EC203 Empirical Economics Problem Set #1 Exercises (10th edition): #6,23,33,39,41,43. 6) TVNetworks. Nielsen Media Research tracks the top-rated television shows. The following data show the television network that produced each of the 25 top-rated shows in the history of television. a) Construct a frequency distribution, percent frequency distribution, and bar chart for the data. b) Which networks have done the best in terms of presenting top-rated television shows? Compare the performance of ABC, CBS, and NBC. 23) MarketIndexes. The data show the year-to-date percent change (YTD % Change) for 30 stock-market indexes from around the world (The Wall Street Journal). a) Using a class width of 5 beginning with −20 and going to 40, develop a frequency distribution for the data. b) Prepare a histogram. Interpret the histogram, including a discussion of the general shape of the histogram. 33) BrandValue. Each year Forbes ranks the world’s most valuable brands. A portion of the data for 82 of the brands in the 2013 Forbes list is shown in Table 2.12. The data set includes the variables listed below. Brand: The name of the brand. Industry: The type of industry associated with the brand, labeled Automotive & Luxury, Consumer Packaged Goods, Financial Services, Other, Technology. Brand Value ($ billion): A measure of the brand’s value in billions of dollars developed by Forbes based on a variety of financial information about the brand. 1-Yr Value Change (%): The percentage change in the value of the brand over the previous year. Brand Revenue ($ billion): The total revenue in billions of dollars for the brand. a) Prepare acrosstabulation of the data on Industry (rows) and Brand Value ($ billion). Use classes of 0–10, 10–20, 20–30, 30–40, 40–50, and 50–60 for Brand Value ($ billion). b) Prepare afrequency distribution for the data on Industry. c) Prepare afrequency distribution for the data on Brand Value ($ billion). d) How has the crosstabulation helped in preparing the frequency distributions in parts (b) and (c)? e) A) What conclusions can you draw about the type of industry and the brand value? 39) MPG. A study on driving speed (miles per hour) and fuel efficiency (miles per gallon) for midsize automobiles resulted in the data given in the file. a) Construct a scatter diagram with driving speed on the horizontal axis and fuel efficiency on the vertical axis. b)Comment on any apparent relationship between these two variables. 41) Hypertension. People often wait until middle age to worry about having a healthy heart. However, many studies have shown that earlier monitoring of risk factors such as blood pressure can be very beneficial (The Wall Street Journal). Having higher than normal blood pressure,a condition known as hypertension, is a major risk factor for heart disease. Suppose a large sample of individuals of various ages and gender was selected and that each individual’s blood pressure was measured to determine if they have hypertension. The sample data shows the percentage of individuals with hypertension. a) Develop aside-by-sidebar chart with age on the horizontal axis, the percentage of individuals with hypertension on the vertical axis, and side-by-side bars based on gender. b) What does the display you developed in part (a) indicate about hypertension and age? c) Comment on differences by gender. 43) ManagerTime. The Northwest regional manager of an outdoor equipment retailer conducted a study to determine how managers at three store locations are using their time. A summary of the results are given in the data file. a) Create a stacked bar chart with store location on the horizontal axis and percentage of time spent on each task on the vertical axis. b) Create aside-by-side bar chart with store location on the horizontal axis and side-by-side bars of the percentage of time spent on each task. c) Which type of bar chart (stacked or side-by-side) do you prefer for these data? Why?
COMPX251 Applied Computing Tools Desktop Publishing P2 P2 Instructions You should have completed the two P1s for your theme. The remaining part of the theme is the project (P2). The project requires you to submit two short posts to Moodle outlining your planned project, build the project, attend a show and tell session to demonstrate your project, and write a report describing your project and your experiences. The time line is: 1. Think about what you want to do for a P2 Project. 2. Post a one paragraph statement of your proposed P2 project First theme — end of week 4 (A & B), middle of week 2 (Summer). Second theme — end of week 10 (A & B), middle of week 5 (Summer). This statement is to show that you are underway with your project, and to share your idea for critique. The paragraph should broadly outline the design of your publications. (What event you will promote, what the goal of the event is, who the audience is, what kind of publications you will create, broadly the style/tone are you aiming for, why you chose it, who the audience is). Post your statement to the DTP theme discussion in Moodle. You should consider the postings from your classmates and comment on the suitability/feasibility of their topics. Be prepared to defend your choice. (Remember, part of your assessment is based on your contributions). 3. Post an outline of the design for your project publications First theme — middle of week 5 (A & B), end of week 2 (Summer). Second theme — middle of week 11 (A & B), end of week 5 (Summer). The idea of the outline is to show that you are working satisfactorily, and to show your project design. Your outline should include: • what is the event to be publicised • who is your target audience • what are the event goals (is the event for fun, or serious, or for raising money) • a description of the publications to be used (what different documents will be used, what formats and roughly what style) • a description of graphics to add to the publications • any potential issues (layout, content, technical, etc) • an estimate of time required to implement the P2 project and write the report; and a costing for that time. Note: In regard to the last point, given your project outline we want you to estimate the time it will take you to source your media, implement the project, and the time it will take to write the report. Then tell us what you think the completed project would cost, i.e. what would you pay if you were asking someone to make it for you, or conversely, what would you charge to make it for someone else? You should consider the postings from your classmates and comment on any problems you perceive in their designs. Discuss any feedback. 4. Spend the remaining weeks of the theme working on your project. Remember to record the time that you spend working on the project. 5. Sign up for and attend a show and tell session First theme — during week 7 (A & B), end of week 3 (Summer). Second theme — during study week (A & B), end of week 6 (Summer). The ‘show and tell’ session is to demonstrate and explain your P2 project. Show and tell sessions will beheld separately for each theme, and you will need to reserve a space in a session before they start. Check Moodle for the session times and how to sign up for a session. 6. Write up a brief (no more than four pages) report that summarises your publication design and the design process for Part B of the project. Emphasis should be given to your consideration of the design problems and your outcomes. i.e. justify why you came up with the design you did. The 'what' should be there primarily to illustrate the 'why'. When you write the report, record the time spent writing. Reflect on the process in your report. How did you find the software to use? How successful was your project? Relate this to some reflection on the material you covered in the P1 modules (what you thought was good and bad, and consider the feedback from the Moodle discussion). What have you learned from the experience? Compare your time estimates from your outline with your actual time spent. Discuss any discrepancies. 7. After your ‘show & tell’ presentation, submit your report and any other files requested by the marker at your presentation into Moodle. 