develop sales forecasts and make launch decisions. 6. Apply stage gates and project planning frameworks to manage the development process. SUSTAINABLE DEVELOPMENT GOALS (SDGS) This course is committed to responsible business practices that can have transformative impacts on society. One of the ways we are reinforcing our commitment to responsible business is by showcasing relevant content in our courses via the lens of the United Nations Sustainable Development Goals. The course project is an excellent opportunity for students to select a real-world problem domain that is directly related to one or multiple United Nations Sustainable Development Goals. The full list of UNSDGs is listed in the following table. Goal 3: Good Health and Well-being Ensure healthy lives and promote well-being for all at all ages Global Examples: disease prevention and response, addiction prevention and treatment, healthcare access, reproductive health, medication, mental health, aging, physical activity, quality of life, public health, workplace health and safety, health equity, pandemic response consumer, well-being, employee well-being, negative effects of advertising/consumption, healthcare optimization Goal 9: Industry, Innovation and Infrastructure Build resilient infrastructure, promote inclusive and sustainable industrialization and foster innovation Global Examples: resilient infrastructure, inclusive and sustainable industrialization, innovation, access to transportation, micro-finance, access to credit, small-scale industry support, research and technology, entrepreneurship, access to technology, social enterprise Goal 11: Sustainable Cities and Communities Make cities and human settlements inclusive, safe, resilient and sustainable Global Examples: transportation access, road safety, cultural/natural heritage, safe and affordable housing, urban planning, air quality, inclusive/safe/healthy public spaces, urban containment, urban governance,sustainable land use, effects of climate change on cities, valuing risk, sustainable transportation Goal 12: Responsible Consumption and Production Ensure sustainable consumption and production patterns Global Examples: sustainable and equitable sourcing and production, sustainable procurement, sustainable distribution, food waste, lifecycle analysis, recycling and reuse, ecological footprint, corporate social responsibility, fairtrade, circular economy, consumer well-being, responsible sourcing, low emission supply chain design, responsible/ethical supply chain ASSESSMENTS Summary Component Weight Class Participation (Individual) 10% Online Pre-Assessments (Individual) 10% Case Submission (Individual) 30% Team Project Part 1: Market Opportunity Report 20% Team Project Part 2: Concept Proposal 30% (report 20%, presentation 10%) Total 100%
ARHT6937 Collecting and Exhibiting Asian Art Exhibition Analysis Exercise Due: Fri Mar 28, 2025 1200 words equivalent (20%) This assignment is designed for students to develop skills on crafting a case-study, analysing and critiquing an exhibition on Asian Art (across any time period). It will give students the opportunity to hone their analytical skills and develop their critical thinking skills on a set topic whilst applying their knowledge gained throughout the course. For this assignment, students will choose from an ongoing Asian-centric exhibitions either at AGNSW or CCWM. They will write a brief, illustrated critique of its (1) curatorial design, and (2) selection of objects when answering the question: Whilst exhibitions have the power to intervene and destabilise canonical histories, so too can it reinforce and perpetuate fixed ideas and parochial values. How have contemporary exhibitions shape the narratives of Asian Art history and construct ideas of ‘Asian-ness’? This is a formal piece of writing, so please cite all sources, and provide illustrations (up to 6) that are captioned. Students will be provided with recommended readings in which critical perspectives are offered for the student to consider in response to the question. Download Brief: Exhibition Analysis Brief 6937.pdfDownload Exhibition Analysis Brief 6937.pdf Readings 1) Rui Oliveria Lopes, “Meeting another China: exhibiting Chinese [folk] art and popular culture in the Orient Museum”, World Art 4, no. 2 (2014): 237-261. Download here Download here. 2) Abe, Stanley et al. “Pulitzer Foundation Workshop”, Archives of Asian Art 62, (2012): 81-103. Download here Download here. Presentation Due: Mon Apr 7, 2025 8-10min 1500 For this assignment, students will pitch an exhibition proposal for the Schaeffer Library’s new exhibition space (solo/pair). The presentation length should be about 8-10 minutes and this is followed by a brief discussion of 3 mins. Students may focus on any topic covered in this course. Once decided, the task is to identify at least 8-10 textual sources to be displayed and the overarching curatorial theme and statement. The proposal should comprise of (1) curatorial rationale (2) exhibition background (3) overview of works and subthemes (4) brief sketch visualizing the display stating clearly the number/type of labels required. The presentation pitch will take place on either 28 April or 5 May at allocated time slots at the exhibition site itself. Download brief: Presentation Brief 6937.pdf Final Exhibition ProjectDue: Sun Jun 1, 2025 2500 words This final project is an extension of the exhibition proposal for Schaeffer Library. Students will put together exhibition collateral for the proposed exhibition: Wall text (500 wds), exhibition catalogue essay (1500 wds) and a selection of labels (totaling 500 words). Students will be given the opportunity to view the exhibition space and to engage with the resources in the Schaeffer Library. This task builds on the exhibition proposal that is either individually or jointly presented – for this final research project, students are to complete it individually. You will have the opportunity to consult with your tutor immediately after the session break (by appointment). The Final Research Project will account for 50% of your final mark. Please ensure that you include the word count at the end of the document. You can be over or under the word count by 10% but no more than that. Please ensure that you adhere to the Chicago style. guide when incorporating references in your essay.
