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, 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: • AngleList's 52 startups to watch out for 2020 • 70 best startups to watch in 2022 Your idea can be new or something you have used before, and it can be fictitious or real, as long as you have not already made a website for it (you cannot re-use or re-make an existing site). Choice of CMS: You must use "proper" self-hosted CMSs (e.g., WordPress, Joomla, Drupal, etc.), NOT site builders or WYSIWYG systems like Wix, Squarespace, Weebly, etc. You may not use wordpress.com (which is hosted by wordpress.com and is not something you could move to a different host if you chose). If your chosen system does not have an export/backup feature, then it is not suitable for this assignment. You may not use plugins (in any CMS) that replace the core functionality, like nicepage, Elementor, etc. 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 practical, but you do not need to create custom themes/templates. You can use any available designs/themes, but they should be appropriate for your goal and target audience. As an idea of what is meant by "similar", you should be able to describe the site and how to use it to anyone and they could see/use either site with no trouble. E.g., if you said, "click on the blue About Us link at the top", that should work for both sites. Content: Most of the content is up to you, but it must be suitable and complete. You must create the content yourself. Even if it's a fictitious idea, you cannot copy from somewhere else. Content could include: details of your (potentially fictitious) 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)! Some content requirements: • You must include a short video that you make for your startup. This does not need to be fancy or take a long time – you could just record it on a phone or digital camera that you get your dog to hold. • 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 should 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. • You need to choose, install, and use at least one additional plugin/extension that is not provided in a base install of each CMS (these do not need to be the same) 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.). Hosting: The actual 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/student tiers or credits available. You must use hosting that will still be up/visible for at least 6 weeks after submission. Note that this means you should not use joomla.com or similar “demo” hosts. Documentation: In the Reflection and Insights section of a1.html, describe your experience using the two different CMSs and hosting in a meaningful way. What have you learned through this assignment regarding the different systems? What has your experience taught you about the CMSs as systems? 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: 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 the a1.html file along with appropriate "exports" of your sites (use the CMS's export/backup feature) by uploading to LearnJCU under Assessments. Submit 3 separate files: a1.html and the two export files of your sites. If LearnJCU won’tallow 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’swork 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 away that infringes copyright or other laws (be careful with images). You should cite the original source in your documentation (a1.html file). You should write your own content. Due: Submit your assignment by the date and time specified on LearnJCU. Submissions received after this date will incur late penalties as described in the subject outline. Marking Scheme: This assessment rubric provides you with the characteristics of exemplary to very limited work in relation to task criteria. Criteria Exemplary (9, 10) Good (7, 8) Satisfactory (5, 6) Limited (1-4) Very Limited (0) Two CMSs Worth triple Two different CMSs used to create published sites that are very similar Two different CMSs used, but site structures or content are noticeably different Two different CMSs used, but at least one site is incomplete Only one site published No sites published Plugins Both sites use installed plugins for something useful, enhancing the site functionality Plugins used in both CMSs, but one or both are not very useful, not enhancing the site One useful plugin used in only one CMS One plugin used in only one CMS, but not useful No extra plugins used Content Site content is complete and accurate; text and media are all well- integrated Exhibits aspects of exemplary (left) and satisfactory (right) Site content is incomplete; not all media are present (e.g., missing video) or not well-integrated Exhibits aspects of satisfactory (left) and very limited (right) Minimal or poor site content; not all media are present Team content Team details are present; personal bio is career-focused, plausible and well- written Team details are present; personal bio exists but is not well- written orwell- focused No team details Goal-Driven Goals of the site are clear in the design and calls-to-action are well used Design has some goal- orientation, but mostly misses the opportunities to lead users; calls-to-action are not evident There is no sense of the site design being goal-driven Information Architecture Content has been thoughtfully organised to be suitable for site goals; navigation is intuitive Not all content is well- organised; navigation is not always intuitive Content placement seems illogical; navigation is difficult Information Design Text has been formatted to be suitable for scanning and for site goals; images enhance meaning of text Some content is well- formatted but not all, e.g. some text could be more scannable; images are not well- used No evidence of thoughtful information design; content appears to be untreated Documentation Documentation is complete with thoughtful reflection and insights Documentation is incomplete, minimal reflection and insights No documentation
ECN 367 Economics of Globalization Spring 2025 Essay 1 Write an essay on topic I or topic Il below in 500-700 words. Please only address questions A, B and C for the essay you choose to write on. To maintain the flow of the essay, please try to connect these three parts: A with B and then B with C (a single connctingsntncwl) (20 points) I. Protectionism A. Trade protection (import tariffs, import quotas etc) reduces the size of the aggregate economic pie, which is why economists probably have concerns about it. Explain this statemen, and describe any two other objections to protectionism one mayhave. (8 points) B. While the overall economic pie shrinks due to tariffs or other forms of trade protection like import quotas, theseprotectionist policies create both winners and losers. Discuss examples of winners and losers from protection, and how their existence is the basis for political-economy forces in the determination of protection. (8 points) C. Based on the above analysis, do you think good economics is always good politics or vice versa? Explain. (4 points) OR II. Trade and jobs A. How do imports impact jobs in different kinds of industries or sectors? Explain. (4 points) B. What do you think has been the biggest import shock the US has faced during the last 4-5 decades? What do you think led to that shock? Did that shock lead to massive job destruction? Why or why not? Explain. (10 points) C. What are the roles of currency manipulation and trade balance in this context? (6 points)
MGTS7610 Management Communication (S1, 2025) Assessment task 1: Business writing portfolio 1. How much does this task contribute to my final grade? This task is worth 40% of your final grade: • Email + Critical Reflection = 12% • Letter + Critical Reflection = 13% • Media release + Critical Reflection = 15% 2. When is this task due? • Late submissions will receive a 10% penalty per day (or part day) . • IT problems are NOT an acceptable reason for submitting work late. • To avoid late penalties, don’twait until the last minute to submit your work. • Your work will not be graded if it is more than 7 days late. 3. How do I submit this assignment? • Go to the MGTS7610 Blackboard site and click “Assessment” in the left-hand menu. • Go to the folder for “Assessment 1 – Business Writing Mini-Portfolio” . • Inside this folder, you will find a Turnitin submission link – Click “View/Complete” . • Followthese instructionsto upload your assignment. • Check it has been uploaded correctly and download your digital receipt. 4. What should I do if I am sick and can’t submit the assignment on time? • You may be able to get an “extension” (that is, a later due date) if you are sick or have anotheracceptable reason. • To obtain an extension, you MUST o apply onlinebefore the due date, and o provide thenecessary documentation . • The UQ Business School Examinations Team is responsible for all extensions. • Do NOT ask course staff for an extension. 5. Can I use AI for this assignment? • You MAY use AI when preparing this assignment, including: o ChatGPT and other generative AI tools o Grammarly and other online grammar checkers o DEEPL and other translation tools. • You MUST a) declare your use / non-use of AI on the assignment cover sheet. b) submit a full transcript (e.g., screenshots) of ALL your interactions with AI. Hyperlinks to the online tools you used are NOT sufficient. Summaries of your AI interactions are NOT sufficient. c) discuss your use/non-use of AI in your Critical Reflection. If you don’t do (a) – (c) above, the maximum grade you can earn for this assignment is 4/7. Course staff will NOT chase up missing AI-documentation. • Failure to document your AI use may constitute student misconduct under UQ’s Student Code of Conduct. 6. What do I have to do? Imagine you are the Communications Director for a (fictional) not-for-profit organisation HealthyMeals that promotes a healthy eating. Your job is to communicate on behalf of the Executive Director of HealthyMeals, in response to three separate situations. [see sections #7 - #9 below for more detail] Then, you need to use the MGTS7610 Online Learning Modules to explain and reflect critically on your own writing (describing and evaluating your writing choices). [see section #10 below for more detail] • Do NOT change the assignment question. Submissions that don’t follow these instructions will not be graded. • Do NOT copy wording directly from the Assignment Instructions or other sources. • Acknowledge ALL of your information sources in a single “Reference List” at the end of your submission. 7. All staff email - approximately one page Write an email to all HealthyMeals employees (copy in the CEO separately), advising them that all senior managers and staff are required to complete new Indigenous Awareness training. • Senior managers must complete a 2- hour “Break the Bias Program.” • All other staff must complete a 4 hour “Beyond Diversity” program. You can find more information about both programs onthis website. NOTES: • Follow the business email format outlined inShirley Taylor’s 2012 Model Business Letters, Emails and other Business Documents. • Use these email addresses: o for all managers and staff: [email protected] o for the CEO: [email protected] • You may invent any other necessary information, including the dates, times and locations of both training programs. 8. Letter - approximately one page On behalf of your CEO, write a formal complaint letter to the CEO of one of your supplier companies, Office Printing Solutions (OPS). OPS provides printing hardware and support services to HealthyMeals. However, the quality and reliability of OPS’s support services has declined in recent months. You can find information about managing relationships with suppliers here. NOTES: • Follow the business letter format outlined inShirley Taylor’s 2012 Model Business Letters, Emails and other Business Documents. o Summarise the background to your company’s complaint. o Politely propose a fair and mutually agreeable solution. o Maintain a positive relationship between HealthyMeals and OPS. • Use the assignment due date as the date of your letter. • Use these contact details for the two CEOs: Ms Simone Bradshaw Chief Executive Officer HealthyMeals 45 Edwards Street Brisbane QLD 4000 [email protected] Mr Omar Shetlani Chief Executive Officer Office Printing Solutions 63 Elizabeth Street Brisbane QLD 4000 [email protected] • You may invent any other necessary information. 9. Media release - approximately one page HealthyMeals is collaborating six Australian universities to provide a new healthy eating support service for international students. You need to prepare a “new product” media release that could be published (without alteration) on the HealthyMeals website, university websites, and by mainstream Australian newspapers. NOTES: • Follow the Media Release format taught in Week 4. • Your media release should NOT sound like an advertisement. • Include at least one quotation from the HealthyMeals CEO, expressing excitement about the partnership with Australian universities AND/OR describing the new support service. • Include at least one quotation from the University of Queensland Vice Chancellor, Professor Deborah Terry, explaining why she is happy to be part of this collaboration. • You may invent any other necessary information. 10. Critical Reflection - approximately one page for each reflection To become an effective communicator, you need to think critically about your own writing and understand how your audience is likely to react to it. Small details – such as the order in which you present information and which verbs you choose – can make a lot of difference. This part of the assessment task asks you to think critically about the Email, Letter and Media Release you have written and to explain the writing choices you made when preparing them. NOTES: • Use the course OLMs to explain your writing techniques / decisions. • Do NOT discuss the content of your Email, Letter and Media Release. Focus on your use of specific linguistic features. • Use / adapt the structure outlined in the “Critical Reflection Writing Guide” available on Blackboard in the Week 5 OLM. • Do NOT use bullet points. Use what you have learned about sentence structure and clear writing (Week 3) to write in complete sentences and paragraphs. • Use the first-person pronoun (“I”) with active verbs, e.g., — I began my email with … because … — I wanted my audience to … So, I chose the words … . — As explained in the Week 7 Online Learning Module, I … — I used the online Merriam-Webster dictionary to check the spelling of … The advantages of this tool are … The disadvantages are … — I altered the media release generated by ChatGPT by … because … 11. What do I need to include in this assignment? Your assignment MUST include the following items, in this order: 1) MGTS7610 A1 cover sheet [available on Blackboard]. Please indicate if you used AI and sign the cover sheet. 2) Email 3) Critical Reflection on your Email 4) Letter 5) Critical reflection on your Letter 6) Media release 7) Critical Reflection on your Media Release 8) Reference List – include ALL of the sources you used when preparing the above documents. 9) AI transcript. – if you used any form of AI, you MUST include a full transcript showing ALL of your interactions with AI. 12. How should I format this assignment? • Your assignment MUST be submitted as a single pdf file. o The most recent file submitted before the deadline will be graded. o If you submit a WORD (or similar) document, the formatting may be messed up during the submission process and you may lose marks. • Follow this style guide when formatting your Email, Letter, Media Release and Critical Reflection: o Each Item (#7 - #10) should be approximately one page. o The Reference List and AI-transcript can be any length. o Start a new page for each item (using a page break is ideal) o Use “normal”margins(“normal” is the default for all new documents in Microsoft Word) o Use 11pt Calibri font o Use the following line-spacing: Letter & Reference List: single line-spacing Email, Media Release & Critical Reflections: use 1.5 line-spacing. o Insert clear spacin gbetween paragraphs. o Format the Reference List using APA 7th style.
