Java Lab 18: Queues, Enum, RegEx This lab uses queues and exception handling. Create a project named Lab18. Download Customer.java, RatingType.java, Lab18.java, and the data files customers.csv and testdata.txt (used only in #9). Each line of the csv file represents one Customer object - but note that the member data field ratingType must be assigned – see #1. 1. RatingType.java defines an enum for ratings. In the Customer constructor, set ratingType by evaluating the rating field. Assign the ratingType field as follows: if 0
COHR 405 RESEARCH DAY 3: FAMILY BUSINESS BRANDING AND MARKETING EACH student should submit THEIR OWN copy of the completed worksheet to Canvas. Marketing and Expression of Family Involvement Added Value or Downside Company Overview: Provide a company name, industry, and a brief mission statement Branding Approach: Decide how prominently family ownership will be featured in branding. Explain why you chose this approach. Marketing and Messaging: Define the company’s slogan, key brand message, and target audience. How will you engage customers? Competitive Positioning: Analyze competitors and describe how your company will differentiate itself. Summarize the Final Pitch: 3-5 bullet points on key branding decisions.
A Case Study in Project Acceptance: Dubai Expo 2020 PMGT 2855 CIVL 2819 1. Learning Objectives ● Understanding the importance of the project acceptance process. ● Analyse Dubai Expo 2020’s approach to project planning, stakeholder engagement, and risk management. ● Apply lessons learned from the case to real-world project management scenarios. 2. Background of Dubai Expo 2020 ● World Expo Significance: ○ The World Expo is a global event showcasing achievements in culture, technology, and innovation. ● Duration: October 1, 2021 – March 31, 2022 ● Why Dubai? ○ Strategic Location: Dubai is positioned as a global hub between Europe, Asia, and Africa. ○ Vision 2021: Aligns with the UAE's strategic goals to diversify its economy and enhance global collaboration. ○ Infrastructure: Well-developed infrastructure, including airports, ports, and advanced technology capabilities. ● Goals and Objectives: ○ Foster global innovation and cultural exchange. ○ Drive economic growth and tourism in the UAE. ○ Promote sustainability and long-term urban development. ● Theme: “Connecting Minds, Creating the Future” ○ Opportunity: Unlocking potential for individuals and communities. ○ Mobility: Creating a smarter and more efficient movement of people, goods, and ideas. ○ Sustainability: Addressing global challenges, such as climate change and resource management. 3. Key Elements of Project Acceptance ● Stakeholders: ○ UAE Government and BIE (Bureau International des Expositions) ○ 192 Participating Countries ○ Sponsors and Partners (e.g., Emirates, DP World, Cisco) ○ Local Communities ○ Visitors and Media ○ Environmental Groups ● Activities: ○ Feasibility Analysis: Assessing economic, technical, and social viability and Choosing a strategic location. ○ Stakeholder Engagement: Convincing 192 countries to participate; Partnering with global sponsors; and Engaging local communities to ensure buy-in and economic benefits. ○ Risk Management: Addressing COVID-19 challenges by rescheduling and implementing safety protocols.
GEOL 0008 (Geochemistry) Term Report (deadline term’s end = Friday March 28) Which is the best drinking water? Modern society has come to value bottled water, whether it is well water, mineral water, spring water or simply ‘re-ionised’ distilled or purified water. It is hard though as a consumer to know the difference between all these types of water or the difference between commercial water brands and simple tap water, which commonly undergoes similar or even more rigorous treatment while also originating often as groundwater itself. UCL’s tapwater has been analysed in the department’s laboratories. The mean concentrations of the eight major ions are: Ca = 100.20 ppm or mg/L; Mg = 4.51 mg/L; Na = 32.63 mg/L; K = 7.35 mg/L; Cl = 55.80 mg/L; SO4 = 53.87 mg/L, HCO3 = 206.5 mg/L; CO3 = 10.4 mg/L. This is similar to the concentrations reported in water quality reports from ThamesWater for the Bloomsbury Area (see Moodle) that contain a great deal of other information, too. Many bottled waters, but not all, show their major chemical constituents on the bottles themselves. Some waters like smartwater (below) are classified differently, and it is sometimes difficult to know what it contains, and how it is made. Smartwater is essentially a re-ionised form of distilled mineral water, in this case Abbey Well, and so smartwater bottles contain no useful information whatsoever because it is classified as a foodstuff. In your groups (3-5 people groups only please), plan how you will in week 7 (March 4) conduct a simple, but scientifically rigorous experiment to determine which type of drinking water is the most desirable, based on taste, value-for-money and major ions, or anything else you can manage to think up. In week six, we looked at how to report water quality, e.g. in the form of Piper diagrams, and what is meant by hard water, both of which will provide essential context to your experiment. Some scientific papers are also available on Moodle for further context. Following the experiment, you will need to write up the results as a group in the form of a short term paper ( 3.5) – Writing is good throughout and of publishable standard Uncertainty (0-5) Is uncertainty take into account in the students’ work, e.g. by clearly explaining and attempting to constrain experiment bias, accuracy, precision and reproducibility. Work is below standard (£ 2) – The report lacks any attempt to account for uncertainty Working towards standard (2.5) – An attempt has been made to account for uncertainty but is unconvincing Standard is met (3) – The report accounts for uncertainty but falls short in some aspect Work exceeds standard (3.5) – The report presents a reasonable account of uncertainty, covering each aspect with some rigour Work is of high standard (> 3.5) - The report presents a convincing account of uncertainty of publishable standard Presentation (0-5): Is the report logically organised, clearly presented, suitably illustrated? Could it be submitted in its present form. as a complete, professional report, or are any aspects missing or inadequate? Work is below standard (£ 2) – The report lacks clarity, logical structure, suitable illustrations and is inadequately referenced Working towards standard (2.5) – An attempt has been made to present an organised, illustrated report with references but remains insufficient Standard is met (3) – The report is clearly structured, illustrated and referenced, but falls short in some aspects Work exceeds standard (3.5) - The report is clearly structured, illustrated and referenced, but falls short in one aspect Work is of high standard (> 3.5) - The report is clearly structured, engagingly illustrated and fully referenced to publishable standard TOTAL MARK OUT OF 25
Math 3650/5650 Pricing Project Suggested Outline I. Executive Summary Brief discussion of the assignment: State the question being asked State your recommendation II. Base Pricing Assumptions and base-case risk-adjusted IRR. Discussion of why assumptions are appropriate Discussion of criteria to assess risk III. Discussion of Sensitivity Test Results Be sure to include a summary table of key results for each sensitivity test in this section! Optional: Include break-even tests here if you choose to do them IV. Discuss Scenario Test(s) Results Be sure to state why you chose this scenario test; why these assumptions are dependent on each other, and why a change in one assumption would cause the other assumption to change in the direction and magnitude you tested. Be sure to include a summary table of key results in this section! V. Conclusion and Recommendation This requires a clear, specific recommendation supported by and consistent with your sensitivity tests and scenario tests. How did you reach your conclusion from these tests? Which tests most led to your recommendation? How did the premium rate charged by our competitor influence your recommendation? VI. Optional- some people include tables of results in an appendix that show more results than provided in Sections III and IV above. It’s not necessary but often is useful.