8. The report must be handed in at the end of the show and tell week First theme — end of week 7 (A & B), end of week 3 (Summer). Second theme — end of study week (A & B), end of week 6 (Summer). Promoting an Event Desktop Publishing P2 This P2 project applies the material you explored in the Introduction to DTP module. You are to design and create promotional material for a formal event utilising the features and concepts you have learnt. Then you are to prepare a report describing the processes you utilised, and explaining why you designed the publications in the way you did. The publications are to be created in Adobe InDesign 2022, and the report is to be prepared using either InDesign or Word. You will present and discuss your publications at a Show & Tell session. Part A: This will allow you to demonstrate your understanding of the practical techniques. You are organising a formal event such as a wedding, or 21st, or awards ceremony, or a charity dinner or ball. You need to produce multiple documents (we suggest 4-6 documents) that promote the event. Suitable publications include a poster or flyer, a brochure or catalogue, an order of service or entertainment schedule, standard letterhead paper for correspondence, as well as invitations and thank you cards. One of your documents should be suitable for online use and include interactivity. All your documents will need to be printed at actual size on suitable paper/card stock for the presentation. You will need to think up all of the details for your event, or research the details if it is a real event; from time and place to readings or songs performed or items to auction at charity. The publications should demonstrate/ include the following: • use of a consistent style across the documents • use of several different document formats • suitable use of layers and parent pages • one interactive PDF document • the final product should be packaged ready to send to a print service. The content must be of substance and your own work unless it is a short quotation (in which case the source must be suitably cited). The material you base your work on must be suitably referenced. Any graphics or other non-text media used other than your own work or clip-art must be used only with permission and the source acknowledged. Please note that the University does not condone plagiarism and if it is determined you have made unacknowledged use of another person’s work action will be taken under the University's discipline regulations (see the University calendar) See the attached marker’s review and criteria pages for guidance on how the P2 project will be marked. Part B: Part A has shown that you can create documents — part B is to demonstrate your understanding of the process of desktop publishing. You are to write a report summarising your publication design and the design process. Emphasis should be given to your consideration of the design problems and your outcomes. i.e. justify why you came up with the design you did. The 'what' should be there primarily to illustrate the 'why'. Use your design documents (sketches, etc) to illustrate your report. Relate this to some reflection on the material you covered in the P1 modules (what you thought was good and bad, and consider any feedback from Moodle). The report must include a comparison of the time estimates from your outline with the actual recorded time working on the project and writing the report. Comment on any differences, including reasons why the estimate varied from the time used. Based on this experience, how would you produce a better time estimate for future projects? Compare your finished product with your estimate of its worth from your outline. Do you think that it is worth what you proposed paying/charging? If not, give a new cost for what was actually created. Use this new cost and the number of hours you worked on it to calculate your ‘hourly wage’ for the project. Comment on whether this is a good wage? The report should be 1000-2000 words (at least one page, to around four word-processed text pages), plus screenshots, diagrams, and attachments. What to hand in: Submission is electronic via Moodle and physical at the Presentation. You are to hand in: • your report (as a PDF) • your Indesign and PDF files • bring professionally printed versions of your documents to the show & tell. The documents should be in their intended sizes and colour publications should be in colour. (Flexi students may be expected to submit the via mail – check with your marker at the show & tell)
Spring 2025 Online Syllabus Department ofLanguages and Cultural Studies HUE 220: Modern Ukraine Course Description The course offers an examination of major cultural, social, and political developments in modern Ukraine viewed in their historical, social, and political context. The materials provided during the semester will help discuss the current events that play a major global role. The topics selested for discussion provide insight into Ukrainian national identity and its place in Europe and the world explored through literature, the arts, and media. SBC: GLO, HUM. 3 Credits. Course Delivery Mode and Structure This is an online course, delivered both on Brightspace, Google Drive, and via synchronous Zoom meetings during the times indicated on Solar. Students must be mindful of all course expectations, deliverables, and due dates, especially because the online portion of the course requires significant time management. I will be available via Zoom for office hours at the regularly scheduled time and by appointment via email. We will use Brightspace for assignment submission and course announcements. We will also use the shared designated Google Folder for materials (links will point to the Google Folder from Brightspace). How We Will Communicate If you have a question, please email me directly. If you use the Brightspace email tool from the course site, it will automatically include your full name, course name, and section when you send me an email. Please allow 24-48 hours for an email reply. If your question concerns information that I deem useful for everyone in the class, I may respond through the Brightspace announcements system without mentioning your name. Your Stony Brook University email must be used for all University-related communications. You must have an active Stony Brook University email account and access to the Internet. All instructor correspondence will be sent to your SBU email account. Plan on checking your SBU email account regularly for course-related messages. To login to Stony Brook Google Mail, go to http://www.stonybrook.edu/mycloud and sign in with your NetID and password. Course Learning Objectives After a brief survey of the major historical events that defined and shaped Ukrainian society (from the Russian Empire to the Soviet Union), this course will examine the relationship between political subjectivity and cultural production in today’s Ukraine. We will analyze how Ukrainian society responded to the socio-political challenges of the transition period and how this process is represented in the cultural field. One of the markers of a liberal and democratic society is civic dissent and the right to protest. The ability to mobilize a community for protest and maintain a dialog between different branches ofpower, on the one hand, and society, on the other hand, are markers of democracy and civil society in action. You will learn about the significant Ukrainian protests known as the Revolution on Granite (1990), the Orange Revolution (2004 - 2005), and the Revolution of Dignity (2013 - 2014) and their impact on Ukrainian literature, art, and pop music. We will also talk about how Ukrainian society reacted and reflected on the events that followed the Revolution of Dignity, Russia’s occupation of Crimea and the Donbas, and the Russo-Ukrainian War. By the end of the semester, you will know the main events of contemporary Ukrainian history and leading cultural and political players. Upon completion of the course, students will be able to: LO1 Demonstrate deeper knowledge and understanding of the modern Ukrainian society and culture; LO2 Demonstrate knowledge and understanding of the interconnectedness of the world, past and present, specifically in terms ofUkraine’s relation to the countries of the Former Soviet Union, Eastern and Western Europe. LO3 Place the events in modern Ukraine into the context of historical facts of the Soviet Union and the Russian Empire; LO4 Better understand the historical and social context for the current political events related to Ukraine, including the Russian invasions of 2014 and 2022. LO5 Understand articles and texts presenting different political, social, and philosophical viewpoints. Recognize and analyze nuance and interdisciplinary complexity of meaning through critical reflection on text, and visual images. LO6 Analyze the establishment ofUkrainian national identity and its place in Eastern Europe and the West; LO7 Better understand cultural differences and similarities between societies ofWestern and Eastern Europe and the former Soviet Union; LO8 Develop and apply the methodological and analytical skills needed for cultural analysis. GLO: Demonstrate knowledge of the development of distinctive features of at least one civilization or culture (outside of the USA) in relation to other regions of the world. Demonstrate knowledge of the interrelationships among civilizations and cultures within historical and/or contemporary contexts and their impact on well-being and sustainability. HUM: Demonstrate knowledge of the conventions and methods of study in at least one of the humanities. Recognize and analyze nuance and interdisciplinary complexity of meaning through critical reflection on text, visual images, or artifacts. Required Materials Serhii Plokhy. The Gates of Europe: A History of Ukraine. Basic Books, 2015. Serhy Yekelchyk. Ukraine. What Everyone Needs to Know. Oxford University Press, 2015. GRADING and Assi nments pation Test25% 25% Grade Percentages: A 93-100, A- 89-92, B+ 86-88, B 83-85, B- 80-82, C+ 76-79, C 73-75, C- 70-72, D+ 67-69, D 63-65, F