MATHS 7107 Data Taming Assignment 1 Trimester 1 2025 1 Background The Australian Football League (AFL) is the largest Australian Rules football league in the country. Each week during the season, is a new Round, where the teams are paired up to play a match (also called a “game”). There are 22 rounds in the season, at the end of which the top eight teams will compete in the finals matches, culminating in the Grand Final where the premiership cup is given to the winner of that match. There are two types of scores in the game: • goals: when the ball goes between the two tall posts, worth 6 points • behinds: when the ball goes between a tall and a short post, worth 1 point The total score from the game for each team is given by adding up the contributions from goals and behinds. The total number of “shots-on-goal” is the number of goals plus the number of behinds. No team has ever made more than 250 shots-on-goal in a single game. Every team has a “home” ground, where they are based, and so each game is classed as a home game when they are playing at home, or an away game when they are not. Currently there are 16 teams in the league (this scenario is set in the past), and the plan is that the league will not grow any further, so the current list of teams should not change. The list of teams in the league is: Adelaide, Brisbane Lions, Carlton, Collingwood, Essendon, Fremantle, Geelong, Hawthorn, Melbourne, North Melbourne, Port Adelaide, Richmond, St Kilda, Sydney, West Coast and Western Bulldogs. Crowds love to see the home team win. The company that sells tickets at the football stadia would like some information about whether home or away teams are more likely to win. They also want a prediction of which teams are likely to play in the Grand Final (since then the club’s merchandise is much more valuable). Coincidentally, the company uses R and R Markdown, so they want your report as a PDF generated using R Markdown. In your R Markdown code chunks: make sure that you do not set echo = FALSE so that the client can see what R code you used to generate your output. 1.1 Number of digits When writing your own text, or USING the output from R: • For integer results, report the whole integer. • For non-integers with absolute value > 1: use 2 decimal places • For non-integers with absolute value < 1: use 3 significant figures. For example: ◦ 135.5681 ≈ 135.57 ◦ −0.0004586 ≈ −0.000459 If you’re just PRINTING the output from R, then just keep the output as it is. • Note that if you have R do the rounding for you then you need to conform to these two conventions listed above. 2 The data The company has four datasets labelled afl * .csv (here the asterisk is a wildcard character, meaning it stands for any set of characters). Each dataset contains 23 columns: • NAME: The team’s name • ROUND*: A description of the team’s game in round “*” . This column contains information about: – Won, lost or drawn status – Home or away status – The total score – The number of behinds scored 3 Data cleaning As you work through the Tasks below, you will need to clean the data. IMPORTANT! Make sure you only remove data that you must remove. Do not just delete data because it is convenient. You must have specific instructions from the client before you remove any data from your analysis. Instructions: • Correct any obvious typos. • There may be some duplicated rows, in which case, remove one of them. • Some test data may have been left in. Remove it. • Any negative numbers should be converted to positive numbers. • If there are any values that are impossible for some reason then remove the entire row. 4 Your job Note Remember that this is a report for a client. • Make sure you write text to explain what you are doing at each point and why you are doing it. Also describe the results. Don’t just state the R code that you are using — the client can see that already — you need to describe what is happening in a way that a non-technical person can understand. • Don’t include any unnecessary output or warnings. The client doesn’t need to see that and it just gets in the way of what you want them to focus on. Closely follow these steps in the order in which they are listed: 1. Load the correct dataset as a tibble. Output all rows of the dataset. 2. What are the dimensions of the data set? 3. Set the correct seed, then randomly permute all rows in your data set. (Hint: a random permutation is like doing a random sample of all rows. See the Reminder Sheet.) Output all rows of the dataset. Note Use this random permutation of the data from Q3for the remainder of the assignment (i.e. don’t go back to the original data you imported in Q1). 4. We want to clean up our data, but first we’ll put in an extra column of row numbers, so we can track some changes we’ve made to the data. • Add a column at the far left of the dataset called R NUM that contains the row numbers. Output all rows of the dataset 5. Now we will clean the data. Make sure you justify every step of cleaning that you do. • Remove any rows that need removing. • Correct any errors that need correcting. • When done with cleaning sort the data by the team name. Then output all rows of the dataset, and the dimensions of the data set. Note If you discover any problems with the data in the following questions then you should come back and redo this question before you submit. Your data should be clean and shiny from this point. 6. Next, let’s tidy the data. (a) Convert the data to long form by converting the ROUND* columns to two new columns called ROUND and OUTCOME. (b) Delete the characters “ROUND” from the ROUND column (leaving just the numbers). (c) Using the OUTCOME column, create four new columns: • RESULT containing won, lost or drew • HOME GAME containing TRUE or FALSE • TOTAL containing the total score • BEHINDS containing the number of behinds scored (d) Then delete the OUTCOME column. (e) Since we now have a larger number of rows, let’s add new numbers to keep track. Add a new column, second from the left, called R NUM 2 with the row numbers of the tidy data set. Output the first 10 rows, and the dimensions, of the data set. 7. Using dot points, identify what types of variables we now have in our data set, i.e., “Quantitative Discrete”, “Quantitative Continuous”, “Categorical Nominal”, “Categorical Ordinal”. (Don’t just describe what data type they are in the tibble — you need to think about the type of variable in the context of the meaning of the data.) Make sure you provide some justification for your choice of variable types. • Don’t just provide vague statements, but be very concrete about describing this particular set of data. 8. Now it’s time to tame our data. • Make your data set correspond to the Tame Data conventions on page 3 of Module 2. You’ll need to use your answers to Q7. (Hint: You might want to think about releveling some of your factors. See the Reminder Sheet.) • Also check if there is any more cleaning that is required. If so, go back to Q5 and clean it there. (Hint: It might be good to check one last time if there is any missing data. The is.na() command on the Reminder Sheet might come in handy.) Output the first 10 rows, and the dimensions, of your clean, tidy and tame data set. 9. We will just look at a random subset of your data. Setting the correct seed again, take a random sample of 220 rows from the dataset in Q8. Output the first 10 rows, and the dimensions, of your sample. Note Use this random subset from Q9 for the remainder of the assignment. 10. Insert two new columns: • goals: The team’s number of goals in that game (put this between the columns containing the total score and the number of behinds). • goal acc: The proportion of shots-on-goal that were goals (put this on the far right of the data set). Describe what type of variables these new columns represent (“Quantitative Discrete”, “Quantitative Contin- uous”, “Categorical Nominal”, “Categorical Ordinal”). Are the data types correct? (Explain your answer.) If they are not correct, make sure you change them. Output the first 10 rows, and the dimensions, of the data set. • If you discover any problems with the data here, then make sure you go back and start again from Q5. You may want to check that the calculations resulted in the correct type of output. 11. We would like to know the probability that a team will win given that the team was playing at home. We can calculate this with the formula Pr(team wins given playing at home) = # games played at home/# games won by home team. So find the number of rows where the home team won and divide it by the number of rows where the team was at home. Report your answer with the correct precision. 12. Use the command summarise() to create a new tibble called season totals containing the team name, the total of all scores by that team for each game over the season and the average accuracy over the season. (Hint: you probably want to use group by() .) Output the entire season totals data set. 13. Predict which teams will be in the finals, and which two teams are likely to be in the Grand Final. Make sure you give some good reasoning, based on data, justifying your claim. 14. Using the season totals data set make a scatterplot comparing the total season score against the average accuracy for the season. Include a line of best fit on your plot. Does it look like there is a relationship between these variables? Come up with a reason for why the relationship (or lack of a relationship) that you observe might be a real phenomenon, and not just an artifact of the data. 15. For this question use your sampled data set from Q10. Produce a scatterplot of total against goal acc, with the points coloured by the result of the match. Make sure you put your independent variable/predictor on the horizontal axis, and give a brief explanation of why you chose that variable as the predictor. Hint: ggplot does some weird things with ordered factors, so if your plot doesn’t look particularly clear, then you could try making a new data set specifically for plotting by removing the ordering. Or you could also try the command scale color brewer(palette = . . .) with the palettes Dark2, Set1 or Set2 to see what happens. 16. Describe any relationship between score, accuracy and result that you see in the scatterplot of Q15.