21-259: Calculus in Three Dimensions Lecture #7 Spring 2025 Functions of Several Variables Definition: Let D be a subset of R n for some positive integer n. A function f of the n variables x1,x2,...,xn is a rule that assigns to each n-tuple (x1,x2,...,xn) in D a value f (x1,x2,...,xn) in R. The set D is the domain of f and the set of all outputs is the range of f . While functions can be described for inputs of size any positive integer n, the most commonly discussed multivariate functions are functions of two variables z = f (x, y), three variables w = f (x, y, z), and four variables w = f (t,x, y, z) (the latter being the case where the output value w depends on the position (x, y, z) of a point in 3-D space and time t). Example 1. Sketch the domain and evaluate f (3,2) of the functions and f(x, y) = x ln(y2 − x). Example 2. Let Find the domain of f and evaluate f (4,0,2). Can you describe the range of f? Definition: The graph of a multivariate function f : R n →R is the set of all points (x1,x2,...,xn, f (x1,x2,...,xn)) in Rn+1. Graphs of functions of two variables can be visualized as surfaces in R 3 . However, we have some trouble visualizing functions of three or more variables. One approach for plotting a function f (x, y, z) is to fill the domain with colors at every point, each point representing a different color that represents the output of the function. Definition: The level curves of a function f of two variables are curves with the equations f (x, y) = k, where k is a constant in the range of f . The level surfaces of a function f of three variables are surfaces with the equations f (x, y, z) = k where k is in the range of f. Example 3. Match the following functions to their graphs: (a) f (x, y) = |x| +|y| (b) f (x, y) = |x y| (c) f (x, y) = 1+ x2 + y2/1 (d) f (x, y) = (x2 − y2)2 (e) f (x, y) = (x − y)2 (f) f (x, y) = sin(|x| +|y|) Limits and Continuity Definition: Let f be a function of two variables whose domain D includes points arbitrarily close to (a,b). Then we say that the limit of f (x, y) as (x, y) approaches (a,b) is L and we write if for every number ε > 0 there is a corresponding δ > 0 such that if (x, y) ∈ D and then |f (x, y)−L| < ε. This definition means that if any small interval (L −ε,L +ε) is given around L, then we can find a disk Dδ with center (a,b) and radius δ > 0 such that f maps all the points in Dδ (except possibly (a,b)) into the interval (L −ε,L +ε). For functions of a single variable, when we let x approach a, there are only two possible directions of approach - from the left or from the right. However, for functions of two or more variables, the situation is not as simple as because we can let (x, y) approach (a,b) from an infinite number of directions in any manner whatsoever, as long as (x, y) stays in the domain of f . This means that, in general, it is a very difficult problem to prove that a limit of a function of several variables exists, as we must consider all possible trajectories towards the point (a,b). This also means that if we approach (a,b) along multiple paths and get different limit values, then the limit itself cannot exist. If f (x, y)→L1 as (x, y)→(a,b) along path C1 and f (x, y)→L2 as (x, y)→(a,b) along path C2 where L1 ≠ L2, then lim(x,y)→(a,b) f (x, y) does not exist. Example 4. Show that the limit does not exist. Example 5. Show that the limit does not exist. Definition: A function f of two variables is called continuous at(a,b) if f (x, y) = f (a,b). We say f is continuous on D if f is continuous at every point (a,b) ∈ D. This means that the surface of f (x, y), where f is continuous on D, has no hole or break for any (x, y) ∈ D. We can also apply our standard limit laws to immediately show that sums, differences, products, and quotients of continuous functions are also continuous wherever they are defined. Example 6. Find
ITC 2400 Spring 2025 Mid-Term Create a site structure for a zoos web site. You are to have a site-specific banner image with an overlay that displays your name plus the words “Zoos to be Seen”. AI art is preferred (Adobe Firefly or Microsoft co-pilot or Chat GPT). You must have a horizontal nav section that is positioned under, the header section. The nav section links will navigate through at least three pages within your site plus the home page. You must have a link to an 'about us' page, and a 'contact' page, and a 'fun facts' page. You may use Lorem Ipsom paragraphs on the'about'and'contact' pages. The 'fun facts' page must present at least four fun facts about zoos or animals. Any page that is treated with minimal effort will be graded accordingly. On your home page you are to have a page narrative that discusses why viewers should be interested in visiting a zoo. Your narrative must be extensive, fill a majority of the page and it must be of your own writing. Lorem Ipsom paragraphs are not acceptable for this narrative. AI generated content or an AI generated narrative is not acceptable for this page. You must use a media query to change the page's background image on all pages when the browser screen is resized from a desktop configuration to a mobile device.. You must use fonts that are obtained from another source. (i.e. Google fonts). You must use variable width fontssettings. You must include a 'viewport' statement on each page. You must include at least three HTML5 semantic elements in all pages of your site design. You must have links to at least 3 external zoo sites that will connect to a zoo that would be to your liking. All links must display a hover effect. All links must open in a new tab. You must have a structure that contains 4 animal images of equal size and each image must link to a site that will provide very specific information about that animal. Wikipedia is too easy, be more results oriented. All images must behave in a responsive manner. All images must display a hover effect that changes the shape of the image. You must have a footer on all pages that identifies you as the page author. You must have multiple images on the page that are mixed in with the text narrative and relative to the purpose of your site. All content is to be displayed using CSS to control the appearance and functionality of the page. The CSS page must be external to the index page. The CSS page(s) should be connected using the @import option. The entire site structure must be submitted as one compressed folder.
ARTS1480 French 1 - 2025 General Course Information Course Code : ARTS1480 Year : 2025 Term : Term 1 Teaching Period : T1 Is a multi-term course? : No Faculty : Faculty of Arts, Design and Architecture Academic Unit : School of Humanities and Languages Course Details & Outcomes Course Description Why not join the rich, vibrant and diverse community of French speakers around the world and become a global citizen? The French-speaking world represents one of the biggest international linguistic zones in the world with an estimated 321 million speakers spread on all 5 continents. This course will take you through the basics of language acquisition and introduce you to elements of French culture: you will gain the basic competencies necessary to speak and write about yourself, your family, your friends and your personal preferences, and teach you how to introduce yourself and interact appropriately in a professional environment. By the end of this course, you will be able to order dinner in Paris, introduce yourself to your new French-speaking colleagues or make friends with Francophone citizens from all over the world. You will also be given the essential tools to further your discovery of the language and embark on a learning journey that may never stop... Fall in love with the language and culture and start dreaming about your next holiday or your future work assignment, we are here to help you achieve your goals. This course is a beginners-level language course. All students who have had some experience with the language, either as a heritage language or through previous instruction, must fll in the placement questionnaire available at https://www.unsw.edu.au/arts-design-architecture/our-schools/humanities-languages/student-life/resources-support/language-placements. You will not be permitted to enrol in a language course that is too easy for you. If this occurs, you will be requested to change your enrolment. Relationship to Other Courses This is the frst level of study of the French language in our progression at UNSW. It is not suitable for students who have acquired prior knowledge and/or experience of the language. Upon completion of the course, you will be able to enrol into ARTS1481 French 2, offered in T3 2025. ARTS1480 corresponds to the start of the A1 level on the European Framework for Languages (CEFR). Course Learning Outcomes Course Learning Outcomes CLO1 : Use a very basic range of vocabulary and phrases in French and apply a few simple rules of grammar CLO2 : Identify essential structural differences between native language and French CLO3 : Understand and use the French language in short interactions in familiar everyday situations CLO4 : Compare and use appropriate degrees of formality of expression in both familiar and professional environments Course Learning Outcomes Assessment Item CLO1 : Use a very basic range of vocabulary and phrases in French and apply a few