Tutorial EG501V Computational Fluid Dynamics (AY 2023/24) Tutorial 4. Linear systems of algebraic equations (Q1) a. Consider this linear system of equations Order the four equations such that the system of equations can be solved efficiently by Gauss elimination. b. Solve the system by Gauss elimination. (Q2) Given the linear system of equations with and solve for by means of an LU decomposition of [A] according to Crout’s method. Write down all steps in the solution process. (Q3) Consider with and Perform. 3 Gauss-Seidel iterations. Take as the starting vector of the iteration process. FYI: The “exact” solution is
Written Assignment 2 LIN204H5 – Fall 2024 Due: 3 December 2024 Instructions: Answer the following questions on your own. You may discuss the as-signment with classmates or members of the teaching team, but the work submitted must be your own. (Note: The course AI policy is in effect) Your completed assignments are to be submitted on Crowdmark. 1. Constituency 1 (6 points) Consider sentence (1). (1) The world-class athlete jumped clear over the hurdle. Suppose you want to know if the underlined section is a constituent. Perform. two constituency tests on it and draw a conclusion from the results (a) What is the first test you will perform. (Name it) (b) Perform. the first test. (c) What is the second test you will perform. (Name it) (d) Perform. it. (e) Based on the tests you performed, what conclusion(s) can you draw, if any? Be sure to make explicit reference to the tests and their results. 2. Constituency 2 (6 points) Consider sentence (2). (2) The world-class athlete jumped clear over the hurdle. Suppose you want to know if the underlined section is a constituent. Perform. two constituency tests on it and draw a conclusion from the results (a) What is the first test you will perform. (Name it) (b) Perform. the first test. (c) What is the second test you will perform. (Name it) (d) Perform. it. (e) Based on the tests you performed, what conclusion(s) can you draw, if any? Be sure to make explicit reference to the tests and their results. 3. Entailment 1 (7 points) Consider the sentences in (3) (3) a. Hermann realized that Siddharth had been on vacation for a month. b. Siddharth had been on vacation for a month. (a) Construct a test sentence that would demonstrate whether (3a) entails (3b). (b) Does (3a) entail (3b)? Explain your reasoning. (c) Construct a test sentence that would demonstrate whether (3a) presupposes (3b). (d) Does (3a) presuppose (3b)? Explain your reasoning. (e) If (3a) presupposes (3b), what is the presupposition trigger? (Put “N/A” if there is no presupposition) 4. Entailment 2 (4 points) Suppose while working in a 6-person team, you decide to bake a batch of 12 cookies for the team. Shortly after bringing in the cookies, some of your team members complain that all of the cookies were eaten before they had a chance to have one. You look around and notice your teammate Frank has crumbs around his mouth. Noticing your suspicious look, Frank says: (4) I ate two cookies. Assuming that Frank is not lying, is it safe to conclude that Frank did not eat all of the cookies? (a) Rephrase this question in terms of an entailment relation between sentences. (b) Use a test to determine whether the potential relation is one of entailment. (c) Answer one of the following based on your previous answer i. If you find that the relation is entailment, is it a presupposition? Demonstrate your answer using a test. ii. If you find that the relation is not entailment, what sort of relation is it? What is the source of the relation?
125810- Final Exam Format Time allowed: 2 hours 7 Questions in total, including: a) 3 Short answer questions that require some simple calculation and explanation - Total 45 marks (general topics that we cover in class) b) 3 Short answer questions that require some simple calculation and explanation - Total 40 marks (based on the case study: Globalizing the Cost of Capital and Capital Budgeting at AES)- the AES case can be found in the link:https://hbsp.harvard.edu/import/1228389 d) 1 Long calculation question – Total 15 marks - Topic: Estimating beta, cost of capital, firm value, recapitalization, capital structure *Note: The order of the questions will be shuffled. Sample questions: a) Short answer questions that require some simple calculation and explanation You are analyzing Contigo’s, an upscale retailer, and find that the regression estimate of the firm’sbeta is 0.75; the standard error for the beta estimate is 0.50. You also note that the average unlevered beta of comparable specialty retailing firms is 1.15. a. If Contigo’s has a debt/equity ratio of 20 percent, estimate the beta for the company based on comparable firms. (The tax rate is 40 percent) b. Estimate a range for the beta from the regression. c. How would you reconcile the two estimates? Which one would you use in your analysis? b) Case study based Short answer/explanation questions (please note that this sample question based on the case Nike, in the exam you will be asked the question based on the AES case) a. Explain why Cohen’s estimation of the cost of debt is incorrect. b. Reestimate Nike’s cost of debt. Please explain carefully and provide the justification for your estimation. c. What mistakes did Cohen make in estimating the weight of debt and the weight of equity in calculating Nike’s WACC? Reestimate the weights. Please explain carefully and provide the justification for your estimation. c) Long calculation question Novell, which had a market value of equity of $2 billion and a beta of 1.50, announced that it was acquiring WordPerfect, which had a market value of equity of $1 billion and a beta of 1.30. Before the acquisition, Novell’s Debt to Equity Ratio (D/E) was 10 percent while WordPerfect’s Debt to Equity Ratio (D/E) was 3 percent. The corporate tax rate was 40 percent. a. Calculate the unlevered betas for both firms before the acquisition b. Calculate the unlevered beta for Novell after the acquisition. c. Calculate the levered beta for Novell after the acquisition, assuming that the entire acquisition was financed with equity and that Novell assumed WordPerfect’s debt.
Tutorial and Laboratories 11464 - 11524 AR/VR for Data Analysis and Communication Data Structures and how to load data into R - Week 1 Introduction In this tutorial will continue practising basic operations in R. In particular, you will learn about vectors and data frames in R; how to create them, access their elements and modify them in your program, and basics of data visualisation. Skills Covered in this tutorial include: • Data Structures • Obtaining specific information from data frames • Reading files (txt and csv) Note: Do not copy-paste the commands. As you type each line, you will make mistakes and correct them, which make you think as you go along. Remember, that the objective is that you understand the commands and master the concepts, so you can reproduce their principles on your own later. 2. Data Structures R has five basic data structures: atomic vectors, matrices, arrays, lists, and data frames. These structures have specific requirements in terms of their dimension. Figure 1, presents a graphical representation of these data structures. • One dimension: Atomic vectors and lists • Two dimensions: Matrices and data frames • N dimensions: Arrays Figure 1. Basic data structures in R. Different colours represent different data types (e.g., numeric, character, Boolean). For today’slab, we will practice using vectors and data frames only. 2.1. Vectors These are the basic data structure in R. It contains elements of the same type. The data types can be logical, integer, double, character, complex. A vector’s type can be checked with the typeof() function. Another important property of a vector is its length. This is the number of elements in the vector and can be checked with the function length(). Exercise 1. Create atomic vectors with different data types and observe their type and length. int_var
High School Essay Contest Spring 2025 High School Essay Contest: Prompt: In the context of global sustainability efforts, explore the role of consumerism in shaping economic practices. How do trends like fast fashion and drop-shipping impact the economic and environmental landscapes of developing countries? Additionally, discuss how ESG metrics influence corporate profitability and sustainability practices across different economies. (750 words) Please ground your work in evidence from credible sources like economic journals and historical data. Your work MUST include a work cited page.