Geomatics MSc & CPD Programmes 5099 - 40% &date - 27 2025Submission location:Moodle –AppliedLand Survey –UoGServiceSubmission material:1 (.)& 1 (.) ()1 3 (. /.7z)( )Minimum requirements forcredit etingallsections ofthe project.
Final Exam 600.464/664 Artificial Intelligence Spring 2020 Informed Search 10 points Consider the search space below, where S is the start node and G satisfies the goal test. Arcs are labeled with the cost of traversing them and the heuristic cost to the goal is reported inside nodes (so lower scores are better). 1. (10 points) For A* search, indicate which goal state is reached at what cost and list, in order, all the states popped of of the OPEN list. You use a search graph to show your work. Do not expand paths that revisit states at higher cost. Note: When all else is equal, nodes should be removed from OPEN in alphabetical order. Path to goal (cost): Search graph (indicate order of states popped of OPEN list with numbers): First Order Logic 15 points 2. (5 points) Convert the following sentences into first-order predicate calculus logic: If a team wins a game, it is happy. If a team plays a game, is better than the opponent, and is in good form, it wins the game. The BlueJays play a game against the Tigers. The BlueJays are better than the Tigers. The BlueJays are in good form. 3. (5 points) Convert all rules to Conjunctive Normal Form. (CNF). You do not need to restate rules that are already in CNF. 4. (5 points) Carry out a resolution proof of the statement The BlueJays are happy. Constraint Satisfaction 15 points Consider the following Mini Sodoku puzzle. (numbers are assigned values, letters are names for cells) Recall the rules of Sudoku: • Each cell is assigned a number (in Mini Sudoku, the numbers are 1, 2, and 3). • No row can have the same number twice. • No column can have the same number twice. These rules can be specified by constraints. You do not need to formally write these constraints down. 5. (8 points) Carry out backtracking search. Explore the search space in the alphabetic order of the cell names, and assign values in numerical order (i.e., first assign 1, then 2, then 3). Draw the search tree. Stop and backtrack at leaves where constraints allow no valid variable assignment. 6. (7 points) Now, use the minimum remaining values (MRV) heuristic. Fill in the following table. Start with a row that specifies the remaining possible values for each variable. Then commit one variable to a value following the MRV heuristic (in case of ties follow alphabetical order). Planning 15 points An evil robot has almost completed his evil plan for the total destruction of the human race. He has two nasty chemicals called A and B which are currently stored in containers 1 and 2 respectively. All he has to do now is mix them together in container 3. His designer, an equally evil computer scientist, has equipped the evil robot with a propositional planning system that allows him to reason about the locations of particular things and about moving a thing from one place to another. 7. (5 points) Explain how this problem might be represented within a propositional planning system. Give specific examples of the way in which the start state and goal can be represented. 8. (5 points) Describe in detail an algorithm that can be used to find a plan using this form of representation. 9. (2 points) Give a specific example of a successor-state axiom using the representation you suggested. 10. (3 points) Explain why in this particular planning problem it might be necessary to include one or more precondition axioms and give an example of such an axiom using your representation. Machine Learning 15 points Consider the following plot of data points. 11. (5 points) Write down the formula for a linear classifier function f (x, y) → value where positive output values correspond to the sign + and negative values correspond to the sign – . The classifier should classify all training examples corrrectly. Now consider the following plot of data points. 12. (10 points) Draw a neural network with weight values that classifies all values correctly. You may use the following activation function. Reinforcement Learning 15 points Consider the non-deterministic reinforcement environment drawn below. States are represented by circles, and actions by squares. The Probability of a transitions is indicated on the arc from actions to states. Immediate rewards are indicated above and below states. Once the agent reaches the end state the current episode ends. 13. (15 points) Consider two possible policies: always take action X or always take action Y. For each policy, compute the answers to the following questions. (a) What paths could be taken? (b) What is each path’s probability? (c) What is each path’s reward? (d) What is the utility of each state? Natural Language Processing 15 points We plan to build a database of which persons were hired at which company from the corpus of news paper articles. The database table looks like follows: Consider the following sentences • Albert Altman was hired by Apple as a software developer. • Booking.com hired Brianna Bayer as an accountant. • Comcast hired as their new CEO Catherine Carter. 14. (3 points) For each sentence, write a string pattern matching expression that extracts the relevant informa- tion (use any pattern matching formalism you like). 15. (3 points) Annotate each sentence with dependency relationships with appropriate labels. 16. (5 points) Define informally a pattern over dependency structures that allows you to extract the relevant information from all the example sentences for the database table. 17. (4 points) Hiring information may be expressed in many diferent ways in natural language. Below is a list of general problems in natural language processing. Give an example sentence that contains relevant hiring information for out database that demonstrates why each of these problems poses a challenge for our simple extraction patterns. • Synonymy • Hypernymy • Co-reference • Semantic inference
Optimisinga DNN Machine Learning at Scale Coursework Introduction The aim of the coursework for Machine Learning at Scale is to take a DNN and optimise it to improve performance and/or reduce runtime. We provide a working network implemented in PyTorch, and associated input dataset, and then you can experiment with this on Cirrus to try and improve performance. The coursework is marked on the report you write, although you will also submit the source code you develop in support of your report. The DNN we are using can be downloaded from the Learn page for the course, and the data is already on Cirrus at: /scratch/space1/z04/adrianj/mlatscale_coursework This location has already been included in the source code so you should not need to modify the code to use the data. The source code for the network is in the coursework_network_online.tar file on the coursework page on Learn. You should download this to Cirrus. Model For the coursework we are using is an implementation of a vision transformer (a good paper reference for vision transformers is online here https://arxiv.org/abs/2010.11929). The vision transformer applies some of the features of language transformers to images and image generation, particularly the ability to include a form. of self-attention that can let the model keep track of dependencies in the input for future data generation. This facilitates the generation of images that include some patterns based on previously seen data. Figure 1: Example of the type of multi-head attention approach used in transformer architectures This is important for our test case, where we are looking at trying to predict weather data based on previously seen images of weather fields (fields are individual weather measurements such as temperature, pressure, wind speeds, etc…). This DNN works by reading in actual weather field data and training the network to produce a new output of the field that represents the updated weather in the near future, comparing against the actual recorded weather data for that future time. There are some profiling annotations in the model code so that if you profile it using the Nvidia profiling tools we have used in previous exercises you should get a breakdown of where the time is being spent in the model. The profiling annotations take the form. of the following code additions: torch.cuda.nvtx.range_push(f"step {i}") These should translate into annotated sections in profiles you collect. You can also add your own profiling parts into the code to track specific sections in a more fine grained manner if that would be useful. Installing Software Prerequisites To run this model we need to install and upgrade some software packages. Remember, to do this and ensure the python will work on the compute nodes where the GPUs requires setting a PYTHONUSERBASE variable before you install anything to install the software in a place where it is accessible, i.e. the /work filesystem. Do the following: module load nvidia/cudnn/8.6.0-cuda-11.8 module load python/3.10.8-gpu module load libsndfile/1.0.28 export PYTHONPATH=$PYTHONPATH:/work/y07/shared/cirrus-software/pytorch/1.13.1- gpu/python/3.10.8/lib/python3.10/site-packages export LD_LIBRARY_PATH=$LD_LIBRARY_PATH:/work/y07/shared/cirrus-software/pytorch/1.13.1- gpu/python/3.10.8/lib export LIBRARY_PATH=$LIBRARY_PATH:/work/y07/shared/cirrus-software/pytorch/1.13.1- gpu/python/3.10.8/lib export PYTHONUSERBASE=/work/m24ol/m24ol/$USER/python-installs python3 -m pip install torch==2.2.0 torchvision==0.17.0 torchaudio==2.2.0 --index-url https://download.pytorch.org/whl/cu118 python -m pip install protobuf==3.20 python -m pip install --upgrade tensorboard python3 -m pip install h5py You can change the location of the install (i.e. what is set in PYTHONUSERBASE) provided it is on the /work filesystem, however, if you do this you will need to update the batch script. we have provided to point to that location. Running the model You have been provided with a batch script. to submit the model and run with a reduced input set to enable relatively swift experimentation (run_coursework.sh). In there you will see that we call the DNN with a parameter, i.e.: python3 train.py --config short The parameter short sets up the reduced input runs, but you can also change it to base to run the full input dataset and model. Both these parameters select the configuration from the file in config/coursework_transformer.yaml. You are not necessarily required to change this configuration, but you can see the types of things that are specified in the yaml file, and also add new parameters to that file if you want to be able to control and runtime things you add to the model (i.e. parallelisation approaches, etc…). Changing the configuration can be a valid approach for optimisation if you can justify why you’re changing it and what performance benefits you expect the change to enable. The short configuration should run around 4 training epochs and complete in 10 to 20 minutes. You can make this even shorter if required, by reducing either limit_nsamples or num_iters in the input file. The number of epochs to use is automatically calculated by dividing the number of the number of iterations (num_iters) by the data samples to be processes per batch (limit_nsamples/ global_batch_size). For the full run (the base configuration) around 38,000 samples are used with a batch size of 16, giving the data samples per batch as around 2375, and the current configuration uses a num_iters 30,000, meaning the model will run 12 epochs for training. When you run the code you should get output like this in your batch script. 2024-03-08 02:30:33,527 - root - INFO - Time taken for epoch 2 is 10622.394329 sec, avg 3.572829 samples/sec 2024-03-08 02:30:33,633 - root - INFO - Avg train loss=0.166270 2024-03-08 02:36:08,512 - root - INFO - Avg val loss=0.15351414680480957 2024-03-08 02:36:08,526 - root - INFO - Total validation time: 299.874281167984 sec You can find more detailed information in the files in the logs directory, particularly the out.log file for the associated run you are looking at. Note, these log files may get overwritten every time you run the model, so you may want to copy them to a different location if you want to keep them for future analysis/evaluations. Profiling As part of the coursework it is sensible to profile the network to see where the performance bottlenecks are. You can use the nvidia nsight tools, and dlprof, as outlined in previous exercises on the course. If you encounter an issue profiling where you get error messages such as the following: ModuleNotFoundError: No module named 'fast_multihead_attn'. You can fix this by installing the following profiling add on which is included in some version of PyTorch, but may not be available in those install on Cirrus: cd /work/m24ol/m24ol/$USER git clone https://github.com/NVIDIA/apex cd apex/ pip install -v --no-build-isolation --no-cache-dir --global- option="--cpp_ext" --global-option="--cuda_ext" --global- ption="--fast_multihead_attn" ./ Assignment The coursework tasks are for you to try and speed up the model, either by making adjustments and improvements to the code and how it is run in PyTorch, or by adding parallelisation to the model, or by doing both of this. As with any optimisation approach, you should start with profiling the model to see where time is being spent and use that data to guide optimisations you undertake. The coursework is marked on the report you submit. We are expecting a report of around 10 pages that outlines the profiling and initial performance of the model, and then any optimisation work you have undertaken and what the outcomes of that optimisations were. There are no required or expected optimisations, any sensible approach at optimising will be acceptable, provided you document and justify this in the report. You should also consider the impact of any changes you make on the overall quality of the predictions the DNN produces. This means you should document the impact on the training and validation losses that changes cause, and discuss whether those changes should be kept/implemented or not given the impacts on network prediction quality. Please ensure that you include your exam number in the title of both your report and your source code. This assignment will be marked anonymously so we cannot identify which report goes with which source code unless you include your exam number in the title. Marking scheme The report will be marked on: • Discussion of the performance of the DNN, optimisations proposed and undertaken, performance achieved, and impact on the quality of the DNN results (i.e. impact on loss metrics) (70). • Methodology used in the assignment as demonstrated in the report. This includes general approach, tools used etc (20). • Clarity, relevance and presentation of the report (10). This coursework is due at 11.59, Monday 17th March 2025 (UK Time) As per the University's Taught Assessment Regulations (for further information see link on Learn course Assessment page) assignments submitted after the deadline (unless granted an extension, see Student Support page on the Learn course) are subject to a 5% penalty per day (i.e. 24 hours) that the assignment is late after the deadline, up to a maximum of seven. Assignments handed in more than seven days late receive zero marks.