simple rules of grammar • Refective learning journal • Quizzes • Video assignment CLO2 : Identify essential structural differences between native language and French • Refective learning journal CLO3 : Understand and use the French language in short interactions in familiar everyday situations • Quizzes • Video assignment • Refective learning journal CLO4 : Compare and use appropriate degrees of formality of expression in both familiar and professional environments • Quizzes • Video assignment • Refective learning journal Learning and Teaching Technologies Moodle - Learning Management System | Zoom Learning and Teaching in this course We endeavour to create an inclusive and respectful learning environment in which everyone feels safe and comfortable. Speaking to other students and interacting with persons of very diverse backgrounds and origins are essential components of the course. Let us know if/how we can better help you enjoy our classes. Additional Course Information Learning a language requires a high level of dedication; apart from your class time, you will need to spend at least 6 hours of study per week. Assessments Assessment Structure Assessment Item Weight Relevant Dates Refective learning journal Assessment Format: Individual Short Extension: Yes (2 days) 30% Start Date: Not Applicable Due Date: Weeks 1 & 2 due 03/03; weeks 3 & 4 due 17/03; weeks 5 & 7 due 07/04 and weeks 8, 9, 10 due 28/04 - all at 6pm. Quizzes Assessment Format: Individual 40% Start Date: Not Applicable Due Date: 19/03 and 16/04/25 Video assignment Assessment Format: Individual Short Extension: Yes (3 days) 30% Start Date: Not Applicable Due Date: 01/05/2025 06:00 PM Assessment Details Refective learning journal Assessment Overview Students will complete a journal fortnightly, consisting of short consolidation activities and refect on their learning experience (both in and out of class), so as to better monitor their learning progress and identify strategies to address difculties. As part of their journal, students will be asked to constitute a body of 10 artefacts produced in class, upon which to base their refective work. Length: up to 200 words and/or 1 to 3-minute recordings in French + 400 words in English. Fortnightly written feedback + fnal rubric with numerical mark. Course Learning Outcomes · CLO1 : Use a very basic range of vocabulary and phrases in French and apply a few simple rules of grammar · CLO2 : Identify essential structural differences between native language and French · CLO3 : Understand and use the French language in short interactions in familiar everyday situations · CLO4 : Compare and use appropriate degrees of formality of expression in both familiar and professional environments
Department of Electrical and Electronic Engineering EEEE4121 Distributed Generation and Alternative Energy Description of Coursework #1 (2025) Design and evaluation by simulation of a standalone PV system with battery storage with increased security of electricity supply This project aims at designing a PV system able to provide the full daily electrical energy demand of a critical single-phase AC consumer (240Vrms/50Hz) via a single-phase H-bridge inverter and be able to work in a standalone mode in the case of a prolonged loss of public electricity network, with the help of battery stack. The connection of the PV string to the DC link of the H-bridge inverter should follow the suggestion in Fig 1, whilst the connection of the battery stack to the AC load is not imposed in any way. It could be that the battery connects to the DC link of the H-bridge inverter via a separate DC/DC converter or independently to the AC via its own DC/AC bidirectional inverter, but the aspects related to the converter topology choice of the battery converter needs to discussed in report. Fig. 1. Single Stage Power Electronic Interface to connect a PV panel string to the AC power grid. The project will consist of the following parts: Part 1. You will be given a load power profile and the orientation and inclination of a rooftop of the building on which the PV panels will have to be installed. You will be given a specific month of the year for which the energy captured during a sunny day (https://re.jrc.ec.europa.eu/pvg_tools/en/) should cover the energy consumed as resulting from the load power profile given. A sample of the PV panel datasheet used in the 500W PV inverter design exercise is provided in moodleas a model but for full marks you need to identify a suitable solar panel that should be used to implement the PV string that would give you sufficient string voltage to allow the direct connection of the PV string to the DC link of the H-bridge inverter whilst avoiding overmodulation (fulfil minimum voltage condition). You may assume the PV power available at a given moment in time [i] is proportional with the time dependent irradiance data (input from CSV file) relative to the nominal irradiance stated in the datasheet (typically 1000W/m2 for standard operating condition) and multiplied by the PV panel power rating as follows: Ppv [i] = Rated_MPP@1kW/m2 * IrradianceCSV_file [i] / Datasheet_nominal_irradiance (1) You need to insert the relevant graphs from PV panel datasheet in the report (state also the web link also to the datasheet in reference!!). For validation of the PV string configuration, you should use the PLECS model provided and customised with your individual calculated data as resulted from the individual set of parameters received by each student. Full marks will be awarded to the designs where the selection of PV panel resulted in a reasonable fit which means that the PV energy collected is only slightly larger (by not more than 20%) than the energy consumed by load and the open circuit voltage of the PV string is not larger than 600V. Also, changes in PV characteristics affecting operation (open circuit voltage, MPP voltage and power) due to temperature should be discussed including potential situations where performance or safe operation may be compromised. Part 2. In order to provide the standalone operation capability needed to increase the energy security of the critical load, a battery stack is to be sized to compensate for the instantaneous power mismatches between the PV generation side and the consumer as defined by the load power profile both in terms of available energy but also maximum power stresses (you need to check both maximums during charging and discharging!). Students are expected to select a suitable battery cell or module of a Lithium-ion chemistry that may suit the specifics of charge discharge cycle and calculate the number of modules or cells needed to achieve the energy requirement. The connection of the battery stack to the inverter is not imposed by a specific power converter topology but the configuration of series sells¶llel strings needs to aim at reducing cost and complexity of battery converter. For full marks you are also expected to consider aspects related to lifetime, cost and of how to connect the battery to the power system by considering voltage limits emerging from the operation of the power converter that you can choose from the following alternatives: (i) interface the battery via its own DC/AC inverter directly to the AC grid, in which case the minimum voltage restriction to avoid inverter overmodulation applies also to the battery string selection (no of series connected cells or modules) (ii) connection of the battery to the DC link of the PV inverter via a: a. bidirectional voltage step-up (boost) DC/DC converter or b. bidirectional voltage step down (buck) DC/DC converter. This selection needs to be justified and the V/I ratings of switches used in the battery converter and should be derived according to worst case conditions. You need to show an electric circuit diagram (not block diagram!) as detailed as possible (it doesn’t need to include controller details) of the full system and explain how would work. Part 3. Based on the design of the PV string in Part 1, which determined the maximum PV string power and the string voltage (at MPP), a design study will be carried out to calculate the size of key passive components (the AC side inductance and the DC-link capacitors) needed for the single phase H-bridge inverter to connect your PV string designed in Part 1 to the 240Vrms/50Hz single phase grid. This calculation step is then followed by a validation by a PLECS simulation study to confirm that the relevant design specs are below the limits. Each student will receive an individual value for the switching frequency, maximum current ripple in the AC inductor and maximum DC link voltage ripple across the DC link capacitors but it is expected that the target DC-link voltage used in the H-bridge calculations to be the optimum MPP voltage of the PV string as determined in Part 1 (and not the minimum limit to avoid overmodulation or max voltage!!). The maximum peak to peak switching current ripple in the AC side inductor is a given percentage (individual value received by email) of the peak of the required fundamental AC side current component which should match the maximum point power of your PV string. The maximum peak to peak DC-link voltage ripple is a given percentage (individual value received by email) of your PV string voltage when operating at MPP.