PHP 2511 HW3 Code Template Spring 2025 Instructions: You may use this template to write code needed to answer the questions for your homework assignment. Additional R chunks can be added. Include brief comments to explain the code written. You may write your answers in the white space below the R chunks corresponding to the specific question. Use the kidney small. csv dataset and statistical software to answer the questions below. Question 1. Read in the data and split the data into two sets to create a train and test data set. This code is provided in the code template. (a) Fit four regression models using these formulas 1. ‘mod1
Department of Accounting and Finance Digital Banking and Fintech (N1632) Seminar 3 1. What are the key traditional measures of performance for banks, and what are their main limitations? Hints: Topic 2 -Canvas Module Website Lecture slides 2 Chapters 9- Casu B., Girardone C. and P. Molyneux (2015) Introduction to Banking, 2nd edition, Pearson.(Sussex Library onlinecopy) 2. How can we calculate and interpret key profitability ratios for banks, using the case of Barclays to illustrate their application and gain insights into the bank's performance? Hints: Topic 2 -Canvas Module Website Lecture slides 2 Chapters 9- Casu B., Girardone C. and P. Molyneux (2015) Introduction to Banking, 2nd edition, Pearson.(Sussex Library onlinecopy) 3. Analyse the trend of key profitability ratios for Barclays PLC over the past years, providing interpretations and insights into the bank's performance and potential future trends. Hints: Topic 2 -Canvas Module Website Baclay’s case Learning Lab Session Recording 4. Can you explain the concept of off-balance sheet transactions and provide examples relevant to Barclays PLC? How have off-balance sheet items for Barclays changed overtime, and what potential implications do these changes have for the bank's performance and risk profile? Hints: Topic 2 -Canvas Module Website Lecture slides 2 Chapters 10,11- Casu B., Girardone C. and P. Molyneux (2015) Introduction to Banking, 2nd edition, Pearson.(Sussex Library onlinecopy)
Exercise set 2Deadline: 11-3-2025 10:00Note that these networks will run substantially faster on dedicated hardware available via Google Collab, for which you can make a free account, or Surf, for which you should have received accounts.Exercise 1:In the paper by LeCun in 1998, entitled Gradient-based learning applied to document recognition, the LeNet-5 convolutional neural network is introduced. This was the first trainable CNN and a landmark paper in the world of deep learning (50k+ citations). From the image above, and from the information provided in the paper, please explain the number of trainable parameters for each layer:C1: 156S2: 12C3: 1,516 (check Table 1!)S4: 32C5: 48,120F6: 10,164Exercise 2: U-NetIn a U-net, one has to make sure that dimensions of the filters work out. In this exercise, you will calculate the dimensions of different layers within a U-Net. Below, we have drawn a toy U-netA: Assuming the input image has spatial dimensions 69x69x34(x1 feature), what will be the dimensions of A-C? Are the dimensions of D defined? Why (not)? When padding is applied, assume a value of 1 in each direction.Tip: if you do not know what stride and zero padding mean, please check google.B: The U-net shown above is fairly useless, especially as the input and output dimensions do not match. In practice, U-nets are programmed more symmetric, with most modern U-net architectures using Zero Padding at each step, and typically stride 1x1, to ensure resolution of the input and output remains the same. Nevertheless, it is important to think about the dimensions of your input image with respect to the strided/non-zero-padded convolutions and pooling operations to ensure the dimensions match. In the 2D U-net architecture below (taken from the original U-net paper, cited almost 60k times), what would be the minimum size of the input image? Assume 3x3 max pooling (stride 3x3), stride is 1x1 for all conv operations and assume zero-padding is used.Exercise 3: CNN (week 4)On Canvas (Surf: Deep Learning for Medical Image Analysis) you can find how to connect to Snellius (surf service). The exercise 2 of Git contains code (ISIC 2019) that loads the challenge data, and trains a classification network. Study the code on your local machine (e.g. in Spider or Pycharm). You can run a local copy to investigate the data, but probably your computer will not support training the network. Note that your need to download the data and point towards the right folder on your computer in line 51 to run it locally:#set data location on your local computer. Data can be downloaded from:# https://surfdrive.surf.nl/files/index.php/s/epjCz4fip1pkWN7# PW: deeplearningformedicalimagingdata_dir = 'C:scratchSurfDocumentsOnderwijsDeepLearning_MedicalImagingopgavenopgave 2AI-Course_StudentChallengedataclassification'You can also chose to run a copy on Google Colab for debugging purposes. But we advise you to run most of the work on Snellius which