STATS 101/108 - Chapter 2 Classification | Whakarōpū: Task Introduction Satellite images can be used to detect features of cities. Watch this video about how the French tax authority uses an automated analysis of such images to find unconsented additions to buildings, such as swimming pools. In this task, we will explore how we can use digital image data (i.e. the pixels of satellite images) to classify satellite images into two groups. Q1 For this question, you need to describe a visual difference between parts of a satellite image of different suburbs. Green spaces are parts of a city that are mainly made up of grass, trees and other vegetation, rather than being built-up with roads or buildings. For simplicity, we will also consider bodies of water as green space. As part of this investigation you will develop and evaluate a classification model for urban green spaces in an Auckland suburb. Head to this Wikipedia page to get a list of Auckland suburbs. You can select a suburb close to where you live or one that you particularly like for this investigation. Head to Google maps (use the browser version rather than the app) and type in the name of this suburb (this should look like this: [your_suburb], Auckland). Use the + button on the Zoom slider in the bottom right until the scale is set to 100 m. Click on the Layers button in the bottom left and select Satellite. Look at the satellite image. As this investigation is about building a classification model for built-up and green space areas, you need to make sure that the proportion of both area types is at least 20% based on what you see on the map. If this isn’t the case, search for a different suburb and repeat the steps. Write down the name of the suburb. Take a screenshot (snip) of the map and paste it into your answer. Repeat the process for a second suburb. Write one sentence about what feature of the satellite image is most helpful when deciding whether a part of the satellite map is built-up or green space. Construct your answer using the following structure. Copy and paste it into the template and complete your answers accordingly. Suburb 1 (you will use this for training): The screenshot of the satellite image of Suburb 1: Suburb 2 (you will use this for testing): The screenshot of the satellite image of Suburb 2: The sentence about the visual feature: Q2 For this question, you need to create a decision rule for a classification model. Head to the The grass is always greener? app and use Suburb 1 from Q1. Press the Get satellite photos for training button. You will get 40 random satellite images for your suburb. Sort ALL of the images into one of the two levels “built-up” and “green space”. There should be at least five images in each group and no images left over. Take a screenshot of the first few rows of the sorted images and the labels. It is OK if your screenshot doesn’t contain all of the images, but you need to sort all of them. Scroll down to the bottom of the page and press the Generate link to training data button. Copy the link. The app creates variables using the pixels in the satellite image. In addition to the image-data-related variables you’ve seen in the notes and lectures (e.g. mean_grayscale ), there are also variables that give the percentage of red, blue, or green pixels (e.g. percentage_red ) in the image, the number of different hues used ( num_hues ) in the image, and the average difference in contrast between neighbouring pixels ( mean_gradient ). Use the link to iNZight Lite with your training data to choose a numeric variable that will help you to sort the images into the two groups (built-up or green space). You might need to try out a few variables to see which is best. Use iNZight Lite to make a plot of your chosen numeric variable and area_type . Copy the plot from iNZight Lite. Write down your decision rule. Use the following structure: If A is less than B, classify the image as C, else classify the image as D. In this structure, A is the numeric variable, B is the cutoff value, C is one of the area types and D is the other area type. Construct your answer using the following structure. Copy and paste it into the template and complete your answers accordingly. The screenshot of the sorted satellite images: The link to your training data set through iNZight Lite: The plot you created to develop your classification model: Your decision rule: Q3 For this question, you need to justify a decision rule for a classification model. Write one sentence explaining how you determined the “cutoff value” for the decision rule used in your classification model, in terms of classification (or misclassification) rates. Construct your answer using the following structure. Copy and paste it into the template and complete your answers accordingly. One sentence justifying the decision rule for your classification model: Q4 For this question, you need to evaluate your classification model. Go back to the The grass is always greener? app and use Suburb 2 that you identified in Q1. Press the Get satellite photos for testing button and sort the 40 satellite images for this suburb. Sort all images for this suburb according to the same criterion based on a visual feature as in Q2. Identify the baseline model (the kind of area type that has more images in it) and calculate its PCC. Scroll to the bottom of the page and enter your decision rule from Q2. Click the “Use decision rule with testing data” button. All incorrectly classified images have a red frame. Take a screenshot that shows all sorted images with red frames (if any). Calculate the PCC for your classification model. Use the PCC of the “baseline model” and the PCC of your classification model to write one sentence to evaluate how well your model classified the satellite images. Construct your answer using the following structure. Copy and paste it into the template and complete your answers accordingly. The PCC and area type for your baseline model: The screenshot of the sorted images: The PCC for your classification model: One sentence evaluating your classification model: Q5 For this question, you need to consider the appropriateness of a data based approach to classification. In the beginning of this task you used a feature of the satellite image to classify/label the areas on the map of the suburb. You then used image data (pixels) to build a classification model to automate the process, and evaluate it with data from a different suburb. Imagine you had to classify a large number of satellite images for all Auckland suburbs. Explain in two to three sentences to what extent your classification model would be appropriate for this purpose. Construct your answer using the following structure. Copy and paste it into the template and complete your answers accordingly. Your explanation: Q6 For this question, you need to reflect on the learning focus for this chapter (Classification). Describe in your own words ONE important idea from this topic. Do not just copy one of the learning objectives or something from the notes or other learning resources. One sentence is enough, but you must write about your own personal reflection. Construct your answer using the following structure. Copy and paste it into the template and complete your answers accordingly.