Assignment 1 (Last Update: 28 Feb) Introduction Download the code for this assignment here and then unzip the archive. This assignment uses python 3. Do not use python 2. You can work on the assignment using your favourite python editor. We recommend VSCode. Post any questions or issues with this assignment to our discussion forum. Alternatively you may also contact your TA directly. Search Assignment Problem 1: DFS-GSA In this part of the assignment you are going to implement - a parser to read a search problem in the file parse.py, and - Depth First Search (DFS) - Graph Search Algorithm (GSA) in the file p1.py Both these python files have already been created for. Do not change anything that has already been implemented. Our autograder relies on the existing code. From the terminal you may run python p1.py 1 to test if your code passes the first test case. yiqun@Yiquns-MacBook-Pro a1 % python3 p1.py 1 Grading Problem 1 : ----------> Test case 1 PASSED Test case 2 FAILED Test case 1 PASSED Test case 1 PASSED Test case 2 PASSED Test case 3 PASSED Test case 4 PASSED Test case 5 PASSED Test case 1 PASSED Test case 2 PASSED Test case 3 PASSED Test case 4 PASSED Test case 5 PASSED Test case 1 PASSED Test case 2 PASSED Test case 3 PASSED Test case 4 PASSED Test case 5 PASSED Test case 6 PASSED Test case 1 PASSED Test case 2 PASSED Test case 3 PASSED Test case 4 PASSED Test case 5 PASSED Test case 6 PASSED Test case 1 PASSED Test case 2 PASSED Test case 3 PASSED Test case 4 PASSED
PSYCH2410 ASSIGNMENT Assignment Description For this assignment, you will write a 1.5-page, single-spaced paper analyzing one of the empirical readings assigned in class that includes a study. Use 12 pt Times New Roman font and normal (2.54 inches top, bottom, left, and right) margins. Anything reasonably beyond 1.5 pages (60% of the 2nd page or more) will not be read or marked. If your assignment is shorter than 1.5 pages but addresses all the components, you will not be penalized. A list of which papers you can select for this assignment include: • Poole, K. L., Saigal, S., Van Lieshout, R. J., & Schmidt, L. A. (2020). Developmental programming of shyness: A longitudinal, prospective study across four decades. Development and Psychopathology, 32, 455–464. • Almas, A. N., Degnan, K. A., Walker, O. L., Radulescu,A., Nelson, C. A., Zeanah, C. H., & Fox, N. A. (2015). The effects of early institutionalization and foster care intervention on children's social behaviors at the age of eight. Social Development, 24(2), 225–239. • Kieras, J. E., Tobin, R. M., Graziano, W. G., & Rothbart, M. K. (2005). You can't always get what you want: Effortful control and children's responses to undesirable gifts. Psychological Science, 16(5), 391–396. • Cole, P. M., Bruschi, C. J., & Tamang, B. L. (2002). Cultural differences in children's emotional reactions to difficult situations. Child Development, 73, 983–996. • Yanaoka, K., Michaelson, L. E., Guild, R. M., Dostart, G., Yonehiro, J., Saito, S., & Munakata, Y. (2022). Cultures crossing: The power of habit in delaying gratification. Psychological Science, 33, 1172–1181. • Hassan, R., & Schmidt, L. A. (2024). How biology shapes the development of shyness within specific contexts: A longitudinal, cross-lagged investigation. Developmental Psychology, 60, 2178–2188. • Boeve, J. L., Beeghly, M., Stacks, A. M., Manning, J. H., & Thomason, M. E. (2019). Using the Actor-Partner Interdependence Model to assess maternal and infant contributions to mother-infant affective exchanges during the Still-Face Paradigm. Infant Behavior. and Development, 57, 101351. • Borairi, S., Plamondon,A., Rodrigues, M., Sokolovic, N., Perlman, M., & Jenkins, J. (2023). Do siblings influence one another? Unpacking processes that occur during sibling conflict. Child Development, 94, 110–125. • Bowker, J. C., Fredstrom, B. K., Rubin, K. H., Rose-Krasnor, L., Booth-LaForce, C., & Laursen, B. (2010). Distinguishing children who form. new best-friendships from those who do not. Journal of Social and Personal Relationships, 27, 707–725 • Ladd, G. W. (1990). Having friends, keeping friends, making friends, and being liked by peers in the classroom: Predictors of children's early school adjustment? Child Development, 61, 1081–1100. • Paulus, M., & Moore, C. (2014). The development of recipient-dependent sharing behavior. and sharing expectations in preschool children. Developmental Psychology, 50, 914–921. • Malti, T., Gasser, L., & Gutzwiller‐Helfenfinger, E. (2010). Children's interpretive understanding, moral judgments, and emotion attributions: Relations to social behaviour. British Journal of Developmental Psychology, 28, 275–292. • Gülgöz, S., Edwards, D. L., & Olson, K. R. (2022). Between a boy and a girl: Measuring gender identity on a continuum. Social Development, 31, 916–929. • Olson, K. R., Durwood, L., DeMeules, M., & McLaughlin, K. A. (2016). Mental health of transgender children who are supported in their identities. Pediatrics, 137, e20153223. Your goal is to critically engage with the paper and connect it to key themes in developmental psychology. Instead of summarizing the paper, you will complete the following tasks: Assignment Sections 1. Link to an Enduring Theme in Developmental Psychology: Choose one of the enduring themes in developmental psychology (from Chapter 1 of your textbook) and explain how the empirical reading you selected illustrates this theme. Use specific evidence or examples from the paper to make your argument clear. o Themes to choose from: How do nature and nurture together shape development? (Nature and nurture) How do children shape their own development? (The active child) In what ways is development continuous, and in what ways is it discontinuous? (Continuity/discontinuity) How does change occur? (Mechanisms of change) How does the sociocultural context influence development? (The sociocultural context) How do children become so different from one another? (Individual differences) How can research promote children’s well-being? (Research and children’s welfare) 2. Identify and Describe a Conceptual Criticism: Go beyond surface-level criticisms (e.g., "the sample size is small; the sample is not generalizable") to provide a thoughtful and well-reasoned critique of the study. Consider the paper's conceptual framework, the research questions, or its broader implications. For instance, you might evaluate whether the study's methods align with its theoretical claims, question the assumptions underlying the study, or explore limitations in how the findings were interpreted. 3. Propose a Follow-Up Study or Extension: Design a follow-up study or an extension of the research that addresses one of the criticisms you raised in Section 2. Your proposal should include: o A brief description of the research design (e.g., participants, methods, procedures). o How the proposed study addresses your criticism. o How the follow-up study connects to a different enduring theme in developmental psychology than the one you discussed in Section 1. Note: You do not need to summarize the paper; assume your audience is familiar with the study. Tips for Success • Be specific and detailed: Avoid vague statements. Use evidence from the study to support your claims. • Think critically: Your conceptual criticism and follow-up study should demonstrate depth of thought and an understanding of developmental psychology themes. • Proofread: Ensure your paper is well-written and adheres to formatting guidelines. This assignment challenges you to think critically about research and connect it to foundational themes in developmental psychology, developing your analytical and synthesis skills. Rubric (Out of 100 Points) Content (75 Points) • Link to an Enduring Theme (25 Points): o Clearly identifies and accurately links the study to one enduring theme o Provides specific evidence from the study to justify the link • Conceptual Criticism (25 Points): o Goes beyond surface-level issues to provide a thoughtful and relevant criticism. o Critique is conceptually grounded, logical, and well-explained • Follow-Up Study or Extension (25 Points): o Thoughtfully designs a follow-up study or extension that addresses a raised criticism o Clearly links the proposed study to a different enduring theme, with justification. Clarity and Organization and Writing Quality (25 Points) • Ideas are presented in a clear, logical, and coherent manner (10 points) • Writing is concise, professional, and free of grammatical errors. (15 points) • Proper APA format is used, including a title page (10 points)
Statistical model Suppose we have a random i.i.d. sample X = (X1, . . . , Xn) from the shifted Cauchy distribution Cauchy(θ) with density f(x|θ) = f(x − θ) (θ ∈ R), that is, We are interested in estimating the location parameter θ. Arranging the values X1, X2, . . . , Xn in ascending order, consider the order statistics X(1) < X(2) < · · · < X(n) . Since the Cauchy distribution is continuous, with probability 1 there are no ties in the observations, so all the inequalities may be presumed to be strict. The sample median Mn is defined as the value separating the order statistics into two “equal parts”; more precisely, if n = 2k + 1 then Mn = X(k+1), so that X(1) < · · · < X(k) < Mn = X(k+1) < X(k+2) < · · · < X(2k+1). If n = 2k then the usual convention is to set Mn = 2/1(X(k)+X(k+1). In this practical, you will consider the following four estimators of the parameter θ: The MLE is the maximiser of the log-likelihood, i.e. where The coefficient 2/n in the estimator (modified sample median) is explained with the help of Theorem 9.3 in the lecture notes (cf. formula (9.26)) and by the fact that Fisher’s information in this model is given by (see Appendix 2 below) Task The objective of the practical is to explore and compare the asymptotic properties of the four estimators above (where analytical calculations may not be possible). To this end, use computer simulations to verify if these estimators are consistent (i.e., ˆθ n approaches the true value θ as n → ∞) and also to assess their accuracy by evaluating, for different values of the sample size n, their mean squared error MSEθ(ˆθn) = Eθ((ˆθn − θ) 2) and the coverage probability Pθ(|ˆθn − θ| ≤ ε), say for ε = 0.1 and ε = 0.05. Specific guidelines and questions to address: 1. Fix a certain value of θ and simulate your Cauchy samples from Cauchy(θ) using the R command rcauchy. 2. To visually verify consistency of estimator ˆθn = ˆθ(Xn), one method is to sample the values X1, X2, . . . , Xn sequentially and to plot the sequence of resulting values ˆθn as a (random) function of n ∈ N. What behaviour of such a plot would you expect for a consistent estimator? 3. When assessing the quality of the estimators, the sequential approach may be too computationally demanding, so it is recommended to confine oneself with some representative (increasing) values of the sample size n, say n = 10, 100, 500, 1000, . . . 4. To evaluate numerically the mean squared error and the coverage probability (for a given sample size n), make use of the Monte Carlo method (based on the Law of Large Numbers), according to which the expected value E(Y ) of a random variable Y can be approximated by the sample mean Y m = (Y1 + · · · + Ym)/m of a (large) i.i.d. sample Y = (Y1, . . . , Ym) from this distribution: In practical applications, the number of replicates m should be large enough so that any two different estimation runs would yield reasonably close approximate values. 5. To illustrate the maximum likelihood estimation (MLE) method, plot the log-likelihood function e(θ|X) as a function of parameter θ for several different values of n (and with the corresponding sample values X1, . . . , Xn fixed). This can be done using the R function plot, but first you will have to define the function e(θ |X) using suitable R commands. Is there always a unique root of the likelihood equation e'θ = 0? 6. To calculate MLE numerically, it is recommended to use the R command optim; note however that it minimises a given function. 7. Summarise your findings by drawing the conclusions and recommendations.