has dedicated hardware.Note you will need to log in to W&B first using an interactive slurm session on Snelliussrun --partition=rome --ntasks=1 --cpus-per-task=9 --time=00:10:00 --pty bash -imodule purgemodule load 2023module load PyTorch/2.1.2-foss-2023a-CUDA-12.1.1source /gpfs/work5/0/prjs1312/venv/bin/activatewandb loginthen ctr+DexitCopy your code to Snellius and run it (using slurm) to train the classification network (main_CNN.py). Congratulations, you trained your first network. But how well did it perform? First, you can try to check the training progress in W&B.To access the final performance, you will want to specify where the model is being saved during runtime usingpython main_CNN.py -- checkpoint_folder_save path/to/folder and then run the same script, but give the input --checkpoint_folder_path to the command python main_CNN.py -- checkpoint_folder_path path/to/folder You will try and improve the network’s performance. Feel free to boast about your performance and compare it to your peers at the Canvas Discussion Boasting CNN and U-net on canvas.This exercise (A-E) should be handed in as: -a short (max 2 a4 text) scientific rapport containing at leastoA description of what you implemented and whyoThe results (how did it change the network’s performance)oInterpretation of the results. Why do you expect certain approaches were better than others?-Some additional figures/tables are welcome but only those relevantoGive tables/figures a captionoRefer to the figure/table from the main text such that we know what we are looking at, why they are relevant, and how to interpret the data-The code you used (especially when implementing new features)Note that you will probably not be able to do all suggestions under A-D. A: Change the network structure in CNNs.py. For example, you can add layers, change convolutional filter sizes, change activation functions or add skip layers. Try developing a network that performs better than the provided one. Please consider which of the metrics are relevant and applied to what data (train/val/test?) for the statements you are making. Please show us the data in easy and understandable fashion. Uploading tens of training curves for all metrics generally is not needed for your message.B: Tune the training parameters and hyperparameters (e.g. number of epochs, training rate, loss function, optimizer, schedulers) to optimize the network. For most, this can be done by giving additional commands. E.g.Python main_CNN.py --optimizer_lr --batch_size --optimizer_name --max_epochs Where is your desired learning rate, your desired batch size etc. You may also want to try different losses, which may require some programming. Currently loss is defined as: loss = F.binary_cross_entropy_with_logits(y_hat, y.float())C: The current data-augmentation consists of simple rotations. You can add additional data augmentation to improve the network’s performance/generalizability. To do so, look at Data_loader.py from line 127 onwards. Currently, this shows the rotation example. You can either adapt this to include additional augmentations, or write your own augmentation. Note that the augmentation is applied to the data at lines 21 and 49 (to the masks) of that same file:if transform: self.train_transforms = transforms.Compose([Random_Rotate(0.1), transforms.ToTensor()])else: self.train_transforms = transforms.Compose([transforms.ToTensor()])self.val_transforms = transforms.Compose([transforms.ToTensor()])and if transform: self.train_transforms = transforms.Compose([Random_Rotate_Seg(0.1), ToTensor_Seg()])else: self.train_transforms = transforms.Compose([ToTensor_Seg()])self.val_transforms = transforms.Compose([ToTensor_Seg()])If you perform augmentation, please add augmented images to your report and discuss them. What do we see? Why?D. Transfer learn from an existing CNN. Exercise 4: U-Net (week 5)This exercise (A-D) should be handed in as a short (max 2 a4 including figures) rapport containing some description of what you implemented and the results (how did it change the network’s performance), alongside the code you used (especially when implementing new features). Note that you will probably not be able to do all suggestions under A-D. In the same ISIC challenge, there are segmentation examples. U-net allows segmenting. A: In CNNs.py, complete the code for a U-net (e.g. using the provided paper in the link, although contrary to the original paper, you may prefer to use padding instead) and run main_Unet.py to train a segmentation network. The network should be trained by running “main_unet.py”. Similar to exercise 4, optimize the network by changing:B: Change the network structure. For example, you can add layers, change convolutional filter sizes, change activation funcions or add skip layers. Does this improve the performance?C: Tune the training parameters and hyperparameters (e.g. number of epochs, training rate, loss function, optimizer, schedulers) to optimize the network.D: Adapt the data augmentation (you may use the code from the previous exercise).