BA (Honours) in Contemporary English Studies ENG4301 FINAL YEAR PROJECT GUIDELINES FOR STUDENTS The final year project (FYP) gives you an opportunity to demonstrate what you have learnt in a specific area of English Studies by researching a topic which you find particularly interesting or useful. The FYP will culminate in a significant research paper that you have revised and polished over time. The FYP counts as the “capstone” to your English major, and it will demonstrate: · how well you work as an independent scholar · how effectively you can organize and synthesize research · your ability to produce a well-written lengthy project and/or a sustained argument The FYP will showcase the many skills you have developed as an English major. Not only is the completion of an FYP a considerable accomplishment that you will look back on in years to come, but it will also be a learning experience that will prepare you for the rigors of future employment, graduate school, and beyond. STEP 1: EXPLORE PAST PROJECTS You can find examples of past FYPs at: http://commons.ln.edu.hk/eng_fyp/ Ask yourself these two questions when brainstorming a topic: Q1: Literature or Linguistics? The English Department programme has two broad categories of research areas, Literature and (Applied) Linguistics, and the project you choose will probably correspond to one of these. Here are some examples of projects our English majors have completed in the past: Literature o A comparative analysis of Uncle Tom’s Cabin and Twelve Years a Slave: rebellion, feminine character, and Christianity (2023) o New possibilities brought by "Purple": reintegrating womanism into contemporary feminist discourse (2022) o Decoding death in children’s literature through the Harry Potter series (2020) o A post-postmodern director: new sincerity and Wes Anderson’s films (2020) o The meaning of artifacts: a cross-cultural study of food, clothing and architecture (2020) o Unhappy the land that has no heroes? Heroes and role models for our times (2019) o Inspiration from my year of meats: Japanese housewife feminism and its reflection in manga (2014) o Bildung, its moral implication in The History Boys and Dead Poets Society and its relation to the present-day Hong Kong (and global) educational context (2013) o The bond between nature and man: relevance of Wang Wei's and William Wordsworth's nature poetry as the remedy of man/nature dualism (2012) Students in the past have focused on different genres of literature from a variety of periods in literary history, and applied diverse critical approaches (postcolonialism, feminism, etc.) to cultural texts ranging from fiction to film. We invite you to come up with your own approach to the study of literatures in English. Linguistics and Language Studies o Multimodality in localized memes: online identity construction of Hong Kong university students (2023) o A critical discourse analysis of Trump’s political speeches on immigration (2021) o Error correction in the acquisition of L2 writing: a causal-comparative text analysis of Hong Kong junior secondary school students' ESL writing (2019) o An evaluation of the HKDSE Paper 4 (Speaking) assessment guidelines: English teachers’ views and other considerations (2018) o Multilingual text-making practices in Whatsapp messaging: A case study of three teenagers in Hong Kong (2016) o “A Study of Intra-speaker Stylistic Variations in Hong Kong English” (2010) o “Language Variation Within a Yorkshire Family” (2008) o “A Comparative Analysis of Gender Representation in American Advertisements in the 1960s and the Last Decade” (2007) o General Stylistic Analysis of the Lemony Snicket Novels in relation to Double Readership” (2007) Again, you can see that students have been creative and bold in their choice of topics ranging from analysis of language in the media; genre analysis; accent and dialect studies in Hong Kong and overseas contexts, intercultural communication, and the teaching of English. LENGTH OF THE PROJECT: 7,000-10,000 words, not counting appendices, notes, and bibliography. FORMAT OF THE PROJECT: Note: This is a guideline only. Work with your supervisor to determine how you will modify it. o Title Page o Signed declaration as follows “I declare that this project represents my own work. Where I have used other secondary material this has been properly cited and referenced. Any help I have received from other people in this project is indicated in the acknowledgements section.” o Acknowledgments: to anyone who has helped you in any way with your project, and explain exactly how they helped you. o Table of Contents o Abstract o List of numbered Tables, Figures, Plates, or other Illustrations o Introduction. This includes some or all of the following: o background to the topic, o review of relevant literature, s o statement of research question or hypothesis, o needs analysis and rationale, o explanation of how the rest of the project document is organised o Methodology: how you investigated your research question o Results/Discussion o clear presentation of your results and a discussion of the answers they give to your research question o Wherever possible, relate your findings to the relevant literature you introduced earlier o where quantitative analysis is involved you should make use of elementary statistics; o Conclusion o summary of your main findings; o an evaluation of the weaknesses and strengths of your project and how you could have improved on it were you to repeat it; o arguments about how it might or might not confirm or challenge previous research; o suggestions of how the research or activity here might be taken further by other researchers o References. Include here all and only those works that you cite or refer to in the text of your project. Do not include those works you read but did not use, or those you were recommended to read but never got round to reading. o Appendices, if any Q2: Analytical or creative? A practical/creative writing project is just as academically challenging (and rewarding) as more traditional kinds of research project. You will create a ‘product’ (a linguistic or video text, or a set of texts) that meets a real need or interest for a particular target audience. You will have a chance to use all the skills you have acquired during your academic career, through service learning or in your internship to serve some useful purpose for the community. Here are a few examples: Practical Projects · An educational video on “Multimodality and humor in danmu” (2022): https://youtu.be/0LJw32N3hTE?si=2_dddf8wfKyHWrul · A magazine for learning English through raising cultural awareness (2021) Creative Writing Projects · “A tragic Play: The Death of a Housewife” (2006) · “Shyness: An academic and autobiographical essay” (2008) The possibilities are endless and will depend on your particular skills, interests and social involvements or contacts. But one important point is that you should show how you have applied the theories you have studied in your academic courses in the English Department to the choices you have made in producing your text. LENGTH OF THE PROJECT: “Product’: “Introductory Notes”: 3,000-4,000 words, not counting appendices, notes, and bibliography. FORMAT OF THE PROJECT o Title Page o Signed declaration as follows “I declare that this project represents my own work. Where I have used other secondary material this has been properly cited and referenced. Any help I have received from other people in this project is indicated in the acknowledgements section.” o Acknowledgments: to anyone who has helped you in any way with your project, and explain exactly how they helped you. o Table of Contents o Abstract o a record or copy of the communicative text that you produced either in print or audio- visual form. (the ‘product’) o ‘Introductory notes’ that explain the overall conception of the project. These notes should include: a. the rationale or need for your product: you might conduct a survey to establish such a need through some qualitative or quantitative research, such as i. interviews with your target audience; ii. If you are writing for a particular organisation which you belong to or are commissioned by, a record of consultations with members of that organisation b. how you carried out your practical project, including an analysis of why you made the linguistic and other choices you did in creating/performing your practical project c. An analysis of the text you produce and a justification of the choices you make, such as: o a linguistic/phonetic or discourse analysis of your work; o an analysis of the literary features of your work; o an analysis from the point of view of cross-cultural communication or theories of teaching methodology; o the directing decisions you have made in producing a play; o the techniques employed in adapting from one medium to another. d. Feedback from your target audience or readership and modifications you have made to your drafts based on the feedback. i. Whenever possible, you should devise ways of obtaining feedback and reactions to your ‘product’, such as questionnaires, surveys, or interviews or a combination of these. ii. analysis of results from your feedback instrument and an evaluation of your communication STEP 2: CHOOSE A TOPIC Here are a few tips on choosing a suitable topic in a timely manner: 1. Start early! Start brainstorming. You should also work on finetuning it with your supervisor. 2. Reflect on what you’ve learned so far. Revisit topics in the core and elective courses that you have taken so far. Are there any that you would like to explore further? You can mine ideas from: · Assigned and supplementary readings you have read · Presentations you have given · Term papers you have written · Creative writing you have produced 3. Ask for guidance! Talk to different professors you took classes with, or a professor who you’d like to supervise your work. We can help you organize, brainstorm, scale back, or simply discuss options with you – you just need to ask! Come to all meetings with professors prepared – bring your notes, your favorite term paper, or a list of books – but come with something so we can be efficient in helping you. Please note that we cannot guarantee that your preferred supervisor will be available. STEP 3: MARK YOUR CALENDAR DATE ACTIVITY DESCRIPTION Analytical Projects Practical Projects Early-September You should complete the Project Proposal form. in as much detail as possible. Mid-September Assigning FYP supervisor to students The FYP coordinator will assign you a supervisor based on your topic and the availability of the professors in the Department. This decision is final and you cannot change your supervisor. End of September Discussion and Revision of Project Topic and Plan (with supervisor) Within the last 2 weeks of Term 1, you must meet with your supervisor and discuss and refine your proposal. You should focus on: 1. the nature and specific focus of your research/practical topic 2. its objectives, 3. the methods you will employ in carrying out the project. You should then begin carrying out your research and finetune your original proposal. Mid-October You should submit a report of the readings you have done. Consult with your supervisor on the format of this report (annotated bibliography, literature review, etc.). The design of your ‘product’ will need to be based on your insights from extant academic literature and on your own qualitative/quantitative research on your topic. Consult with your supervisor on how you should present this preliminary research End of October In addition to outlining the content of your project, at least 4Submit the first draft of your written or practical project For analytical projects: you should have produced the first draft of your written project, complete from beginning to end For practical projects: you should have created the first draft of both your introductory notes and your ‘product.’ You should start obtaining feedback from the target audience too. February to March Consultations with your supervisor on your draft(s) Your supervisor will read your draft carefully, and discuss it with you to suggest ways to improve it. They may also comment on your style. and usage of English and help you to identify any persistent errors. You should meet with your supervisor at least 3 times in this period. End of March You will submit two copies of your final draft in the correct format as indicated below. STEP 4: REVIEW MARKING CRITERIA FYP process marks (10%) While your actual FYP (the ‘product’) is marked out of 100 (see the ‘FYP guidelines’), it only contributes 90% of your final marks for the course. The remaining 10% is made up of process marks, which are granted by your supervisor according to the following rubric. You should: · Make thoughtful revisions of the proposal form · Maintain good communications with your supervisor and seek advice when necessary · Meet deadlines and perform. tasks satisfactorily according to an agreed timetable · Respond thoughtfully to feedback · Be able to work independently Marking criteria for analytical projects (90%) Each criterion carries equal weight: 1. How carefully did the student conceptualize the topic and research the area of the topic? Does the student provide a clear and valid rationale and set interesting research questions? Does the student demonstrate how the project relates to previous literature? How original is the project’s approach in comparison with other research on the topic? Does it fill a gap in the field? 2. How effectively did the student carry out the research? To what extent was the research undertaken with effectiveness, depth, and thoroughness? How sound is the analytical or critical approach taken? Is the methodology appropriate for the research questions set by the student? 3. How insightful was the student’s discussion and analysis? Do the student’s research findings and arguments offer thoughtful insight into the topic? Does the student engage with other relevant research? Does the logic and structure of the discussion make a compelling argument? Does the student draw appropriate conclusions from their findings? 4. How effective is the student’s communication and presentation in English? This includesclarity, accuracy, organisation, and the appeal of the overall presentation (including graphics), as well as the student’s general communicative effectiveness. Students will also be graded on the extent to which the style. of academic discourse and the format and conventions for citation and reference have been mastered. Marking criteria for practical & creative projects (90%) Marks are broken down into two categories: the ‘product’ and the ‘introductory notes’ explaining the overall conception of the project, each carrying equal weight. For the introductory notes, students will be assessed in terms of the following criteria: 1. Does the project address a specific need or problem in the real world? Does the student provide sufficient qualitative and/or quantitative research to support their claim for this need? In other words, does the student demonstrate that they know what they’re doing and why? Students are encouraged to provide evidence of their research in the introductory notes. 2. How well does the student demonstrate their understanding of the linguistic and/or literary critical approaches pertaining to the subject of the project? How insightful, thorough, and in-depth is the student’s engagement with extant academic literature in the overall conception of the project? 3. How well does the student understand the communicative choices they made in their project? This includes the choice of media/ genre for the project, as well as any linguistic/ discoursal resources and literary/ dramatic devices and conventions. How insightful or thoughtful is the student in their justification for these choices? 4. How effective is the student’s communication in academic English writing? This includes clarity, accuracy, organisation, general communicative effectiveness, and the extent to which the style. of academic discourse and the format and conventions for citation and reference have been mastered. For the ‘product’, students will be assessed in terms of the following criteria: 1. Does the ‘product’ demonstrate originality in its content and overall presentation? Does it offer insight into the theme or problem explored by the student? Does the student extend a unique idea, question, or format to create new knowledge or knowledge that exceeds expectations? 2. How well does the ‘product’ address questions directly related to the field of linguistic and/or literary scholarship? Does the student explore ideas within the discipline of English studies in the ‘product’ through the use of compelling content and appropriate style? Does the ‘product’ show evidence of the student’s mastery of the relevant concepts? 3. How effective are the communicative choices they made in the project? Are the overall tone, level of difficulty, stylistic features, etc., appropriate for the target audience? Is the ‘product’ created, revised, and rehearsed with depth and thoroughness Students are encouraged to seek feedback from their target audience and make amendments before their final presentation. 4. How effective is the student’s communication in English? This includes clarity and accuracy of both the written and spoken texts, delivery techniques (posture, gesture, eye contact, and vocal expressiveness), as well as the general communicative effectiveness and entertainment value of the ‘product.’ STEP 5: DON’T PANIC AND SEEK SUPPORT Your FYP can be collaborative in many different ways! You need not work alone and feel isolated. 1. Seek help from your classmates a. form. a research group; b. get together for regular meals to discuss your progress; c. share your deadlines so you will meet your deadlines; d. get together to celebrate handing in your first drafts 2. Seek support from your supervisor and professors when you… a. need help with a draft; b. are reading an essay you find too difficult; c. need help managing your time or meeting deadlines; d. need help finding sources or would like to do more background reading; e. have trouble with starting the writing process; or f. need an email sent to an organization on your behalf
Writing Assignment #1: State of Nature & State Justification Instructions: You should write a (roughly) six paragraph short paper in which you explain and defend your view about the State of Nature and Justifying the State. This essay should be written in your own words (book and slide quotes should be used seldomly or not at all). Although each set of paragraphs address a different question, the paper should contain a unified train of thought. The break down for each section follows: 1. In the first and second paragraph, explain and describe the view about the State of Nature you believe to be correct. You should align yourself with either Thomas Hobbes, John Locke, Jean Jacques Rousseau. These two paragraphs should address the four following questions: (a) What is the concept of the “State of Nature” in philosophy? (b) What would the State of Nature be like according to your chosen philosopher? (c) Does morality and moral motivation exist in the state of nature? (d) Are we better off in the State of Nature, or with government? These four questions should be addressed in two prosed paragraphs. You should also use illustrations/examples to describe what the State of Nature would be like. 2. In the third paragraph, describe in your own words what it means to justify political obligation. This paragraph should address the two following questions: (a) What is the concept of political obligation? (b) What are the two essential features that make up the state? These two questions should be addressed in a single prosed paragraph. 3. In the fourth paragraph, explain the Tacit Consent Theory of justification for political obligation (defended by Hobbes, Locke, & Rousseau); in the fifth paragraph, explain David Hume or Robert Nozick’s critique to theory. These two paragraphs should address the two following questions: (a) What does it mean to tacitly connect, as opposed to explicitly consent? (b) How have citizen’s tacitly consented to state authority account to Tacit Consent Theory? (c) Why does David Hume or Robert Nozick (select only one) reject Tacit Consent? If you would like to review Hume or Nozick’s objection, see Wolff, pp. 43-44, 55-60. 4. In the sixth (and possibly seventh) paragraph, describe and explain (in some detail) the view about State Justification do you accept as most correct: (i) tacit consent (Hobbes, Locke, & Rousseau), (ii) hypothetical consent, (iii) prudential reasons to obey the state (David Hume), (iv) anarchism: political obligations are unjustifiable and should be resisted, dismantled, and replaced with a system of voluntaristic consent (Kropotkin & Chomsky), (v) utilitarianism (Bentham & Mill). Don’t simply describe the view, but explain why you believe it is correct. Specifications: Your paper should be, 12-point font, and double-spaced, and submitted as a word document or pdf. It should be a minimum of 1,000 words, but there is no upper limit. It should include your name, date, and the word count at the top. The submission link is on Blackboard (under Content). D Grading: Your paper will be graded on whether (i) you correctly address all components of the prompt, (ii) you correctly explained important definitions, (iii) writing organization, structure, and clarity.