Midterm Assignment: Developing and Launching a Fictional Product Objective: The goal of this assignment is for you to apply the marketing principles and strategies learned in class to develop a comprehensive plan for launching a fictional product. You will also engage with a marketing professional(s) to gain insights into real-world marketing practices and integrate those insights into your strategic decisions. Part 1: Product Creation Create a fictional product that you will launch as part of your marketing plan. This product should solve a problem or address a need in the market. Requirements: 1. Product Name: Choose a unique and catchy name for your product. 2. Product Description: Provide a clear and detailed description of the product. What makes it unique? How does it differ from existing products in the market? 3. Target Market: Briefly define the audience you intend to reach with this product. Consider demographics, psychographics, and behaviors. 4. Key Features and Benefits: What are the core features of your product? How will it benefit your target market? Be specific. What is the Unique Selling Proposition (USP) that differentiates your product from the competition Part 2: Marketing Strategy Develop a comprehensive marketing plan for launching your product. This should address each of the following marketing fundamentals: 1. The 5 P’s of Marketing (Product, Place, People, Promotion, Price) For each of the 5 P’s, outline your strategy and how it relates to your product launch. Be sure to discuss: o Product: Detail product features, branding, packaging, and what makes it unique in the market. o Place: Where will your product be sold? Consider distribution channels (e.g., online, retail, partnerships, social media/influencers). o People: Identify your target market, including customer personas, behaviors, and the specific segment of the market you are focusing on. o Promotion: Describe the promotional strategies and tactics you will use to launch the product (e.g., advertising, public relations, social media, influencers, events). o Price: Set a price point for your product. Discuss your pricing strategy and justify why this price is appropriate for your target market. 2. Segmentation, Targeting, and Positioning (STP) o Segmentation: How did you segment your market? Consider factors like demographics, geography, psychographics, and behaviors. o Targeting: Which segments will you target, and why are these the best fit for your product? Be specific in identifying key characteristics of your target market. o Positioning: How do you want your product to be perceived in the marketplace? What unique value proposition will you highlight to differentiate your product from competitors? 3. Marketing Tactics and Implementation o Provide a brief outline of your marketing tactics for the first 6 months of the product’s launch. o Include digital and traditional marketing approaches, as well as any specific channels you will use to reach your target audience. Part 3: Interview with a Marketing Professional One of the most valuable ways to learn about marketing is to hear from professionals who have experience in the field. Instructions: 1. Find a Marketing Expert: Identify a marketing expert in your life, network, or through outreach (e.g., cold calling or emailing professionals in the marketing field). This could be someone in your personal network, a professional mentor, or someone you reach out to via LinkedIn or other platforms. 2. Conduct an Interview: Ask the marketing expert about their career and what they have found to be most successful in marketing. You can ask questions such as: o What are the key elements of a successful marketing strategy? o What is the most important thing to consider when launching a new product? o What are pitfalls of certain strategies to consider? 3. Reflect on Insights: Throughout your submission, highlight key insights you learned and how these insights will influence your marketing strategy for the fictional product you’re launching. Be sure to discuss specific advice or strategies shared by the professional and how they align with the concepts you’ve learned in class. Deliverables: 1. Written Report: Your full marketing plan, including the product description, the marketing strategy (5 P’s, STP), and insights from the interview. Your report should not exceed 10 written pages or 20 slides. All other formatting is at your discretion. Refer to the Criteria for Successful Submissions in the syllabus for guidance on a high-impact plan. Due Date: The written report is due on March 4th.
PROCTECH 4IT3 & SEP 6IT3 Internet Technologies and databases Assignment 1: Build your personal webpage Due: March 3, 2025 1 Objective In this assignment, you will create a publicly accessible personal webpage using GitHub Pages. In Lab 1, you built a static HTML-based resume webpage and deployed it on the 4IT3 server. However, since this server is not publicly accessible, you cannot share your webpage with potential employers. This assignment will guide you through hosting your webpage using GitHub Pages, ensuring it is accessible to everyone. You may reuse and enhance the content from Lab 1, but it is recommended to add more personal details, such as an expanded biography, portfolio, or additional sections. 2 Requirements Your webpage should: 1. Follow GitHub Pages’ deployment guidelines. 2. Contain at least the information from your Lab 1 resume webpage, with recommended improvements. 3. Be publicly accessible through a GitHub Pages URL. 4. Be neatly designed and functional on both desktop and mobile browsers. 5. Demonstrate proper usage of HTML, CSS, and optional JavaScript. enhancements. 3 GitHub and GitHub Pages Setup To complete this assignment, follow these steps: 1. Create a GitHub Account (if not already done): Go to https://github.com/ and sign up. 2. Create a new repository: Click New in the top-right corner, name your repository (e.g., yourusername.github.io), and ensure it is public. 3. Clone the repository: Use Git or GitHub Desktop to clone the repository to your local machine. 4. Add your webpage files: Copy your HTML, CSS, and other necessary files into the repository folder. 5. Commit and push your changes: git add . git commit -m "Initial commit for personal webpage" git push origin main 6. Your webpage will be available at https://yourusername.github.io/ 4 Submission Instructions Submit the following: • The URL of your GitHub Pages-hosted personal webpage. • The GitHub repository link containing your source code. These should be submitted as a comment in the Dropbox submission section. 5 Grading Criteria Your assignment will be graded based on the following: • Correctness (40%) - Does the webpage load correctly? Is it accessible via GitHub Pages? • Content (30%) - Have you included a well-structured personal introduction? • Design and Layout (20%) - Is the webpage visually appealing and responsive? • GitHub Usage (10%) - Have you correctly set up version control and deployed your webpage? 6 Resources • GitHub Pages Documentation: https://pages.github.com/ • GitHub Guide for Beginners: https://guides.github.com/