Work-in-Progress Report for Project 1: Titanic Prediction Graph in Neo4j1. IntroductionThis project aims to construct a knowledge graph from the Titanic dataset to explore potential relationships among passengers that could support survival prediction. Graph Database Development:Design and implement the graph database schema, including node labels, relationship types, node properties, and taxonomy. Analyze, prepare, and map the dataset (in CSV format) to the graph model. Construct the Neo4j upload scripts and set up the graph database (hosted on AuraDB).Intelligent Functions Development:Identify the target audience and define user tasks supported by the KG application. Develop two intelligent functions—including network analysis and interactive visualization—to enhance the KG for survival prediction support.2. Dataset Description2.1 Data Source and ContentThe dataset selected for this project is the Titanic dataset from Kaggle. It includes detailed passenger information from the 1912 Titanic disaster. The key fields in the dataset include:PassengerId: Unique passenger identifierSurvived: Survival status (0 = did not survive, 1 = survived)Pclass: Passenger class (1, 2, or 3)Name: Passenger nameSex: GenderAge: Age in yearsSibSp: Number of siblings/spouses aboardParch: Number of parents/children aboardTicket: Ticket numberFare: Fare paidCabin: Cabin numberEmbarked: Port of embarkationThe dataset was collected from historical records and compiled on Kaggle. Data cleaning and preprocessing have been performed to standardize formats and handle missing values.Citation:The dataset is available on Kaggle. 3. Task 1 – Graph Database Development3.1 Knowledge Graph DesignTo effectively represent the Titanic dataset, we have designed the graph schema as follows:Node Labels:oPassenger: Represents each passenger. Key properties include passengerId, name, sex, age, pclass, ticket, cabin, fare, and survived.Relationship Types:oTRAVELS_WITH: Connects passengers sharing the same ticket.oSHARES_CABIN_WITH: Connects passengers who are in the same cabin.oIS_SPOUSE_OF: Captures marital relationships based on available spouse information.oIS_SIBLING_OF: Connects passengers with sibling or familial relationships.oPARENT_OF / IS_CHILD_OF: (If available) Represent family relationships between parents and children.3.2 Data Preparation and MappingPrior to importing the data into Neo4j, the CSV file was cleaned and normalized. Key preprocessing steps include:Data Cleaning:Standardizing fields (e.g., ticket and cabin formats), handling missing values, and ensuring that identifiers are consistent.Field Mapping:Mapping CSV columns (e.g., "PassengerId", "Ticket", "Cabin") to node properties in the graph. The correct capitalization is crucial since Neo4j is case-sensitive.Relationship Construction:Using shared attributes (such as Ticket and Cabin) and family information to define relationship creation logic.3.3 Neo4j Upload Scripts3.4 Database SetupThe graph database is hosted on Neo4j AuraDB. The upload scripts have been executed via the Neo4j Browser, and initial data verification queries have confirmed that nodes and relationships are correctly mapped.4. Task 2 – Intelligent Functions Development4.1 Target Audience and User TasksThe KG application is designed to serve:Data Scientists & Machine Learning Engineers:To leverage graph-based features in survival prediction models by exploring passenger interrelationships.Historians & Educators:To interactively explore the social network of Titanic passengers and uncover underlying patterns.Key user tasks include:1.Exploratory Data Analysis and Relationship Insights:Users can query the graph to discover clusters of passengers (e.g., those sharing tickets or cabins) and analyze how these relationships correlate with survival rates.2.Graph Feature Engineering for Prediction:Using graph algorithms (such as community detection and centrality measures) to derive new features from the passenger network. These features can be used to enhance traditional machine learning models for survival prediction.4.2 Intelligent Function DesignTo meet these user tasks, we propose the following intelligent functions:1. Graph Clustering and Community Detection:Objective: Identify clusters within the passenger network using algorithms like Louvain community detection (available in the Neo4j Graph Data Science library).Implementation: Custom Cypher queries assign community identifiers to nodes, and statistics are computed to reveal survival rate trends within communities.User Benefit: Enables data scientists to pinpoint influential clusters that might be key predictors of survival.2. Dynamic Interactive Graph Visualization:Objective: Provide an interactive front-end using tools such as Cytoscape.js, allowing users to zoom, filter, and explore the network in real time.Implementation: A Node.js Web API will fetch graph data via Neo4j Cypher queries, and the results will be rendered on a web page with user controls for filtering and interaction.User Benefit: Offers historians and educators a visually engaging method to understand the complex social relationships onboard the Titanic.5. Work in Progress and Next StepsCurrent ProgressData Import and Cleaning:The Titanic dataset has been successfully cleaned and mapped to the graph schema. Passenger nodes and key relationships (TRAVELS_WITH, etc.) have been imported into AuraDB.Graph Database Development:The schema design has been implemented, and preliminary queries confirm correct mapping of nodes and relationships.Intelligent Function Prototypes:Early prototypes