Homework 3: Coding portion AMATH 301, Winter 2025 Due Friday, January 31, 2025, 11:59PM in Gradescope 20 points 1. (6 points) In Naive Gaussian elimination, small roundoff error can become amplified and lead to non- sensical results when a pivot value is small, even if it’s not identically zero. We wish to solve the system: where ϵ is a small, nonzero number. Because the first pivot is ϵ, Naive Gaussian elimination will require division by a small number which may lead to large rounding error. Copy the Naive Gaussian elimination and full Gaussian elimination (with partial pivoting) codes from Canvas, contained within gausselim .ipynb. Solve the system Ax = b using the Naive Gaussian elimination function, and we will call the solution xnaive (the autograder will not check xnaive ). Then solve Ax = b again using the full Gaussian elimination function, which we call xfull (again, not checked by autograder). If we consider xfull to be the true value, then a measure of the error of xnaive is: error = ||xnaive — xfull || 2 where is the 2-norm of x where x = [ x1 x2 x3 x4 x5 ]T . We will investigate what happens as ϵ shrinks. Create a np.array object called epsvec containing the values 1, 0.1, 0.01, ··· , 10 −15 (note: decreasing order). For each such value of ϵ, determine the error of xnaive as explained above. Store the corresponding error values in a np.array object called errorvec. Finally, include the following lines of code to the end of your code, which will create a log-log plot of log10 (ϵ) on the x-axis and log10 (error) on the y-axis. The general trend should make sense. logeps = np.log10(epsvec) logerror = np.log10(errorvec) plt.plot(logeps,logerror,’-or’) plt.xlabel(’$log_{10}(epsilon)$’) plt.ylabel(’$log_{10}( ||x_{naive}-x_{full}|| _2)$’) 2. (7 points) Begin with full Gaussian elimination code from gausselim .ipynb in Canvas. Alter the code to keep track of the number of row flips performed in the process of the forward-elimination steps. If we want to look for trends in the number of row flips, we could create a random A matrix of size n × n, and a random b vector of size n × 1, perhaps full of integers from 0 to 99, and solve Ax = b using Gaussian elimination. Use the following code to create such random A and b matrices: np .random .seed(1) #ensures your random numbers are the same as the autograder’s A=np.random.randint(0,100,[n,n]) A=A.astype(np.float32) #convert integers to floating-point objects (decimals) b=np.random.randint(0,100,[n,1]) if n==256: bseedcheck = b Create anp.array object nvec which contains the values of n = 4, 8, 16, 32, 64, 128, 256 (7 values total). For each value of n, run your altered full Gaussian elimination code to record the percentage of rows which were flipped, and store that value in the np.array object percentflips. So, percentflips should contain 7 values, where the ith value is the percentage of rows flipped, when the length of b is the ith value of n. By “percentage” we mean a number between 0 and 1 inclusive, not between 0 and 100. The general trend should make sense. Make sure to reset the random number seed to 1 before creating each A, but do not reset the seed to 1 before creating each b (in other words, do not modify the order or content of the lines above– if you do, your random numbers will differ from the autograder’s.) In order to check that the random numbers your code is producing are the same as the autograder’s, the autograder will check the vector bseedcheck, which is your vector for b when n = 256. If that’s correct, it assumes that all the random A and b’s you created contain the right numbers. 3. (7 points) In this problem we will solve Ax = b approximately using Jacobi iteration. Use the following code to create a random b vector of size 10 × 1 as a np.array object called bjacobi, and a random strictly diagonally dominant A matrix of size 10 × 10 as anp.array object called Ajacobi. The solution x is a 10 × 1 vector. np .random .seed(1) #ensures your random numbers are the same as the autograder’s Ajacobi = 0.01*np.random.randint(-50,51,[10,10])+10*np.eye(10) bjacobi = np.random.randint(-50,51,[10,1]) Start at a guess of x0 = [ 0 0 0 ··· 0 ]T and use Jacobi iteration to repeatedly update xn ; call this new vector xn+1 . The step distance from xn to xn+1 can be quantified by the 2-norm: step = ||xn+1 — xn || 2 Stop the Jacobi iteration as soon as the value of the step is below 10 −5 . Store the values of the steps in a np.array object called stepvec. So, the first entry of stepvec should be ||x1 — x0 || 2 , the second entry is ||x2 — x1 || 2 , and so on; the last entry should be the only value smaller than 10 −5 . You can use as a starting point Kutz’s code below, which implemented Jacobi iteration on the system: # Jacobi iterations x = np.array([0]); y = np.array([0]); z = np.array([0]) for j in range(100): x = np.append( x, (7+y[j]-z[j])/4 ) y = np.append( y, (21+4*x[j]+z[j])/8 ) z = np.append( z, (15+2*x[j]-y[j])/5 ) if abs(x[j+1]-x[j]) < 1e-5: break print(j) print(x[j + 1]) print(y[j + 1]) print(z[j + 1])
OM 252, Winter 2025 HW 3 Assigned: Jan 23, 2025, 9 AM Due: Jan 29, 2025, 11:59 PM Instructions: Each assignment will include a PDF file (like this one) with the assignment questions and an Excel file with an Answers sheet and any data or models we provide. You must download both the PDF and Excel files. You must enter your answers in the Answers sheet of the same Excel file you downloaded, then save and upload the Excel file. You must upload the same Excel file you downloaded. Further instructions are provided in the Online Assignment Tools Guide (see Assignments on Canvas). Put your answers in the appropriate cells (salmon-colored cells) in the Answers sheet. Use paste special … values for all numerical answers. The other cells in the Answers sheet are locked, which means you won’t be able to enter values into those cells. Do not change the format of cells in the Answers sheet. Save your file with the appropriate name and in the proper format (“HW#_ID.xlsx”). Marking will be based on the answers in the Answers worksheet of the file you upload. We will only look at the rest of the file if there is an appeal (and even then, the answers in the Answers sheet take precedence.) If you wish to appeal a mark, the uploaded file must include your supporting work for each question. It is a good idea to make one worksheet for each question. Total points: 35, of which 2 points are for following the submission instructions provided above. Forecasting Number of Building Permits Issued in Edmonton In this assignment, we use a different data set related to the number of building permits issued by the City of Edmonton. Our interest is in forecasting the number of permits