Math 3650 - Pricing Project – Spring 2025 1. You are an actuarial student working in the life product development area of Storrs Life Insurance Company (SLIC). Storrs Life has been selling a 10-year Yearly Renewable Term Insurance (YRT) product for some time now and has a considerable record of company experience for this product. You have an excel file on Husky CT which contains our current pricing assumptions and YRT premium rates for a male age 50 non-smoker. On this file you will find our best estimate mortality rates, the Statutory mortality rates, and the current YRT premiums that we charge a male age 50 non-smoker. All other best estimate assumptions-such as face amount, are the same as those we used in class for a male age 45 non-smoker. You should build these assumptions into your model to produce a pricing model for a male age 50 non-smoker for our current YRT product. These are the premium rates and assumptions for the YRT product we currently sell and we are not intending to change them at this time. However, as discussed below, you will still need to perform. sensitivity tests on several key pricing assumptions in order to complete your assignment. 2. Storrs Life major competitors have introduced Level Premium Term life products, and the popularity of this design has been cited as a cause for the declining sales numbers at SLIC. One key competitor in particular is selling the Level Premium product at a price of $3.68 per thousand of face amount for males age 50 who are non-smokers. Now you are being asked to write a report justifying your opinion as to whether or not Storrs Life should begin to sell a level premium term product, and, if so, at what premium rate per $1000 (for this assignment, just for a male non-smoker at issue age 50). You will do this by comparing the risks of selling a Level Premium Term product with the risks of selling the YRT design. You must submit a report discussing your sensitivity and scenario tests performed on the key risks incurred in selling these policies. In particular, since the actuaries at Storrs Life are already familiar with the YRT product, but your company has never sold a level premium term design, you must discuss which risks are key risks and discuss significant differences in the key risks of these two products, as determined by your testing. Your discussion should contain an explanation of the underlying reasons that cause these differences. You should also discuss the risks that are the same or similar between the two products and describe these risks. 3. Storrs Life’s pricing goal is a minimum Risk-Adjusted IRR of 15.0%. The target IRR is based on distributable earnings including the allocation of Benchmark Surplus. Your decisions should be based on this Risk-Adjusted IRR profitability measure. Note: Storrs Life has an opportunity cost of capital of 13%. If you choose to also discuss the net present value of your results, you should calculate the NPV using an interest rate of 13% (not 15%). 4. You must perform. sensitivity tests and at least one scenario test for both products. You may also include Break-even tests. (If you do, Break-even tests should be based on the 13% Opportunity Cost of Capital, not the hurdle rate of 15%). You must perform. sensitivity tests on the following four key assumptions: average size face amount, earned interest rate, mortality rates and lapse rates. For lapse rates, you should perform. two sets of sensitivity tests- one where you change only the first-year lapse rate, and a second sensitivity test for which you change only the renewal lapse rate (years 2-9 lapse rate). Your objective is to compare the risks inherent in the level premium term design to the risks that Storrs Life is already accepting by selling the YRT product. Therefore, it is essential that you identify any risks that are significantly different in the two designs. (That is identify and explain assumptions that affect one policy significantly more or differently than the other). These assumptions need special attention in your report, and you should explain these differences as best as you are able. In fact, based on your results and analysis you may even decide to price the level premium term product using different assumptions than we use for the YRT product. If you do this, be sure to explain your reasoning. 5. For both products, you should perform. at least one scenario test- changing two related, or dependent variables on which you previously performed sensitivity tests. Explain why you think these two assumptions are related to each other. That is, explain why a change in one assumption would cause you to believe the other assumption would change in the direction and magnitude you tested. IMPORTANT NOTE: It is NOT acceptable to perform. a “scenario” test in which one assumption is the first year lapse rate and the other related assumption is the year 2-9 lapse rate. These may very well be related, but this is not a true scenario test. It is really a different lapse rate sensitivity test. Therefore, no credit will be given for the scenario test portion of the project if you do this. If you want to do this test, in which first year and renewal lapse rates are affected together, then do that as part of your sensitivity tests on lapse rates! 6. On or before the due date, you must send me via email an EXCEL file with your base line pricing results for both the YRT and Level Premium Term policy and a WORD or pdf file with your report. You will find it helpful to create two EXCEL worksheets - one for your YRT pricing and one for your Level Premium policy. (Simply make a copy of your worksheet in the same workbook, and use one copy for level premium and one for YRT). This will make it easier to compare sensitivity and scenario tests. Name your files with your lastname first-something like lastname 3650 model or lastname 3650 report. (e.g. Schneider model). If I included your first name as the name of the EXCEL template that I had previously emailed to you, please include your first name after your last name (e.g. Schneider_Scott 3650 model) 7. This project is due on Thursday, March 13, 2025 by the end of our class time. You must send me an email with your excel files and your written report by that time. This is a strict due date. No projects will be accepted after class ends on March 13, 2025. NO EXCEPTIONS! Your models were expected to be working by class time on Thursday, February 20, 2025. This is Day 4 of our project class work. To help you check that your models are fully working, you should send me, by email, the results of your sensitivity tests for a male age 50 non-smoker. Please send the sensitivity test results to me by the end of the day on Thursday February 27, 2025. (These tests should be based on the initial pricing assumptions provided on Husky CT and used in class). Be sure to tell me what level premium rate you used. If you do this, I will review the sensitivity test results you performed (in the order I receive them) and let you know of any errors. This helps to ensure that you base your reports and findings on properly working models. No analysis is required at this time- just a simple table of some results for me to check. If I find errors, I’ll help you correct them-but only if you turn in these results by February 27. As for working with others, you are all subject to the Code of Conduct for Candidates (SOA) and Code of Professional Ethics for Candidates (CAS). Any and all violations of these codes of conduct will be reported to the SOA and/or CAS. Violations of the UConn academic code will also be reported to the appropriate parties at UConn. Here are the rules for what is and what is not allowed on this project: You must build and run your own model using the unique template previously sent to you. If you have only one or two minor issues with your model, (for example, you can’t match one of the calculations, like net investment income) then you may work with current classmates to get your models working properly. Also, if you run a sensitivity test and get what appears to be an incorrect or strange result, you may ask a current classmate if they are getting the same result for the change you are testing. However, if you encounter several issues with your model, then you may NOT ask another student to let you copy or use their model. In that case you need to ask me for help. You may NOT consult with former students who are not currently taking this class for any kind of help, assistance or guidance about the project or your pricing model. And you certainly cannot use a former student’s model or template. You must run and discuss your own sensitivity and scenario tests - not copy a model or results from somebody else. Keep in mind that if someone asks you for help and you give them your model or let them copy your results then you are also in violation of the Actuarial Codes of Conduct. You may not discuss this with other faculty members or actuaries to get advice on what to run, or for help explaining results. This is your work, and your analysis. When in doubt, ask me for assistance. I will be glad to discuss your thinking with you, just like you would have discussions with your manager at work. Finally, as daunting as it may sound, have some fun with this. It’s as close as I can come to replicating what you will really be doing on the job as a pricing actuary. So, enjoy it!