WM9PP-15 Digital Product Development 24/25 Assignment brief You have been appointed as the Product Development Manager for an organisation within the healthcare industry aiming to launch a new digital product hosted in the cloud. Your task is to develop a comprehensive business-style. report detailing the strategy for designing, developing, launching, growing, and maintaining this digital product. Your report should include: 1. Introduction:Conceptualization:Cloud Architecture and Technology Strategy: • Detailed description of the cloud architecture designed for the product. • Justification for the chosen cloud technologies and infrastructure components. • Demonstration of an advanced knowledge of cloud computing concepts and the design of resilient, modern, cloud-native architecture. • Step-by-step plan for implementing the chosen technologies. • Integration of security and scalability considerations in the architecture design. 3. Risk Identification:Risk Mitigation:Growth and Maintenance Plan: • Plans for scaling the product post-launch. • Strategies for continuous improvement and innovation. • High-level cost estimation for ongoing maintenance and support. • Resource allocation for sustaining product growth and addressing potential issues. Word count 2800 words Module learning outcomes (numbered) 1. Critically analyse industries and competitors to develop new products and identify opportunities for digital disruption. 2. Demonstrate a thorough comprehension of, and an ability to apply best practice in digital product development. 3. Demonstrate an advanced knowledge of cloud computing concepts and the design of resilient, modern, cloud native architecture. 4. Critically analyse the risks associated with a digital product development, and devise appropriate mitigations to manage them. 5. Apply advanced lean management principles collaboratively to enhance the product development lifecycle, showing expertise in developing, assessing, and overseeing digital solutions.
COMP 2131 Programming Assignment-3 100 marks = 10% of final grade Working with Assembly loops Step 1. Write a program in GNU assembly language that uses macros to print the following messages on the screen [20 marks]: Hello, programmers! Welcome to the world of, Linux assembly programming! Step 2. Using the C Programming language, write four version of a function that contain a loop. Each function should accept two numbers and calculate the sum of all numbers between the first number and last number (inclusive of the first and last number). Tip: Try to use the same number of variables and almost the same logic when writing the C code for all four functions. Once each function is written and tested for correct output, generate an assembly language version of the function using the command: $gcc -O1 -S filename.c. (where filename.c is the C program containing the function). Next, analyze and compare the assembly language version of each function. [50 marks] a. Write a version of the function using a for loop b. Write a version of the function using a while loop c. Write a version of the function using a do..while loop d. Write a version of the function using agoto loop e. Is the assembly language version of each loop function the same or different? If different, identify the differences. Your comparison should be based on: ● Number of registers used ● Number of jumps (iterations) ● Total number of operations Step 3. Using the C Programming language, write a program that sums an array of 50 elements. Next, optimize the code using loop unrolling. Loop unrolling is a program transformation that reduces the number of iterations for a loop by increasing the number of elements computed on each iteration. Generate a graph of performance improvement. Tip: Figure 5.17 in the textbook provides an example of a graph depicting performance improvements associated with loop unrolling. [30 marks] Submission: Make a Word document that contains all the programs that you wrote for Step 1, Step 2 and Step 3. ● For Step 1, includeonly the assembly code. ● For Step 2, include the C code for the 4 functions and the assembly code that you generated for each function. Be sure to include your analysis of the assembly code generated from each function. ● For Step 3, include the C code and the assembly code that you generated for each step of the loop unrolling process. Submit the word document to the Open Learning Faculty Member for grading. Step Jobs Done Marks I Write a program in GNU assembly language using macros. 20 II(a) Write afunction in C containing a for loop 5 II(b) Write afunction in C containing a while loop 5 II(c) Write a function in C containing a do ..while loop 5 II(d) Write afunction in C containing agoto loop 5 II(e) Generate the assembly language version for each of the four functions; analyze and compare the assembly language code for the four functions. 30 III Optimize the code for an array of 50 elements using loop unrolling. Prepare a graph that show the performance improvements 30 Total 100
COMP8410 Data Mining S1 2025 Postgraduate Assignment 1 Maximum marks 100 Weight 20% of the total marks for the course Minto pass hurdle 30% Length Maximum of 8 pages excluding cover page, bibliography and appendices. Layout A4. At least 11 point type size. Use of typeface, margins and headings consistent with a professional style. Submission deadline 9am, Tuesday 11th March Submission mode Electronic, PDF via Wattle, file-name includes u-number Estimated time 15 hours Penalty for lateness 100% after the deadline has passed First posted: 17 February, 8am Last modified: 17 February, 8am Questions to: Wattle Discussion Forum This assignment specification may be updated to reflect clarifications and modifications after it is first issued. You are required to submit a single essay in the form of a single PDF file with a file-name that includes your University u-number ID. The first page must have a clearly identified title and author, with both name and university u-number, which may form. a separate cover page. You may also attach supporting information as appendices in the same PDF file. Appendices will not be marked. This is a single-person assignment and must be completed on your own. You must use quality reference material and carefully reference via in-text citations, including material provided to you in the course. Any material that you quote must have the source clearly referenced. It is unacceptable to present any portion of another author's work as your own. Anyone found doing so will be penalised in marks. In addition, ANU plagiarism procedures apply. This course introduces fundamental concepts that could potentially be addressed by certain Generative AI tools (e.g., ChatGPT). Hence, the use of any Generative AI tools is not permitted in graded assessments within this course. You are strongly encouraged to start working on the assignment right away. You can submit as many times as you wish. Only the last submission at the due date will be assessed. Task You are to write awell-researched essay that critically evaluates the ethics and social impact of a data mining project. 1. Select a Data Mining project and describe it. You are asked to select a data mining project. This must be either a project (A) from your workplace (i.e. where you were employed in a paid position and that did not contribute to education credit by any institution) or it can be the (B) alternative project described below. (A) A project from your workplace can be a past, completed project, a current, active project, or a future project in planning stages. You may select a scientific project, but it must be the case that the project raises sufficient genuine ethical questions for you to have something to write about in the assignment. For example, the project may use data corresponding to attributes of individual people or organisations that could be privacy-sensitive or for whom the mining results could entrench bias against them. The project must involvedata mining or analytics; simple data collection and release, whether intentional or not, is not sufficient. The project must be conducted by your employer and its agents, and you must be sufficiently involved in a professional capacity to have access to organisational information or insight. You are required to declare the nature of your involvement, in an appendix or cover sheet if you wish. For a workplace project, you are encouraged to attach non-confidential background material, written by others, concerning the project about which you write, where this may help to support the information provided in your essay. This should be clearly marked as an appendix and its source and status identified. Your assignment submission will be treated confidentially, but it will be available to ANU staff involved in the course for the purposes of marking. Please respect your employer’s expectations of confidentiality. If you cannot share sufficient information about your project in order to address the assignment questions, then please do choose a different projector take the (B) Alternative option. (B) Alternatively, select the data mining project presented in New Scientist No. 3525, 11 January 2025, page 8 titled “AI boost to cancer detection ”. This story is further discussed in the editorial in the same issue. The story page includes a shorter story titled “Can AI listen to patients” which maybe used to support your discussion if you choose. The stories and editorial are provided with this assignment spec. Additional references are provided in the stories and others can be found on the Web. Remember to cite carefully. If you are unable to provide all the required information about this project, then you should make an informed guess and explain your reasoning for the answer you give. Otherwise, cite your sources. Most students: You are expected to choose the (B) Alternative here, although you may choose the Workplace project if you prefer and are involved in it as above. Applied Data Analytics Students: You are expected to choose the (A) Workplace project but if it is difficult for you to find one (for example, if you are not employed, or you cannot share sufficient information about a workplace project), then you may select the Alternative project. In your essay you will need to describe the project in terms of its aims, its methods, the source and nature of the data it uses, the authority for the organisation’s access to the data, and the expected use and impact of any results obtained. For the impact you should consider not only how the results are planned to be used, but also how they otherwise could be or have been used. In every case, you will need to consider whether the data was provided with informed consent, whether it is or could be seen to be of a personal nature, and whether the outcomes of the data mining will contribute to social improvement or improved services to consumers or the public. You will also need to describe any other aspects of the project that are necessary for you to address the other aspects of your essay. 2. Consider the ethical aspects of the project. In 2022 UNESCO published the Recommendation on the Ethics of Artificial Intelligence (SHS/BIO/PI/2021/1) for voluntary application by Member States. The recommendation is broad in scope and far-reaching in implementation responsibilities over the whole AI system lifecycle. It includes a statement of values and 10 principles that should be respected by all actors in the AI lifecycle, including “data scientists, end-users, business enterprises, universities and public and private entities” (p10). In 2018, the Australian Government Office of the Australian Information Commissioner released the Guide to Data Analytics and the Australian Privacy Principles (APP). Meanwhile, the research community has been actively addressing the principle of explainability and progress is surveyed in Du, Liu and Hu, (2020) “ Techniques for Interpretable Machine Learning”, Communications of the ACM 63(1). You are asked to discuss the ethical aspects of your data mining project with particular reference to both the UNESCO recommendation and the APP. You must consider the privacy of individuals where personal information is involved: such as credit card transactions, healthcare records, personal financial records, biological traits, criminal or justice investigations, ethnicity or lifestyle. choices. You may need to address complex issues, like whether the potential cost to a few maybe outweighed by the benefit to many. You are not expected to provide simple, one-directional answers. While your project may raise many ethical issues, paying attention to the page limit, you are advised to broadly introduce those that you recognise but then to focus your discussion more deeply on some particular issue(s) you choose. For the (B) Alternative project, you are expected to include the issues raised in the stories in your discussion. 