of the community detection and dynamic visualization functions have been developed and are currently undergoing iterative testing.Next StepsData Refinement:Enhance data mapping by incorporating additional relationships (e.g., SHARES_CABIN_WITH, IS_SPOUSE_OF) and refine transformation scripts for better accuracy.Algorithm Optimization:Optimize the graph algorithms to generate robust features for survival prediction and integrate these into the Node.js API.Web Interface Development:Develop and integrate an interactive web interface using Cytoscape.js, complete with input controls and visualization features, and deploy the solution on Google App Engine.Comprehensive Testing:Conduct end-to-end testing to ensure performance, scalability, and usability of the KG application.6. ConclusionThis work-in-progress report presents the initial development of a Titanic Prediction Graph in Neo4j. By transforming the Titanic dataset into a rich knowledge graph and leveraging advanced graph algorithms, we aim to provide actionable insights into passenger survival dynamics. Our KG application, targeted at data scientists, historians, and educators, will facilitate interactive exploration and support enhanced survival prediction models. The next phases of the project will focus on data integration, algorithm refinement, and full deployment of the web interface.AppendixBelow are Cypher scripts used for uploading data into Neo4j:1. Create a Unique Constraint:CREATE CONSTRAINT unique_passenger_id IF NOT EXISTSFOR (p:Passenger)REQUIRE p.passengerId IS UNIQUE;2. Import Passenger Nodes:LOAD CSV WITH HEADERS FROM 'https://docs.google.com/spreadsheets/d/e/2PACX-1vRmy0R3vn98fWGdtsPxgnxvKItfcOl9qH6JNXBDczpwVEcFh5VqxQaUbWk2t5Ywclz0rxWtkEndmitD/pub?gid=788360882&single=true&output=csv' AS rowMERGE (p:Passenger { passengerId: toInteger(row.PassengerId) })ON CREATE SET p.name = row.Name, p.sex = row.Sex, p.age = CASE WHEN row.Age = "" THEN null ELSE toInteger(row.Age) END, p.pclass = toInteger(row.Pclass), p.ticket = row.Ticket, p.cabin = row.Cabin, p.fare = CASE WHEN row.Fare = "" THEN null ELSE toFloat(row.Fare) END, p.survived = toInteger(row.Survived);3. Create TRAVELS_WITH Relationship (Sharing the Same Ticket):MATCH (p1:Passenger), (p2:Passenger)WHERE p1.ticket IS NOT NULL AND p2.ticket IS NOT NULL AND trim(p1.ticket) = trim(p2.ticket) AND p1.passengerId p2.passengerIdMERGE (p1)-[:TRAVELS_WITH]->(p2);Similar scripts are used to create other relationships (such as SHARES_CABIN_WITH, IS_SPOUSE_OF, etc.).Example of passengers who travel together but don't have specified family relationshipsDemonstration of Final Graph
Module Title Principles of Supply Chain Management Assignment Mode Individual assignment Word Count Limit 800 words (+/- 10%) Citation Format APA Marks 30 marks Assignment Brief Write a reflective report to critically analyze your experiences on the recent group project. You will evaluate the process, your individual contributions within the group, challenges faced, and how they were overcome. In addition, your reflection should discuss how you applied the theories/ principles learned in this module, and the skills developed during the project with proposed recommendations. 1. Introduction (100) Briefly describe the group project, including its aims, objectives, and key deliverables. Outline the purpose of your reflective report and what will be covered. 2. Group Dynamics and Collaboration (350) Reflect on how your group worked together as a team. Describe your role within the group and your specific responsibilities. Analyze the group's dynamics, including communication styles, decision-making processes, and conflict resolution strategies. Examine the group’s strengths and weaknesses. Identify factors that contributed to the group's success or challenges. Reflect on how these challenges were resolved and what role you played in overcoming them. 3. Personal Reflections and Insights (350) Discuss how you applied the theories and principles learned in this module in your group project. Identify any lessons learned from the project experience (e.g., leadership, communication, collaboration, problem-solving skills). Reflect on how this experience has impacted your teamwork skills and propose recommendations for improving future group work or professional situations. Instructions on Submission 1. Referencing . All statements of fact or other sources, quoted in the essay, including any diagrams, must have in-text references, with a full reference list provided at the end of the assignment, according to the APA 7 system of referencing. . You are required to fully reference a MINIMUM of 5 references for individual reflections submission (e.g., from books; journal articles from the full-text databases; current affairs magazine; newspaper, etc.). The use of WIKIPEDIA online encyclopedia is NOT allowed. 2. Formatting . Write your name, ID number, module title and word count clearly on the cover page. Your assignment should be A4 word-processed, with a spacing of 1.5 and a font size of 12 Arial. . Table of content with page numbering . Word Count (+/- 10%) exclude Cover page, Table of Content, Appropriate tables or illustrations or referencing. 3. Policies 4. The penalties for plagiarism and collusion are governed by the Academic Policy of KHEA. The detailed policy information can be found in the Student Handbook. 5. The assignment must be submitted online (LMS) on the specific due date. Assignments must be submitted via Turnitin. Any late submission will have marks deducted in accordance with the KHEA’s late submission policy.