Guidance on preparing a poster– due 13th March 2025. You will be assessed on: · The layout and design of your poster; and whether it is clear. · Your knowledge and understanding of the topic – Is the topic relevant? Are your points well supported from the literature? Have you critically engaged with the literature? What are you being asked to do? The question guidance says: Develop a health promotion initiative for use with postgraduate students. This might be related to any pertinent health issue e.g. diet, exercise, stress, emotional support/mental health. This initiative should be targeted at the micro level. In developing this initiative, students should focus their efforts on a specific cohort of students. The poster must include one power point slide and is in keeping with what you might present at an academic conference. This exercise is designed to take you through the stages of the development of a health promotion intervention and while this will necessarily be on a very small-scale basis, the exercise should promote learning related to a systematic approach to such an endeavour. When referring to evaluation you can talk about how you will evaluate the intervention. So – what is your topic? – what is an issue you think affects postgraduate students? The guidance says it is to be at the micro level and a specific cohort of students – who do you think is affected by this issue? MPH students at UofG? International students at UofG? Part-time students? Female students? Can you clearly outline the context and justification: which postgraduate students are the focus; why this issue; how might this fit with national/local policy; data to justify your proposed intervention (only include what is relevant). If you don’t have specific data for postgraduate students on the extent of the issue you could use data from a similar population, like undergraduate students or a non-academic adult population - but acknowledge that this isn’t the same thing to show you know this. Choose a programme planning model to help you be systematic in how you develop this intervention. If it makes sense each of the steps in your chosen planning model can be one ‘box’ of your poster. Write about this as if you have hypothetically planned, implemented, and evaluated your intervention: 1. Did you scope the issue? 2. Did you develop potential interventions and test them? 3. How did you implement the program? 4. How did you evaluate the change process? - in this case talk about how you will evaluate the intervention as you haven’t actually done it 5. Was there follow up? In terms of the intervention – You can make up your own intervention, but it could also be one that is already happening in UofG. In this case you want to show how the intervention can be adapted to fit your target group. This helps you be evidence-based as you are taking an existing intervention and adapting it or finding ways to encourage your target group to use it or know about it. Make sure you cite the intervention if it is already in use elsewhere. Use language from the module/application of theories and concepts (as appropriate) – eg who are key/primary/secondary stakeholders? What behaviour change approach is used and why? What approach to evaluation will be used - process? Outcome evaluation? Develop your poster on a powerpoint slide and upload it. You might have a table or logo for a campaign or picture on it somewhere to make it look attractive. A critical approach should be taken – use evidence and justify your choices. If you are building on an existing intervention, what might be changed to better fit your chosen population? These are just suggestions – there isn’t only one right way to develop the poster. You can work on developing your own writing style. rather than fitting into someone else’s approach. Further guidance Think about how a poster at a conference might look like. NHS Scotland has some examples from of eposters a conferences: NHS Scotland eposter examples - https://my.ltb.io/#/showcase/nhs-scotland-eposters Formatting guidance: · The poster should include text, images/graphics and references (a minimum of 5). · The poster should be created electronically. · You may decide to use a software package (e.g. PowerPoint) to do this. · Any images should be referenced, ensuring that you have permission to use them. · The word count for your poster is 300-500 words (+ 10%), excluding your references. This assessment will be graded using Schedule A of the University of Glasgow’s Code of Assessment. Markers will consider the following aspects of your poster: • Has the student clearly stated the topic and related issue? • Appropriateness of the chosen topic - has the student provided a sound rationale for why this issue is important? • Collaborators - Has the student identified what stakeholder(s) were involved in delivering the intervention? • Impact - What were the implications? Was there conflict or issues with implementation? • Supporting literature – is the poster supported with appropriate evidence? • Clarity of message – does the poster get its message across in a clear and logical manner? Additional poster design advice Additional poster design advice is available from a Google search – see for example https://www.ncl.ac.uk/academic-skills-kit/assessment/academic-posters/ https://gla.sharepoint.com/:p:/s/Research_Services/EVi8NjBAE1BGmkDYmVhWdqYBuA3crpGY9KWGloectqmVuQ?e=yi593a Briggs, DJ 2009, ‘A practical guide to designing a poster for presentation’, Nursing Standard, vol. 23, no. 34, pp. 35-39.
ARCH1201_2025 Brief for PROJECT 1: POSITIONING PART 1 – ANALYSIS (pp. 1-7) PART 2 - INITIAL DESIGN CONCEPTS (p. 8) PART 1 ANALYSIS: SITE/CONTEXT | PROGRAM | PRECEDENTS Individual and group work 10% 1.1 ANALYSIS: SITE AND CONTEXT Looking/Observing/Recording/Researching Kent Street, , Millers Point and The Rocks. Project Site: Tennis Court Project site in Kent Street Aim The aim of this assignment is to study the urban character of Kent Street and how the project site of the existing tennis court relates to its immediate context within the area between the Observatory Hill and Central Barangaroo. Following Aldo Rossi’s urban analysis of permanence and alterations, you are encouraged to analyse the urban system of this part of Millers Point to identify the built forms and the open spaces which either followed permanence or alteration. The project site and context analysis are critical parts of the design information. This will become the basis against which design decisions are continuously tested and evaluated. This analysis needs to have a clarity of intent, interpretation and critical evaluation with conclusions: why is the analysis relevant to your project? Method Visit the Tennis Court Project site in Kent Street walking down the Agar steps from the Observatory Hill ideally before the first tutorial in week 1. Alternatively, in small groups of 3-4 students within your tutorial group meet after the tutorial time at the Observatory Hill at the Round Pavilion for detailed site analysis and inspection. Please bring a camera and a good notebook to record your walk through the larger context to the project site following Gordon Cullen’s The Concise Townscape (1971). From the Observatory Hill, observe Millers Point in relation to the Rocks, Sydney bridge and the Harbour. Walk down the Agar Steps toward the project site in Kent Street. Take notes and sketches of your approach to the project Site and what you see in the context. Include people, objects and trees. From the project site of the tennis court, walk along Kent Street on the south and north directions for a few hundred meters to understand the nature of the streetscape. Then cross Kent Street and walk towards High Street and contemplate Barangaroo from above to grasp the sense of the place. Produce individual sketches in plan, sections and small perspectives. Prepare a rough plan and a rough section of the site and context to use during your walk Locate on your drawings the sequence of buildings and urban spaces that you experience in your walk Buildings defining an urban space or buildings in space – for example analyse the Observatory buildings within the space of the Observatory Hill or observe how the buildings define the edge along Agar Steps. Take notes related to the character of the facades of the public buildings like the corner café and the private buildings along the Agar Steps and how they interact with the public space. Buildings defining the street – for example the established relation of the sequence of terrace housings along Kent Street versus the relation of the detached housing, (free standing villa after the corner café’) and the alteration along Kent Street of the recent Langham Hotel by Philip Cox or the other shops and pubs along the street. Terrace House – take notated sketches related to the consistent three-dimensional template with specific dimensions in width, length and height and a typical floor plan. This is usually a linear long site that varies in length with a site width from the narrowest of approx. 4 meters to the widest of approx.10 meters. Record any alteration on this pattern or any contemporary addition to the typical terrace house. Terrace House – take sketches of the architectural vocabulary by observing the location of entrance door, the terrace/deck enclosed within the volume of the building or built over the sidewalk, material used to build the Terrace House and the elements of doors, windows and roof, the type of windows and details of the front façade. Project site – the tennis court in Kent Street - analysis and evaluation in site plan and site sections including materiality, sense of open space, climate and environmental aspects. Note: If visiting the site, take care travelling to and from Kent Street, Millers Point and while you are sketching and taking photographs on site. We recommend you visiting the site during the day and in small groups. Submission requirements Submit to your tutorial group a series of notated sketches, hand drawings and computer drawings as appropriate for the context and the site. Component Details Plan GROUP Prepare a drawing at the scale 1:500 of this urban sequence tracing the relation between the building forms of public buildings, commercial and private houses and their relationship with the voids of streets, sidewalks, public spaces, small gardens public ground floor with public activities if appropriate. Sections GROUP Prepare two critical sections/elevations (scale 1: 1000). One longitudinal section/elevations along Kent Street and one cross-section from the Observatory Hill to Central Barangaroo and Sydney Harbour. Perspective INDIVIDUAL Prepare a sequence of five small perspectives following the example from Gordon Cullen’s “The Concise Townscape”, Architectural Press, London, p.17. Project site INDIVIDUAL Tennis Court in Kent Street with Terrace House, Cliff, Agar steps (scale 1:200). Diagrams, sketches and computer drawings INDIVIDUAL Prepare a series of small diagrams exploring the environmental and physical context of the project site, including but not limited to sun access and shadows. 