3. Recommend how the project should, could, or should have, managed ethical issues related to data mining. You are expected to forman opinion on the appropriate measures to put in place to address the ethical issues you have identified. You must place your opinion in the context of technological solutions available to address ethical issues in data mining. However, you are not asked to consider those methods in detail; a light coverage of the expected benefits of the approach is sufficient. The Duetal paper will assist you with technical approaches to some ethical issues you may encounter. Other potential technical approaches are summarised in the course notes for Week 1. You are also specifically required togo beyond such technical solutions alone to consider procedural, governance or educational approaches to managing ethical issues. While you are asked to provide your own point of view of measures that could or should be taken, you are also asked to explicitly critique alternative views, such as, perhaps, the measures that were put in place when the project was conducted, or measures that relate to the project that you can discover from the literature or Web sources. Alternatively, for the Workplace project (A) you could interview colleagues in your workplace (but not students of this course) in order to gain alternative points of view about what measures could betaken that are ethically acceptable and proportionate. You may also interview other people that are potentially affected by the results of the project. Consider attaching a transcript, recording or extracts from the interviews as appendices to your essay - such material, where relevant, will be considered as evidence of your research for the essay. You are free to conclude that ethical considerations would recommend against the project going ahead, or being applied in practice, but any conclusion you make must be supported by a well-reasoned argument. General Comments An abstract or executive summary is not required. A cover sheet is optional and does not contribute to the page count. No particular layout is specified, but you should follow a professional style. and use no smaller than 11 point typeface and stay within the maximum specified page count. It is a strict maximum: long-winded or irrelevant content within the limit will be penalised and text beyond the limit will be treated as non-existent. Page margins, heading sizes, paragraph breaks and so forth are not specified but a professional style must be maintained. Appendices maybe used and do not contribute to the page count, but appendices may be only quickly scanned or used for reference and will not be specifically marked. Your essay is expected to be a well-researched piece of critical writing. You may find this resource from Sydney University helpful information on what is expected, and noting that it necessarily includes elements of descriptive, analytical, and persuasive writing: https://www.sydney.edu.au/students/writing/types-of-academic-writing.html You should play close attention to references, both to demonstrate the research component of your essay, to support your argument with expert opinion and evidence, and also to appropriately attribute the work of others including all reference documents made available to you (but not this assignment specification itself). No particular referencing style. is required. However, you are expected to reference conventionally, conveniently, and consistently. Your references should be sufficient to both unambiguously identify the source, to describe the nature of the source, and to retrieve the source in online and (if possible) traditional publisher formats.
DAT 560G: Database Design and SQL Spring 2025, Mini A Assignment #2: SQL Part 1 Instructions 1. This is an individual assignment. You may not discuss your approach to solving these questions with anyone, other than the instructor or TA. 2. Please include only your Student ID on the submission. 3. The only allowed material is: a. Class notes b. Content posted on Canvas c. Textbook 4. You are not permitted to use other online resources 5. Questions 1 – 6 are auto-graded on Canvas due by 6 am the day of the next lab 6. The other questions are due on Canvas, by the next lab 7. There will be TA office hours. See the schedule on Canvas. Background Renting an apartment with roommates is guaranteed to be a new experience. You’ll make memories with your roommates, learn about their culture and hobbies, and learn how you cope with others in different times. The database here is focused on renting out apartments to people with roommates. The people renting the apartments are one part of the database, but not the important part of it. We are mostly interested in the apartment buildings, and the owners of apartment buildings. An apartment building has information about the date built and the year built. We also maintain information on address, city, and number of apartments in the building. Each apartment may be rented to one, or more, people. Other information we have is the total monthly rent for all tenants and the value of the apartment building, if it were sold. A property manager runs the individual apartment buildings. We also have the gender of the property manager. Buildings (Building, DateBuilt, YearBuilt, Address, City, Apartments, TotalRent, Value, PropertyManager, Gender) The apartment building is owned by a single company, or be several companies. Each company may own one, or more, apartment buildings. They may also only partial ownership of an apartment building. In that case, they would be partners with other companies. The Property attribute in the Ownership relation is identical to the Building attribute in the Buildings relation. (It’s a foreign key.) For each owner we maintain information about what percent of the building that company owns. To give an example, if a building is owned by 3 companies, each with a different share, the ownership fraction for each company could be 33%, or one company may own a larger share. In another case, only 1 company owns the building. In this case, their ownership share would be 100%. Information about the owners includes the city they are in, the number of partners, date the company was founded, and the number of times the partners meet each year. We also have information about the total assets owned by this company (in $M). The company has a manager. The manager’s gender is also kept. Owners (Company, City, Partners, Meetings, DateFounded, Assets, Manager, Gender) For each owner, in each building, we also know the date they purchased their share of the building. (To clarify, each company may have bought their share at a different time.) We also know what percent of their ownership stake has a mortgage on it. In the same building it could be that one owner has a mortgage of 80%, while another does not have a mortgage. Ownership (Property, Company, Percent, PurchaseDate, PurchaseYear, Mortgage) Tenant information in the database includes information about the people renting apartments. Each apartment may have one, or more, tenants. Frequently, roommates rent an apartment together. In addition to the tenants name, gender, and age, we have information about the apartment. This information includes the building name, the apartment number within the building, and the size of the apartment. Information about the lease includes the date this person started to rent the apartment, their monthly rent, and the duration of the lease in months. Since many of the apartments have sublets, renters in the same apartment may have started their lease at different dates. Tenants (Building, Tenant, Gender, Age, Apartment, Size, Rent, LeaseStart, Duration) Database The E/R Diagram for the database is below. Relations: Buildings (Building, DateBuilt, YearBuilt, Address, City, Apartments, TotalRent, Value, PropertyManager, Gender) Owners (Company, City, Partners, Meetings, DateFounded, Assets, Manager, Gender) Ownership (Property, Company, Percent, PurchaseDate, PurchaseYear, Mortgage) Tenants (Building, Tenant, Gender, Age, Apartment, Size, Rent, LeaseStart, Duration) Each of these questions is 10 points. Submit answers to these online on Canvas, by midnight the day before the lab. They are automatically graded. 1) For each building list the year it was built, total rent, city, and its property manager. Sort the results by descending order of the total rent. 2) Identify all buildings with more than 25 apartments in Chesterfield, or St. Louis. List the building, apartments, and city. List the result in increasing order of value. 3) For each building with male tenants, find the average age of tenants, and min, and max of their rent. 4) For each city in the owner table, find the average number of partners, average assets, and total number of companies that a female manages. 5) For each company in the ownership table that owns between (and includes) 60 to 100 percent of a single property, find its total mortgage, its latest purchase, and the number of mortgages it has. Sort the results in decreasing order of the number of Mortgages. 6) Identify Companies that purchased a property not in 2013 where the mortgage is more than 50. List the company, property, and percent. Order in percent. Each of these questions is worth 5 points. Submit answers to these on Canvas at midnight the day before the lab. They will be graded by TAs. For each question, submit your SQL code and a screenshot of the results. If the results are too long, partial results are fine. Include relevant attributes for each result, to explain that the result is correct. Do NOT include many unnecessary attributes. Do NOT use SELECT *. 7) For each City in the buildings table, find how many buildings are located in, the average total number of these buildings, the total value of these buildings, and the number of managers these buildings have. Sort the results in decreasing order of average TotalRent. 8) Find buildings with more than 5 tenants. List the building, number of tenants, and city. Sort by the number of tenants in decreasing order. 9) Looking at the buildings’ YearBuilt, find how many buildings are built each year. Include buildings in the city of University or buildings that were not built in 1950 and 2000 at all in the analysis. Sort the results by the number of buildings built each year. 10) For each Apartment of each building, find the number of different tenants that live in it. Rename this attribute. Sort the results by the name of the building, the number of tenants, using the name you gave this attribute. 11) Find buildings where it has more than 35 apartments or its owner has a percentage between 0 and 100. Include the information about the Percentage the company owns, the date the building was built, and the purchase date. Sort results by building. 12) Find companies managed by a female, and first purchased year of 2010. List the names of companies. List the name of the companies only once, and order by the name of the companies. 13) For each building find the number of its owners, the year built, the number of different years it was purchased, and the average mortgage. Also include the city of the building. Sort result by building. 14) How much time did you spend on this assignment?