International Finance Semester 2, 2024-2025 Assignment 1 Due Week 6 1. (20 marks) Consider a Dutch investor with 1000 euros to place in a bank deposit in either the Netherlands or Great Britain. The (one-year) interest rate is 1% in Britain and 5% in the Netherlands. The (one-year) forward euro-pound exchange rate is 1.65 euros per pound and the spot rate is 1.5 euros per pound. a. What is the euro-denominated return on Dutch deposits for this investor? b. What is the (riskless) euro-denominated return on British deposit for this investor using forward cover? c. Is there an arbitrage opportunity here? Explain why or why not. Is this an equilibrium in the forward exchange rate market? d. If the spot rate and the interest rates are as stated previously, what is the equilibrium forward rate, according to covered interest parity? e. If both covered and noncovered interest parity holds, what is the expected depreciation of the euro against the pound over one year? 2. (20 marks) Show how each of the following would affect the U.S. balance of payments. Include a description of the debit and credit items, and in each case identify which specific account and how it is affected. a. A California computer manufacturer purchases a $50 hard disk from a Malaysian company, paying the funds from a bank account in Malaysia. b. A U.S. tourist to Japan sells his iPhone to a local resident for yen worth $1000. He carries the money in cash to the U.S. and keeps it at home. c. The U.S. central bank purchases $500 million worth of U.S. Treasury bonds from a British financial firm and sells pound sterling from its foreign exchange reserves. d. A U.S. owner of Sony shares receives $10,000 in dividend payments, which are paid into a Tokyo bank. e. The U.S. government forgives a $50 million debt owed by a developing country. 3. (20 marks) Use the money market and foreign exchange diagrams to answer the following questions. The question considers the relationship between the pound sterling and the U.S. dollar. The exchange rate is in dollar per pound. On all graphs, label the initial equilibrium point A. a. Illustrate how a permanent decrease in U.K.’s money supply affects the money and foreign exchange markets. Label your short-run equilibrium point B and your long-run equilibrium point C. State how British interest rate, expected exchange rate, and price level change in the short-run and in the long run (increase/ decrease/ no change relative to their initial values at point A). b. By plotting them on a chart with time on the horizontal axis, illustrate how each of the following variables changes over time for the U.K.: nominal money supply, price level, real money supply, interest rate, and the exchange rate. 4. (20 marks) Use the table below to answer this question. Treat the country listed as the home country, and treat the U.S. as the foreign country Suppose the cost of the market basket in the U.S. is PUS = $190. Determine and explain whether we should expect a real appreciation or real depreciation for each country (relative to the U.S.) in the long run. Country (in FX units) Per USD EFX/$ Price of market basket in FX Price of U.S. Basket in FX FX/ Real exchange rate Does PPP hold? (yes/no) Is FX currency overvalued or undervalued Brazil (real) 4.07 520 India (rupee) 68.51 12000 Mexico (peso) 18.89 1800 South Africa (rand) 15.78 800 Zimbabwe (Z$) 101,347 4,000,000 5. (20 marks) Consider two countries: Japan and Korea. Prices are flexible and PPP is assumed to hold. The real money demand function in both countries has the same form. L(R,Y) = aY (a > 0 is a constant and money demand is proportional to the output and independent of the interest rate). Japan experienced relatively slow output growth (1%), While Korea had relatively robust output growth (6%). Suppose the Bank of Japan allowed the money supply to grow by 2% each year, while the Bank of Korea chose to maintain relatively high money growth of 15% per year. Use the monetary approach for the analysis of the following problems. a. What is the inflation rate in South Korea? b. What is the expected rate of depreciation in the won relative to Japanese yen? c. Suppose the Bank of Korea decreases the money growth rate from 15% to 12%. What is the new inflation rate in Korea? How will the interest rate difference between Korea and Japan be affected? d. Draw diagrams to illustrate how the change in c affects the money supply, Korea’s interest rate, prices, real money supply, and the won/yen exchange rate (the won price of a yen) over time. e. Suppose the Bank of Korea wants to maintain an exchange rate peg with the Japanese yen. What money growth rate would the Bank of Korea have to choose to keep the value of won fixed relative to the yen?
AF1605 Introduction to Economics Individual Written Assignment Second Semester, 2024-25 Instructions for this assignment: The full mark for this assignment is 20, while it carries 10% of the overall course grade. The deadline for submission of the written report is at 9pm on 23rd March 2025 (Sunday). A short presentation will beheld in the tutorial before this deadline. Please submit your answers to your Tutorial Blackboard site for your tutorial class. Type your answers in a Word document. Include your name, student ID number and your tutorial class information on the frontpage (e.g. TUT001, Tue 11:30am) for identification. Please type all your words for Turnitin checking, while you can include diagrams to help your explanations. Do NOT include the questions in your answer file to avoid an artificially high similarity index. Adhere to the length requirements in answering each part. State the number of words used after your answer for each part. You are allowed to use Generative AI tools to work on part (a), (b) and (c). A separate guide on using AI for this assignment is also provided. Yet, plagiarism will be heavily penalized. Directly copying from existing materials, past students’ answers or posting the questions or adopting answers from online homework-help services or websites are strictly prohibited. You should include the source of reference for any points not appeared in course materials or from your own thinking. APA style is used in Economics and Business fields. (Reference: https://www.polyu.edu.hk/elc/independent-learning/language-resources/apa/) If your major is not on Business or Social Sciences, you may use the citation format used in your major discipline. Your submission will be checked by Turnitin against plagiarism. The similarity index should