1. 2 Analysis: Site Environmental conditions Group work – Satisfactory/Unsatisfactory Prepare an annotated site plan (drawing at the scale: 1:200) defining building heights and open spaces with an overlay of vegetation mapping. Illustrate summer and winter solar path and overshadowing in relation to the site though graphic diagrams. Collect seasonal climate data (summer and winter) from the nearby Bureau Of Meteorology station- Observatory Hill/ Fort Denison (summertime peak temperature and humidity, wind rose diagram, prevailing wind speed and direction) or use Climate Consultant, https://www.sbse.org/resources/climate-consultant and obtain air quality data from nearby station (NSW department of planning, industry & environment) to represent the outdoor environmental quality (which can be illustrated using annotated analytical diagram/s). Define Local climate classification/zone and use ‘Climate Consultant’ to explore passive design features for Sydney. Assessment Criteria Evidence and ability of assessing the project site and context conditions and their significance for your Project through notated graphic diagrams and drawings 1.3 Analysis: Program Group work – Satisfactory/Unsatisfactory Aim The aim of this task is to analyse the initial area requirements for each activity included in the main part of the project: residential and public space and assess and/or change the brief according to your revised brief and narrative. Who are the residents and visitors of the design components? Method Produce a series of notated diagrams which discuss the initial requirements. These diagrams should show how activities can be integrated, shared or separated according to a degree of privacy and/or open to more public activities either inside the Terrace House or in the Public Space. Assessment criteria Evidence and ability of analyzing, critically evaluating the project program and proposing appropriate area requirements for the Project. 1.4 Analysis: Precedents of houses and public spaces Individual/Group work Aim Aim of this task is to research, critically analyse and represent selected precedents questioning: What can we draw from the analysis of the selected examples? How can we use them for our design strategy? Historical Terrace House, Modernist example, Sydney and International Contemporary examples, public spaces. Precedents provide general design principles and exemplary planning organization of a certain design quality. The discussion requires you to argue (compare and contrast) architectural decisions you find relevant to our project and relevant to the site and context not personal preferences. The intent is to stimulate a broad awareness of planning organization, its articulation of interior spaces for specific activities connected to open spaces. Most importantly question how the selected precedents are useful for our site and for our brief. See below the selected precedents. Submission requirements Submit in studio on A3 sheets black-and-white, a series of drawings (notated sketches and computer drawings as appropriate) including an exploded axonometric drawing to represent the articulation of spaces and activities in your selected precedents. Method Describe the planning organization and the general design principles of the selected precedent stating how those criteria are appropriate to the project site through the following diagrammatic and notated drawings: • Parti diagrams to reduce the complexity into a simple and precise series of lines which represent the organizational idea behind the project (main circulation / relation between solid and void / building in relation to the open space / geometry/ construction system • Critical analysis of floor plans to evaluate the relation between spaces and activities and investigating their relation with the outside open spaces (balcony, garden, terrace, courtyard - entrance, movement, activity) • Critical analysis in section to evaluate the vertical circulation through the building and investigating the relation between interior and exterior spaces including a study ofpassive design i.e. natural ventilation, natural light, thermal comfort Assessment criteria Evidence and ability of investigating the selected precedents through graphic analysis of notated diagrams, plans, sections and exploded axonometric which discuss the precedents’ design qualities and their relevance to your Project. PART 2 - INITIAL DESIGN CONCEPT - TESTING DESIGN IDEAS 10% Individual work Aim The aim of this task is to explore THREE conceptual organization strategies for the design components of the terrace house and the public space within the constraints and opportunities of the project site and context and based on the analysis of site, brief and precedents. Students are encouraged to: • Consider basic massing/volumes for the terrace house • Explore minimal design interventions for the public space and the role of the existing changing facilities for the tennis court the existing vegetation and the surrounding cliff and Agar steps • Develop a design proposal as a clear organizing framework based on site analysis including solar orientation and wind, brief analysis and precedents analysis Questions to be addressed Design idea Question Massing How does your initial design for the Terrace House fit in its immediate context? What is the relationship of the terrace house and the public space with Kent Street, the existing vegetation, the cliff and Agar Steps? Movement How do you imagine users/visitors entering and exiting the initial design for the Terrace House? What is the relation between the street and the access to the two residencies (family and couple of professionals) in the Terrace House? Inside/Outside Where is the courtyard/garden/rooftop in your Terrace House? Passive design Orientation to achieve solar heating/cooling and natural ventilation. Can you explore at this scale the initial thoughts of natural ventilation, natural light and thermal comfort? Submission requirements : Annotated two-and-three-dimensional diagrams; sketches and drawings in plan and section and study models to communicate your design ideas Assessment criteria Evidence of ability to: Explore three conceptual organization strategies demonstrating how each strategy responds to: 1. Project site analysis, 2. Project program analysis 3. Lessons drawn from the precedents
Introduction to Operating Systems CS-GY6233 COURSE OVERVIEW This course introduces basic issues in operating systems. Topics: Threads, processes, concurrency, memory management, I/O Control, and case studies. Prerequisite: Graduate standing. LEARNING OBJECTIVES By the end of this course, students should be able to: ● Understand modern operating systems structure ● Apply process management concepts, and be able to design, implement and evaluate multiprocessing(or multithreading) systems ● Apply memory management concepts, and be able to design, implement and evaluate virtual memory organizations. ● Understand file systems and I/O mechanisms. ● Understand multiprocessor architectures, and be able to design and evaluate the performance of multiprocessor operating systems. ● Apply real-time system scheduling mechanism. ● Design system protection and security concepts. COURSE STRUCTURE This course is conducted entirely online, which means you do not have to be on campus to complete any portion of it. You will participate in the course using Brightspace located at https://brightspace.nyu.edu. LEARNING TIME RUBRIC Learning Time Element Asynchronous* / Synchronous** Time on Task for Students (weekly) Notes Lecture (Active Module) Asynchronous 2 - 3 hours Video and interactive text format. Expect quizzes throughout the module. Discussions Asynchronous 0.5 hours Students discuss the instructor’s questions for each lesson. Reading & Research Synchronous 2.5 hour Students find related readings ( online journal articles) and work on their research presentations. Labs Asynchronous 1.5 hours Students will program operating system algorithms presented in active learning and readings *Asynchronous learning is defined as any non-realtime student learning, such as recorded lecture, podcast, interactive module, articles, websites, etc. This also includes any student-to-student or faculty-to-student communication that may happen with an asynchronous tool, such as discussion board, chatroom, e-mail, text, etc. **Synchronous learning is defined as any real-time student-to-student and/or faculty-to-student learning, such as a live webinar session or other video/audio communication service. COURSE COMMUNICATION WEEKLY VIRTUAL OFFICE HOURS The Teaching Assistant (TA) will be available for weekly virtual office hours by appointment. To schedule an appointment with your TA, or to ask any questions about the course content, please email them. REQUIRED TEXTBOOK Modern Operating Systems (4th or 5th Edition), ISBN-978-0133591620 , Prices Range from $100 (Used) to $183.28 New Hard Cover) You can access NYU’s central library here: http://library.nyu.edu/ You can access NYU Tandon’s Bern Dibner Library here: http://library.poly.edu/ COURSE OUTLINE Module Topic Book Reading Online Quizzes Labs/Assign ments 1 Introduction MOS 1 2 C Programming Language Hello World/ 3 Processes and Threads MOS 2 1 CPU Scheduling 4 Memory Management – Paging and Segmentation, Page Replacement MOS 3 2 Memory Managemen t 5 FileSystems MOS 4 Virtual Memory Managemen t 6 Input/Output -Disk Configuration, Disk Scheduling MOS 5 3 Disk Scheduling 7 Deadlocks MOS 6 4 8 Virtualization and the Cloud MOS 7 9 Multiple Processor Systems MOS 8 10 OS Security MOS 9 5 11 Linux Case Study MOS 10 12 Android Case Study MOS 10 Quizzes All of the active learning modules contain knowledge checks to assess your understanding of the material. You can take these as many times as you like and are not part of your grade. Some of the active learning modules have a paired quiz in Brightspace. This quiz can be taken as many times as you like and the grade from the last take will be used. Assignments In the first half of the course, students will work on programming assignments to implement operating system algorithms covered in the active learning modules and readings. Discussions Brightspace will have threaded discussion topics where you can interact on lectures, assignments, or the related research project. Students are expected to respond to each discussion prompt and reply to two fellow students' responses. Research Each student will pick a specific, applied technical problem related to the material in the course. The student will then hypothesize a solution to the problem. Using tools such as google scholar, the student will research-related articles, hypothesize a solution and gather initial evidence. Each student will write-up their results as a 2 page extended abstract and will create a recording of their presentation of these materials to other students. GRADING Quizzes: 44% Discussions: 6% Labs & Assignments: 30% Research Presentation: 20%