UESTC4003 - Control MATLAB Based Design Exercise Increasingly, renewable power has found itself being integrated into national power grids. Efficient use and power quality of this generated energy is of utmost importance with regards to maintaining stability of the grid. High capacity power storage devices are examples of devices that aid with this task. In this project, you will investigate the suitability and performance of one such storage technique (e.g. super-capacitor) using MATLAB. Assume a power network consists with a wind generator and a battery bank. You are proposing to integrate a super capacitor to control the power generation output of the system, particularly to meet the transient load demands. The response time can be considered as one of the important factor when selecting the battery and super capacitor. The objectives of the study are to: • Understand the importance of storage devices in electrical power systems to control the stability of the grid. • Familiarise with various energy storage techniques and their control limitations. • Design and develop a model for a super-capacitor using MATLAB Simulink. • Design and develop a model for an integrated system of wind turbine, battery bank and super-capacitor using MATLAB Simulink (consider real power input/output where relevant). Investigate the system performance for a given constant load, and when the load is subjected to disturbances. o The key part of the simulation work is to investigate and analyse of output waveforms for a constant load and for a load with a disturbance using the simulation model. For example, you can use the wind data in the attached “gridwatch_wind_data.csv” (included in column C (in kW) for a 24 hour period). You can define a constant load, for example, 450 kW for the first case and then estimate the relevant requirements (parameters) for the battery connected to the system. Use trial and error method to optimise the parameters. You can assume ideal conditions, and make any additional assumptions where necessary. o For the second case, introduce a random disturbance to your load. For example, assume the load suddenly increased to 750 kW at mid-day, just for a 5 minutes, and for the remainder of the day it continued at constant, 450 kW. Now estimate the relevant requirements (parameters) for the super capacitor connected to the system. Use trial and error method to optimise the parameters considering response time. You can assume ideal conditions and make assumptions where necessary. • Simulation results should be included, for example you need to include relevant output waveforms of each (i.e. battery, super capacitor) and make sure the system is stable during both cases. Your report should evidence the achievements of the key objectives highlighted above. You are expected to use 5-10 refereed sources of information, such as scientific journal articles and technical reports, to support your report (You may wish to use “ScienceDirect” or “IEEE Xplore” to search for relevant papers online, or the University library). Your report should be a word (pdf) file that must be submitted to Moodlevia the assessment link. Failure to submit this will result in a mark of zero. Deadline of the report submission: 6th of December 2024 (Beijing time) Word limit: about 1200 words (plus reference list) Total mark: 15% (assuming total mark of the course as 100%) Late submissions will not be accepted. Assessment matrix is shown below. Maximum total mark Marks Demonstrate understanding of the background: Has the student demonstrated an understanding of the importance of storage devices to control the stability of power grid? 20% Technical Understanding: Has the student demonstrated an understanding of the control problem including limitations? 30% Design and Analytical skills: Have the models (wind turbine, batter bank, super capacitor and the integrated system) been appropriately designed/presented/analysed? 30% Report: Is the report logically structured? Have the design results been appropriately interpreted and the conclusions well argued? Is the report clearly written and grammatically correct? Is the style appropriate for a technical report, including the use of references? 20% Total Marks 100% References: 1. L. Gelažanskas, A. Baranauskas, K.A.A. Gamage, M. Ažubalis, “Hybrid wind power balance control strategy using thermal power, hydropower and flow batteries”, International Journal of Electrical Power & Energy Systems, Volume 74, January 2016, Pages 310-321. 2. MATLAB, “Supercapacitor Parameter Identification”, accessed online on 02/10/2018 https://uk.mathworks.com/help/physmod/sps/examples/supercapacitor-parameter-identification.html 3. Zubieta, L. and R. Bonert. "Characterization of Double-Layer Capacitors for Power Electronics Applications." IEEE Transactions on Industry Applications, Vol. 36, No. 1, 2000, pp. 199-205.
Java Lab 8 Fall 2022 Due: Saturday, Sept. 24, 10:10 AM EDT In this lab, you will practice with class relationships. 1. Create a project named Lab8 with a class named Lab8. Copy these classes from Lab6: Sensor, Device, Room, and Alarm 2. Create these classes; each will have an ArrayList of the objects of the type indicated. Each should the following methods: add(thing) – adds the object to the ArrayList; display( ) – displays the items in the ArrayList by looping through them and calling their toString; default constructor – new up the ArrayList. - SensorCollection; contains Sensor objects, named sensors. - AlarmCollection; contains Alarm objects, named alarms. 3. Add a SensorCollection, and AlarmCollection, and one Device to Room. New-up the SensorCollection and the AlarmCollection in Room's constructors, but not Device. Add these methods to Room: addSensor(Sensor s), that adds a Sensor to its SensorCollection; addAlarm(Alarm a), same for Alarm; addDevice(Device d), that adds the one Device object to the Room. Create a display( ) method in Room the prints its toString( ), prints the Device toString( ), then calls the display( ) method in SensorCollection and AlarmCollection. 4. In main( ), create a Room object named room1 with Lab6’s data: 12.0, 15.0, kitchen, #1. Create a Device with Lab6's data: extinguisher with data fire extinguisher, kitchen, #1; add it to the room. Using a counting for loop, add 5 Sensor objects to the room with Lab6's data in each: 0.0, 120.0, 68.0, 1.0, kitchen, temperature, but make the id the loop counter + 1 (that is, id#'s from 1 to 5). Using a counter for loop, add 3 Alarm objects to the room with this data in each: "Ding! Ding!", and the loop counter + 1 as the id. Call room1's display( ) method. 5. Create a new Device object named chemicalFoamer with data chemical foamer, kitchen, #2. Set this as the device in room1. Call room1's display method. 6. No need to turn this in: draw a UML diagram of the 7 classes. Deliverable: Zip up all your .java files and upload it to Canvas.
5CCE2ENG Design: Engagement - Individual Coursework Reflecting on Sustainability, Systems Thinking, Stakeholder Relations, Innovation Processes, and Material Choices in Relation to the Group Project The individual report counts for 30% towards the final grade, and you must be prepared to put considerable work into this part. It is due on Tuesday 11th March, 4pm. This individual coursework is designed to encourage you to reflect on and apply the core concepts and skills introduced in Sessions 1-5 (Weeks 22-26) of the module. You will draw upon the knowledge and tools from these sessions – such as sustainability, systems thinking, innovation, and life cycle assessment (LCA) – to analyse and critically engage with the challenge and design your group has selected for the Group Project. Your report should demonstrate how the concepts and frameworks learned in these sessions inform. your approach to the design process and the sustainability challenges at hand. This report should provide both a reflective analysis of the module’s content and a detailed justification of the design solution your group is pursuing. You will be expected to demonstrate critical thinking, the ability to apply course concepts to real-world problems, and clear professional communication. Assignment Structure and Requirements Your individual coursework report should be structured as follows: 1. Introduction (300-400 words): • Briefly introduce the challenge your group is addressing for the Group Project and explain its connection to the United Nations Sustainable Development Goals (SDGs). • Identify the specific aspect of your group’s design that you will focus on in this coursework and explain why it is critical to reflect on this aspect in relation to sustainability, innovation, and entrepreneurship. • Summarise the key concepts from Sessions 1-5 (Weeks 22-26) that are relevant to the design challenge and that will be discussed in your report. 2. Main Body (1200-1500 words): • Reflection on Sessions 1-5 in relation to your group project: - Session 1 (Introduction to sustainability and the Dilemma game): reflect on how the principles of sustainability, introduced through the Dilemma game and the SDG cards, have shaped your understanding of your group’s project challenge. How do the SDGs influence the design approach? - Session 2 (Systems Thinking and the FishBanks game): discuss how the systems thinking and feedback mechanisms, explored in the FishBanks game, have informed your understanding of the complexity within your project’s design and challenge. How do interconnected systems play a role in your design solution? - Session 3 (Sustainability in business and the REXUS game): evaluate how sustainability in business, value creation, and stakeholder negotiations—covered in this session—are relevant to your project. How are you incorporating commercial considerations and stakeholder interests into your design solution? - Session 4 (Innovation processes): reflect on the role of innovation in your project. How do the stages of innovation and the strategies for fostering innovation discussed in this session influence the development of your design? - Session 5 (Design for sustainability and Life Cycle Assessment, LCA): analyse how sustainability considerations are embedded in your group project, particularly through the lens of LCA. How are environmental, social, and economic factors integrated into your design decisions, and how does LCA inform. your group’sapproach? • Linking Sessions to Your Group Project: - Demonstrate how the key learnings from these sessions have shaped your group’s design process, addressing the sustainability, innovation, and commercial challenges you are facing. - Provide examples of how the theories and frameworks learned in the module influence your design decisions, considering both the sustainability and commercial aspects of the project. 3. Conclusion (300-400 words): • Summarise the key insights from your reflection and analysis, linking them back to the group project. What have you learned about the design process in relation to sustainability, innovation, and entrepreneurship? • Reflect on your personal contribution to the group project and how the learning from this coursework has influenced your approach to the challenge. References: Provide a full list of references, following an academic referencing style (e.g., Harvard or IEEE). This includes course materials, required readings, and any additional academic or industry sources used in your analysis. Submission Requirements: Length: the report should be between 1800 and 2300 words, excluding references and appendices. Format: the report must be typed, single-spaced, in Times New Roman, font size 12, with 2 cm margins on all sides. Deadline: submit your report via Keats by Monday 11th March, 16:00. Non-Mandatory Sub-Parts Optional but recommended for deeper learning and reflection These sub-parts are designed to help you engage more deeply with the content and develop a stronger connection between the module’s learning objectives and your group project. While these sub-parts are not mandatory, they will be useful for your report and are highly recommended. Peer-Review Process As part of your engagement with the module and this coursework, you will have an option to participate in the peer review process. Each week during the first half of the module (following submissions of the sub-parts, i.e. weeks 23-27), you will review and provide constructive feedback on a peer’s individual coursework. This process allows you to refine your own critical thinking and feedback skills, which are essential for professional practice. The peer-review expectations are: • Provide constructive, well-reasoned, and actionable feedback on the sub-part report. • Focus on strengths and areas for improvement in relation to the coursework content, design solution, and communication. • Ensure your feedback is professional, clear, and helpful for your peer’sdevelopment. For each sub-part where you (i) submit a complete assignment including all tasks, and (ii) perform a thorough peer review of a peer’s submission for the same sub-part, you will receive feedback from one of your peers. You should aim to spend 2-3 hours per week on the follow-up assignments including peer-review. This is essentially a preparation for your individual report, and you will be able to reuse a lot of the content that you produce for the sub-parts. Sub-part 1: Values Thinking (Dilemma game) Task: reflect on the importance of values thinking in engineering design. Reflect on what insights you take away from the values thinking seminar and discuss how awareness of values thinking can influence your approach to engineering design. Consider what role values play in sustainability and design decisions. Identify a value-based dilemma, similar to those you encountered in the game, but which relates to the discipline of engineering. Search the internet for facts and arguments that deepen your understanding of the dilemma. Your task is to discuss both sides of the dilemma by following these five steps: 1. Give a brief explanation of the subject and why it has the characteristics of a 'dilemma'. 