not be above 30%. Note that the similarity index may rise after your submission when Turnitin reruns to check for similarity to your classmates’ work. Cases with similarity higher than 30% will be examined case-by-case for plagiarism. AI index will not affect your results. Please make use of the knowledge learned from this course as the basis of your answers. Marks will be deducted for late submissions. (2 marks per day) Please pay attention to your email and Lecture Blackboard site for any urgent amendments to this assignment. Questions (20 marks) [Note: You are allowed to use Generative AI tools to work on part (a), (b) and (c) below.] In recent years, advancement in data science (DS) and artificial intelligence (AI) has helped many companies transform the ways they run their business. From reliable sources on the Internet or paper publications, select one case on the application of data science or artificial intelligence in the business in ONE specific company, where such an application was started or modified significantly within the past 10 years. (a) Describe how data science or artificial intelligence are applied to the business in this company. Describe in more detail the types of data employed and what kind of information they can learn and use from the data, and the specific business processes they have transformed. Discuss also the consequences of these changes. (8 marks) Notes: 1. Verify the truth of the content before you finalize your answers. 2. Provide a reference list for the information source you based on. The sources should be in English. (References from academic papers are not needed. You may make use of the information from the company or from business news.) 3. Please answer in 350-400 words (not including the reference list). Show your word count. 4. Avoid highly common examples such as Amazon or Netflix. Suitable, yet less well-known examples will be rewarded a higher mark. You may narrow down the focus to a certain industry or a certain city or country to obtain more specific examples.) 5. Write in paragraphs rather than in point form. 6. Write in an objective tone and avoid writing like a promotion article for the company. (b) Analyze how the changes described in (a) on the company's cost structure and profitability. Additionally, discuss how these changes may influence competition among firms and the overall market structure within the industry, based on the concepts covered in this course. (5 marks) Note: Please answer with 200-300 words. Show your word count for this part. (c) Prepare a 1-minute presentation to be made in your tutorial class. You should share with your classmates and tutor the key findings in part (a) and (b). (2 marks) Note: 1. You do not need to include this in your written assignment. 2. You do NOT need to prepare slides for this. 3. Time will be strictly controlled and your presentation will be stopped after 1 minute has passed. 4. You may use Generative AI to help extracting the most important information. 5. The presentation will beheld in the scheduled date marked on the tutorial schedule. Zero mark will be given for absence without a valid reason. (d) Reflect on your approach to answering parts (a), (b) and (c). If you used Generative AI, specify which engine and platform. you used (e.g., GPT-4o from PolyU GenAI) and describe how you crafted and refined your inputs (prompts) to obtain and enhance your results. How did you verify the content provided by generative AI? How much rewriting did you do? If you did not use AI, explain your decision and describe how you developed your answers without Generative AI. (4 marks) Note: 1. If you have discovered any good or bad strategies, welcome to share them here. 2. Please answer in at least 100 words. Longer answer is justified if you have some good points to share. Detailed prompt history is not required. (e) In order to show that you have accessed to the original articles in your answers in part (a) as a verification step to the AI output, provide TWO screenshots on the source articles that provide you the key points you have used to answer (a). (i.e. the articles that provide the information about the case, NOT the AI response.) The screenshot should clearly show some important pieces of information you have used in your answers in readable size. (1 mark) Note: if you fail to answer part (d) and (e) satisfactorily, the marks on previous parts may be downgraded if we doubt about the authenticity of the submitted work.
EDST5452 ASSESSMENT 1: CRITICAL REFLECTION (40%) 2000 words Assessment Overview Critical reflection on selected course readings. Course Learning Outcomes • CLO1: Critically engage with research literature in the area of English language education. • CLO3: Critically examine taken-for-granted notions in English language education. Detailed Guidance This task requires you to select two related readings from the list of Assessment 1 readings below. They are all available on Moodle. Maley 2009 (W2) Modiano 2001 (W2) Tajeddin et al 2018 (W2) Sampson 2012 (W3) Lin 2013 (W3) Tajeddin et al 2015 (W4) Ellis 2016 (W5) Pavlenko 2003 (W5) Answer critically the following questions for each of your chosen articles. Use appropriate headings for each section. • How does the writer position him/herself in relation to theory and practice? What is his/her position on the subject? • Explain how the text has broadened your thinking in the area. If it has challenged any of your own assumptions, mention that here. • Quote and comment on what you regard as the most important section/quote from the reading and explain why it was significant to you in your teaching context and/or in your professional practice. • Conclude with 2-3 questions you may still have in relation to the topic (but do not answer them). In terms of structure, it is advised that you deal with each article one after the other (i.e. in sequential format). However, it may also be possible to integrate the discussion (see the integrated example in the Assessment Hub). In both cases, your assignment should begin with a brief Introduction section that introduces the main theme that relates to your two articles and why you chose these articles from the list. You should also include a short conclusion at the end of the assignment. Where relevant, you are encouraged to incorporate additional references to aid the discussion of each article. All works cited within the assignment should be listed in a reference list at the end of the assignment, including the two main articles.
SOSC 5440: Economics of Development Spring 2025 Data Session: Difference-in-Differences Data Session: Duflo, E. (2001) Replicate main findings of this paper: 1. Estimate the effect of school construction program (INPRES) on years of schooling and earnings ▶ Difference-in-Difference in means (Table 3) ▶ Formal regression framework (Table 4; Figure 1) 2. Estimate returns to education ▶ OLS and 2SLS approach (Table 7) Download data from Moodle: supas . dta Load data: use supas . dta Difference in Difference Estimation Install user-made difference-in-difference command: ssc install diff Syntax: diff outcome, treated (varname) period (varname) cov (varlist) cluster (varname) ▶ treated: binary treatment variable (=1 if treated; 0 otherwise) ▶ period: binary period variable (=1 if post; 0 otherwise) ▶ cov: specifies the pre-treatment covariates of the model ▶ cluster: calculates clustered standard errors by varname Data Session: Difference-in-Differences First, DID with young (treatment group) and old (control group) cohorts: preserve keep if young == 1 | ld == 1 diff yeduc , treated ( high ) period ( young ) ▶ high indicates regions with high intensity of school construction; young indicates cohorts exposed to treatment Let’s try to cluster the standard errors at different levels: diff yeduc , treated ( high ) period ( young ) cluster ( YOB ) diff yeduc , treated ( high ) period ( young ) cluster ( ROB ) ▶ YOB is year of birth; ROB is region of birth We can also cluster at region and year of birth level: egen RANDY = group ( ROB YOB ) diff yeduc , treated ( high ) period ( young ) cluster ( RANDY ) restore ▶ When is the standard error largest? when is it smallest? Data Session: Difference-in-Differences Next, DID with old and very old cohorts preserve keep if ld == 1 | veryold == 1 diff yeduc , treated ( high ) period ( old ) restore ▶ why would you want to compare between old and very old? ▶ if there was any pre-trend in educational outcomes what would you have found? Data Session: Difference-in-Differences Now use regression to estimate DID with young and old cohorts: ▶ A##B in regression is equivalent to writing A B A ×B preserve keep if young == 1 | ld == 1 reg yeduc c. high ## c. young , cluster ( ROB ) restore ▶ what is your OLS estimate of DID? Is it identical to the one you found using diff command? Repeat DID regression with old and very old cohorts: preserve keep if ld == 1 | veryold == 1 reg yeduc c. high ## c. old , cluster ( ROB ) restore Data Session: Difference-in-Differences Try to estimate with log(wages) as outcome variable: preserve keep if young == 1 | ld == 1 diff lhwage , treated ( high ) period ( young ) diff lhwage , treated ( high ) period ( young ) cluster ( YOB ) diff lhwage , treated ( high ) period ( young ) cluster ( ROB ) restore Placebo test with old and veryold cohort: preserve keep if ld == 1 | veryold == 1 diff lhwage , treated ( high ) period ( old ) restore Data Session: Difference-in-Differences Estimate basic regression framework using intensity of treatment: ▶ generate DID variable by interacting prog int and young ▶ prog int indicates number of schools constructed in region preserve keep if young == 1 | ld == 1 reg yeduc c. prog _ int #c . young c. ch71 #c. young i. ROB i. YOB i. YOB #c . ch71 reg lhwage c . prog _ int # c. young c. ch71 #c. young i. ROB i. YOB i. YOB #c . ch71 restore Placebo test in basic regression framework: preserve keep if ld == 1 | veryold == 1 reg yeduc c. prog _ int #c . old c. ch71 # c. old i. ROB i. YOB i. YOB #c . ch71 reg lhwage c . prog _ int # c. old c . ch71 #c. old i. ROB i. YOB i. YOB #c . ch71 restore Data Session: Difference-in-Differences Install written program for plotting coefficients: ssc install coefplot Estimate general regression framework in paper: ▶ Interact each year of birth dummy with program intensity xi i. YOB * prog _ int ▶ Create labels for interacted variables (displayed in graph) forvalues i = 51(1)72 { local j = 74 - ‘ i ’ label ␣ var ␣_ IYOBXprog _ ‘i ’ "‘ j ’" } Data Session: Difference-in-Differences Regress and store estimates in matrix format reg yeduc _ IYOBXprog _* i. ROB i. YOB i . YOB # c. ch71 esttab , keep (_ IYOBXprog _* ) cells ( b ci _l ci _u ) nocons mat B1 = r( coefs ) mat C1 = B1 ’ Plot coefficient estimates using coefplot program: coefplot matrix ( C1 ), ci ((2 3)) vertical recast ( connected ) ciopts ( recast ( rline ) lpattern ( dash )) yline (0) Data Session: Difference-in-Differences Estimating returns to education: ▶ OLS estimate - regress wage on years of schooling ▶ IV estimate - use school construction intensity as instrument for years of schooling preserve keep if young == 1 | ld == 1 reg lhwage yeduc i. ROB i. YOB i. YOB #c . ch71 ivregress 2 sls lhwage i. ROB i. YOB i. YOB # c. ch71 ( yeduc = i. YOB #c. prog _ int ) restore