2. Specify some core arguments for one of the positions (use references when needed). 3. Counter the arguments by expressing the view of a person who disagrees with the first position. 4. Finish the assignment by once again taking the original viewpoint. 5. Finally – reflect upon the constructive debate exercise and the polarity map – how could that way of thinking add to your dilemma discussion? (1-4 sentences) Develop your thoughts and opinions so that a reader can clearly understand your reasoning. Debate with well-supported arguments and make sure to clarify what facts or values your assertions are based upon. One tip is not to let go of the thoughts behind an argument too early. Always try to answer any of the questions “why?”, “when?”, “how?” and “what?” so that the reader is not left to interpret the claims themselves. Also, do not underestimate the power of examples, when trying to explain a certain mindset. Please note that your own opinion is not relevant in this exercise. In order to assure the quality of your arguments you may want to test them against the three assessment criteria used in the game Dilemma: 1. Analysis: are conclusions and propositions sensible, reasonable and correct? 2. Convincing: are the arguments convincing? Could anyone else be inspired to debate in the same manner? 3. Rational: are the arguments logically constructed? Does the opponent reply on the other one’s argument or are there gaps in the logic? An additional method for quality assurance is to check if your text has a good “flow”; how does it work to read the text out loud? The presence of conjunctions such as ‘ because’, ‘ in addition’, ‘since’, ‘thus’, and ‘which’, give a hint that your you text has a flow. Optional extra material (extra-curricular): watch this TED-talk about polarities and how to manage them, https://www.youtube.com/watch?v=Jqd4-eemoAw Sub-part 2: Systems Thinking (FishBanks game) Task: apply systems thinking to your group project. Identify a system relevant to the group project challenge (either directly relevant or peripherally relevant), which should be similar to FishBanks in the sense that it can be describe in terms of stocks, flows and connections. Describe the system and the feedback loops driving it. Include a causal-loop diagram to visualise the system, and explain how it is connected to your project. Consider system boundaries and how feedback mechanisms can influence design decisions. Describe stocks, flows, and connections, and whether there are delays in the system that influence its behaviour. Further, describe potential system states (stable or meta-stable), and whether the system may transform between them suddenly when certain tipping points are exceeded due to exceeding the resilience of the system. Sub-part 3: Sustainability in Business and Stakeholder Negotiations (REXUS Game) Task: apply sustainability principles in business and stakeholder negotiations, using the REXUS game as areference point. Note: this sub-part has a rather long description – but it is actually rather straightforward to execute. In this sub-part, you will focus on the application of sustainability principles in the context of business and stakeholder negotiations. Drawing from the insights gained in the REXUS game, you will consider how different stakeholders with competing interests affect the design and implementation of sustainable solutions. You will analyse how these dynamics play out in real-world scenarios, especially in engineering projects where stakeholders may have differing views on sustainability goals, resource allocation, and long-term impact. Step 1: Understand the Stakeholder Landscape In the REXUS game, players experience the complexity of managing the Water-Food-Energy Nexus, where stakeholders (e.g., governments, businesses, communities, environmental groups) have competing interests and priorities. Your first task is to identify the key stakeholders relevant to your group project challenge. These could include clients, local communities, environmental groups, government agencies, or supply chain partners. Reflect on the following questions: • Who are the main stakeholders in your group project’schallenge? • What are their key concerns or priorities when it comes to sustainability (e.g., environmental impact, cost efficiency, social justice)? • How might these stakeholders have conflicting goals, and how might this affect the design decisions your group makes? Step 2: Stakeholder Analysis and Mapping Using your understanding of the stakeholder landscape, conduct astakeholder analysis. This analysis should help you map the power, influence, and interests of each stakeholder, similar to the REXUS game’s approach to balancing resource allocation while considering competing needs. Tasks to include: • Identify the key interests and concerns of each stakeholder group. • Classify stakeholders based on their power and influence over the project (e.g., high power, low interest vs. high power, high interest). • Discuss potential conflicts between stakeholders – how might these conflicts impact the success of your project and its sustainability goals? Step 3: Negotiation Strategies and Conflict Resolution Reflect on the negotiation tactics you encountered in the REXUS game. In that game, participants were required to negotiate compromises and make decisions that balance competing sustainability goals while meeting business needs. For your group project, think about the following: • What negotiation strategies would you employ to manage conflicting stakeholder interests? • How can you usestakeholder mapping and power analysis to prioritise actions and find win- win solutions? • Are there ethical considerations involved in negotiating with stakeholders who may prioritise profit over environmental or social concerns? • What trade-offs need to be considered in order to find an acceptable solution for all stakeholders? Reflect on how these strategies will apply to your group project, and explain how effective negotiation can help achieve both sustainability goals and the project’s commercial objectives. Step 4: Sustainability Trade-offs and Long-term Impacts In the REXUS game, participants must consider long-term sustainability while negotiating short-term benefits. Apply this principle to your group project. Consider: • How might short-term business goals conflict with long-term sustainability goals? • What potential trade-offs might emerge in your design process (e.g., environmental impact vs. economic gain)? • Discuss how these trade-offs could affect the project's success, and how you can balance the immediate needs of stakeholders with long-term sustainability objectives. Step 5: Reflection on the Application of Sustainability Principles Finally, reflect on how the principles of sustainability in business and stakeholder negotiations, as discussed in the REXUS game, will guide your approach to the group project challenge. Consider how stakeholder engagement and negotiation tactics will affect the design process and the overall sustainability of the solution. • How will you ensure that sustainability is incorporated throughout the project’s lifecycle? • What steps can you take to facilitate effective stakeholder collaboration, especially when interests conflict? • How can you balance environmental, social, and economic factors in the design solution your group is proposing? Additional Guidance: Research and External Sources: to deepen your understanding of stakeholder negotiations and sustainability in business, you are encouraged to research relevant case studies or theories. Use credible external sources to support your analysis and reflect on real-world examples where stakeholder negotiations played a crucial role in sustainable business practices. Cite these sources appropriately in your report. Visual Aids: consider including diagrams or frameworks to help map stakeholders, analyse their interests, or visualise negotiation strategies. This will help clarify your arguments and enhance the professionalism of your report. Expected Deliverables: Written Analysis: your analysis should be between 400-500 words, not including references. Ensure that your writing is clear, concise, and well-supported with evidence from the REXUS game, course materials, and any additional research. Citations and References: properly cite all external sources you use in your analysis, following the Harvard referencing style. By completing this sub-part, you will deepen your understanding of how sustainability considerations in business and stakeholder negotiations shape the decision-making process in engineering projects. You will also develop the critical skills necessary to manage complex stakeholder relationships while balancing commercial and sustainability objectives. Sub-part 4: Design Thinking Task: apply Design Thinking principles to your group project. In this sub-part, you will reflect on how Design Thinking can be applied to the challenge your group is addressing. Design Thinking is a human-cantered approach that emphasises empathy, ideation, and prototyping. It encourages you to iterate on solutions based on user feedback and to focus on finding innovative solutions that meet real-world needs. Steps to complete the task: • Empathy: reflect on the users or stakeholders involved in your project. Who are they, and what are their needs, frustrations, and goals? How can you incorporate their perspectives into the design process? • Ideation: discuss how your group has brainstormed possible solutions to the problem. What methods (e.g., brainstorming sessions, mind-mapping) did you use to generate ideas? How did you prioritise and select ideas for further development? • Prototyping: reflect on how prototyping or testing concepts maybe useful for your group project. How might rapid prototyping help refine your design solutions? Sub-part 5: Life Cycle Assessment (LCA) Task: perform. a simplified Life Cycle Assessment (LCA) for your group project. In this sub-part, you will apply the tools and methods for Life Cycle Assessment (LCA) that were introduced during the workshop. Your task is to perform. a simplified LCA on different components of your group project design. The goal is to assess the environmental impacts associated with each component, considering factors such as raw material extraction, manufacturing, use, and disposal. Steps to complete the task: • Divide the work: as a group, divide the components of your design and assign each group member a different component to analyse using the LCA tools provided in the workshop. Ensure that the analysis covers all stages of the product’s lifecycle (e.g., production, transportation, use, end-of-life). • Perform. the LCA: for each component, analyse the environmental impacts at each stage of the lifecycle. Focus on key factors that are relevant for sustainability, such as energy use, resource depletion, carbon footprint, and waste generation. • Consolidate findings: once each group member has completed their LCA for a component, come together to compare and discuss the results. Identify any areas where improvements can be made to reduce the environmental impact of your design. • Reflection: in your report, briefly reflect on the results of the LCA. Were there any surprising findings? How might the LCA influence the design decisions you make going forward? What trade-offs between sustainability and other project factors (e.g., cost, functionality) need to be considered?
Assessment 2: Progress report Assessment Brief Overview You are required to write a group report to present how your group has understood the Industry Partner's problem, how the problem has been reframed and finally to present a desirable, feasible and viable solution addressing the problem. Alongside your group report you will be required to submit a reflection of your groupwork. The purpose of this assessment is for you and your group to demonstrate your understanding of the multidisciplinary theories, frameworks, and techniques that you have learned in the course and to apply them to different contexts, to demonstrate your research and problem-solving skills in examining, developing and justifying solutions to business problems as well as for you to collaborate and reflect on your individual and group’s learning. This assessment task is the second part of your three-part assessment journey. Assessment 2 is a continuation of your individual effort (Assessment 1) in researching the problem. In this assessment, you will now work as a group to consolidate what you have found individually through your research. The main purpose of this assessment is for your group to create and justify some desirable, feasible and viable solutions to the problem in a formal business report format. This assessment also directly links to the final assessment in the course (Assessment 3), where you will need to present the solutions in the form. of a pre-recorded short video pitch and a digital poster. Marking Criteria This assessment will measure your ability to: Research: Identify and analyse business problems by considering multiple theories, frameworks and multi-stakeholder perspectives. Application: Reframe. business problems while considering bias and multiple perspectives. Analysis: Deliver and justify solutions that are desirable, feasible and viable. Presentation: Present a clear and informative business report. Learning Outcomes The targeted Course Learning Outcomes (CLOs) for this assessment are: CLO 1: Integrate and apply foundational multi-disciplinary theory, frameworks, skills and techniques to define and address a problem or an opportunity. CLO 2: Demonstrate research and problem-solving skills in the context of solving an authentic business problem. CLO 3: Collaborate and Identify stakeholders and position the proposed research in relation to fields of expertise or practice.
DAT 560G: Database Design and SQL Spring 2025, Mini A Assignment #3: SQL Part 2 Instructions 1. This is an individual assignment. You may not discuss your approach to solving these questions with anyone, other than the instructor or TA. 2. Please include only your Student ID on the submission. 3. The only allowed material is: a. Class notes b. Content posted on Canvas c. Textbook 4. You are not permitted to use other online resources 5. Questions 1 – 6 are auto-graded on Canvas due by 6 am the day of the next lab 6. The other questions are due on Canvas, by the next lab 7. There will be TA office hours. See the schedule on Canvas. Background Renting an apartment with roommates is guaranteed to be a new experience. You’ll make memories with your roommates, learn about their culture and hobbies, and learn how you cope with others in different times. The database here is focused on renting out apartments to people with roommates. The people renting the apartments are one part of the database, but not the important part of it. We are mostly interested in the apartment buildings, and the owners of apartment buildings. An apartment building has information about the date built and the year built. We also maintain information on address, city, and number of apartments in the building. Each apartment may be rented to one, or more, people. Other information we have is the total monthly rent for all tenants and the value of the apartment building, if it were sold. A property manager runs the individual apartment buildings. We also have the gender of the property manager. Buildings (Building, DateBuilt, YearBuilt, Address, City, Apartments, TotalRent, Value, PropertyManager, Gender) The apartment building is owned by a single company, or be several companies. Each company may own one, or more, apartment buildings. They may also only partial ownership of an apartment building. In that case, they would be partners with other companies. The Property attribute in the Ownership relation is identical to the Building attribute in the Buildings relation. (It’s a foreign key.) For each owner we maintain information about what percent of the building that company owns. To give an example, if a building is owned by 3 companies, each with a different share, the ownership fraction for each company could be 33%, or one company may own a larger share. In another case, only 1 company owns the building. In this case, their ownership share would be 100%. Information about the owners includes the city they are in, the number of partners, date the company was founded, and the number of times the partners meet each year. We also have information about the total assets owned by this company (in $M). The company has a manager. The manager’s gender is also kept. Owners (Company, City, Partners, Meetings, DateFounded, Assets, Manager, Gender) For each owner, in each building, we also know the date they purchased their share of the building. (To clarify, each company may have bought their share at a different time.) We also know what percent of their ownership stake has a mortgage on it. In the same building it could be that one owner has a mortgage of 80%, while another does not have a mortgage. Ownership (Property, Company, Percent, PurchaseDate, PurchaseYear, Mortgage) Tenant information in the database includes information about the people renting apartments. Each apartment may have one, or more, tenants. Frequently, roommates rent an apartment together. In addition to the tenants name, gender, and age, we have information about the apartment. This information includes the building name, the apartment number within the building, and the size of the apartment. Information about the lease includes the date this person started to rent the apartment, their monthly rent, and the duration of the lease in months. Since many of the apartments have sublets, renters in the same apartment may have started their lease at different dates. Tenants (Building, Tenant, Gender, Age, Apartment, Size, Rent, LeaseStart, Duration) Database The E/R Diagram for the database is below. Relations: Buildings (Building, DateBuilt, YearBuilt, Address, City, Apartments, TotalRent, Value, PropertyManager, Gender) Owners (Company, City, Partners, Meetings, DateFounded, Assets, Manager, Gender) Ownership (Property, Company, Percent, PurchaseDate, PurchaseYear, Mortgage) Tenants (Building, Tenant, Gender, Age, Apartment, Size, Rent, LeaseStart, Duration) Each of these questions is 10 points. Submit answers to these online on Canvas, by 11.59 pm the day before the lab. They are automatically graded. 1) Select companies that purchased new properties in the year 2010. Let's consider a building new if it is built in the same year that purchased. List properties, and companies in your results. Sort results in increasing the order of property names. 2) Find the buildings with more than 5 tenants. List the name of the building, number of tenants, and average age of tenants. 3) In total, how many buildings were built in St. Louis? What were their total number of tenants, the average duration of the lease, and the average size rented? 4) List the companies that have at least 3 different buildings in the city of St. Louis. 5) For each company with assets more than 3 find all properties that they owned 100%. Include information about the company name, assets, mortgage, city of the property, and the value of the property. Sort result in increasing order of company name and increase in property value. Do not report rows with null values. 6) List companies that own at least 20% of the buildings they have ownership in with a mortgage (do not consider 0 mortgages). Each of these questions is worth 5 points. Submit answers to these on Canvas before the due. They will be graded by TAs. For each question, submit your SQL code and a screenshot of the results. If the results are too long, partial results are fine. Include relevant attributes for each result, to explain that the result is correct. Do NOT include many unnecessary attributes. Do NOT use SELECT *. 7) List pairs of tenants who live in the same building and have the same age. List the tenants and the building name. Order by the building. 8) Find the number of tenants per building where the gender of the tenant is the same as the property manager’s gender. List the building, and number of tenants (with the same age as the manager). Order by the building. 9) List the building name, address, city, Manager of the owner, and mortgage of the building by the owner. Exclude the rows where the mortgage is null. Order by the mortgage. 10) Find companies that have managers and property owners of a different gender. Do not report buildings with less than 6 apartments. List company name, manager name, manager gender, property manager’s name, property manager’s gender, and property’s name. Sort the result by company. 11) List the average size and average rent cost of the cities. List cities with at least 5 different buildings. Do not report null cities. Sort the results by average rent cost in decreasing order 12) List buildings with at least 5 tenants. Name the building, city, and number of apartments. 13) Find the average duration stays of tenants per building and apartment size. Exclude Null sizes. 14) How much time did you spend on this assignment?
Java Lab9: Memo Creator Fall 2022 This lab is due on Sunday, October 2. Create a project named Lab9. Download MakeANote.java and add it to your project. Problem statement: The Make-a-Note application will let users create several kinds of documents. Each document will be created according to these specifications: Note: abstract classs that adds one to static int noteCount every time its constructor is called and sets noteNumber to that value; contains the note's name and body; adds the note footer (message at the bottom of every note). Memo: adds the “From” and “To” fields. NoteCollection: a collection of your notes. MakeANote: contains the main program; a generic getMenuChoice( ) method; gets user input. This class is partly coded. TimedMemo: adds the date of the document’s creation. PoliteTimed Memo: adds a greeting and a standard closing. FormattedDate: a helper class for Date handling Each Memo, TimedMemo, and PoliteTimedMemo will return the note data in the toString() method to be displayed by the main program. These are progressively longer documents, adding the fields described above. See the sample output for an example of each one. See the table for more details about all the classes. The main method is in MakeANote. The menu method, getMenuChoice(), will allow a user to create and display multiple documents. As note objects are created, store them in the NoteCollection. The display options are display all notes; display all memos; display all timed memos; display a specific note, chosen by name. See the second table for sample console output. Class Member variables Methods Note (abstract) • name: String, note name • body: String, the text of the note or memo • noteCount: static int, count of the number of notes created (i.e. number of times Note constructor is called); initially 0. • noteNumber: int • FOOTER: static String "***** Powered by Make-A-Note *****" • Note( ): default constructor • Note(name, body): overloaded constructor; besides settting name and body, increment noteCount and set noteNumber to noteCount's new value. • getNoteNumber(): returns noteNumber • toString(): return a formatted String containing the name, body, and noteNumber NoteCollection • noteList: ArrayListe>
Homework 1 Earth’s Atmosphere and Climate ENVST-UA0360 - MATH-UA0228 Due: Wednesday, February 5th The homework focuses on Chapter 1 and the equation of state. Show how you obtained your answer. You only need to get numerical answers with 2-digit accuracy. Please submit it through Brightspace. 1. (10pt) [As the Superbowl is around the corner...] An unnamed team inflated their football to 15 psi (pounds per square inch) in a warm locker room (T = 20。C). Determine the pressure inside the ball when playing at near-freezing temperature (T = 0。C), assuming that the volume of the ball remains the same and no air has leaked out. [psi - pounds per square inch - is one of these old measuring units - only used nowadays for pressure in tires and footballs. You can solve this problem without converting to Pascal.] 2. (10pt) Compare the boiling point of water in Denver (air pressure is P = 8.3 × 104 Pa) and New York City (air pressure P = 105 Pa). Water boils when its saturation vapor pressure is equal to or greater than the atmospheric pressure, allowing for the formation of steam bubbles in the liquid. 3. (10pt) Compare the density of a parcel of dry air at a temperature of 200。C and pressure of 105 Pa, and a parcel of moist air at the same temperature and pressure, if the air contains 15 grams of water vapor per kilo of dry air. 4. (20pt) Compute the amount of water vapor (in grams per kilo of air) in a saturated air parcel at a temperature of 27。C and pressure of 105 Pa (this would be near the Earth’s surface in a tropical region) and in a saturated air parcel at a temperature of −70。C and a pressure of 2 × 104 Pa (This corresponds roughly to the top of a tropical thunderstorm, reaching 16 km in the atmosphere...). [An air parcel is saturated if the partial pressure of the water vapor is equal to the saturation vapor pressure (as given by eq. 1.4 in Marshall and Plumb) at that temperature.]