issued in the future. The “Data” sheet shows the total number of permits issued for every month from January 2015 to December 2024. You will use this data for all of your work on this assignment. Here is a plot of the monthly data: Let us begin by plotting the data. From Figure 1, We observe an annual seasonal pattern in the data. The number of permits issued is substantially higher between April and November. Between December and March, the number of permits issued dropped significantly. This suggests that a forecasting method incorporating seasonality should perform better than methods ignoring seasonality. First, we will compare the SES, DES, and TES methods in terms of one-month-ahead forecasts and then forecasts for two years into the future using the holdout strategy. Part 1: One-day-ahead forecasts 1. (3 pts.) Using the data provided in the “Data” sheet, calculate the average number of permits issued each month from 2015 to 2024. In this part, we will perform. a within-sample comparison of SES, DES, and TES based on how these methods perform. at one-month-ahead forecasting for January 2016 to December 2022. We leave out January 2015 to December 2015 for the initialization of TES. We leave out January 2023 to December 2024 for an out-of-sample comparison of the methods; see Part 2 of the assignment. Note that when you are using SES and DES you can start forecasting earlier than January 2016, but in order to have a fair comparison between the three methods, we calculate the RMSE only for January 2016 to December 2022. We also calculate the RMSE for January 2021 to December 2022 as it gives us a more recent, and a more relevant, performance measure. 2. (1 pt. feasibility, 3 pts. consistency, 1 pt. optimality) Use the SES method to calculate the one- month-ahead forecasts for January 2016 to December 2022. Use solver to find the value of LS that minimizes the RMSE for January 2016 to December 2022. Keep LS in the range 0.05 to 0.95. Report the following: • LS • RMSE for January 2016 to December 2022 • Forecasts for January 2021 to December 2022 • RMSE for January 2021 to December 2022 3. (1 pt. feasibility, 3 pts. consistency, 1 pt. optimality) Use the DES method to calculate the one-month-ahead forecasts for January 2016 to December 2022. Use solver to find the values of LS and TS that minimize the RMSE for January 2016 to December 2022. Keep LS and TS in the range 0.05 to 0.95. Report the following: • LS, TS • RMSE for January 2016 to December 2022 • Forecasts for January 2021 to December 2022 • RMSE for January 2021 to December 2022 4. (1 pt. feasibility, 3 pts. consistency, 1 pt. optimality) Use the TES method to calculate the one-month-ahead forecasts for January 2016 to December 2022. Use solver to find the values of LS, TS, and SS that minimize the RMSE for January 2016 to December 2012. Keep LS, TS, and SS in the range 0.05 to 0.95. Report the following: • LS, TS, SS • RMSE for January 2016 to December 2022 • Forecasts for January 2021 to December 2022 • RMSE for January 2021 to December 2022 Part 2: Holdout analysis with multiple-days-ahead forecasts In this part, treat January 2016 to December 2022 as the training data and January 2023 to December 2024 as the holdout data. 5. (5 pts.) Use the SES method to compute forecasts for January 2023 to December 2024. Use the value of LS that you found in Question 2. Report the following: • Forecasts for January 2023 to December 2024, calculated assuming that the learning phase ends at the end of December 2022 • The RMSE for January 2023 to December 2024 6. (5 pts.) Use the DES method to compute forecasts for January 2023 to December 2024. Use the values of LS and TS that you found in Question 3. Report the following: • Forecasts for January 2023 to December 2024, calculated assuming that the learning phase ends at the end of December 2022 • The RMSE for January 2023 to December 2024 7. (5 pts.) Use the TES method to compute forecasts for January 2023 to December 2024. Use the LS, TS, and SS values found in Question 4. Report the following: • Forecasts for January 2023 to December 2024, calculated assuming that the learning phase ends at the end of December 2022 • The RMSE for January 2023 to December 2024 8. (For practice and will not be marked) Based on the analysis you have done, which method do you recommend?
LUBS1086 Exploring Your Potential Semester 2, 2024/2025 Assignments should be a maximum of 2000 words in length. All coursework assignments that contribute to the assessment of a module are subject to a word limit, as specified on the assessment brief. The word limit is an extremely important aspect of good academic practice, and must be adhered to. Unless stated otherwise in the relevant module handbook (if one has been provided), the word count includes EVERYTHING (i.e. all text in the main body of the assignment including summaries, subtitles, contents pages, tables, supportive material whether in footnotes or in-text references) except the main title, reference list and/or bibliography and any appendices. It is not acceptable to present matters of substance, which should be included in the main body of the text, in the appendices (“appendix abuse”). It is not acceptable to attempt to hide words in graphs and diagrams; only text which is strictly necessary should be included in graphs and diagrams. You are required to adhere to the word limit specified and state an accurate word count on the cover page of your assignment brief. Your declared word count must be accurate, and should not mislead. Making a fraudulent statement concerning the work submitted for assessment could be considered academic malpractice and investigated as such. If the amount of work submitted is higher than that specified by the word limit or that declared on your word count, this may be reflected in the mark awarded and noted through individual feedback given to you. The deadline date for this assignment is 12:00:00 noon on Wednesday 7 May 2025. An electronic copy of the assignment must be submitted to the Assignment Submission area within the module resource on the Blackboard MINERVA website no later than 12:00:00 noon prompt on the deadline date. Faxed, emailed or hard copies of the assignment will not be accepted. Failure to meet this initial deadline will result in a reduction of marks, details of which can be found at the following place: https://students.business.leeds.ac.uk/assessment/code-of-practice-on-assessment/ SUBMISSION Please ensure that you leave sufficient time to complete the online submission process, as upload times can vary. Accessing the submission link before the deadline does NOT constitute completion of submission. You MUST click the ‘CONFIRM’ button before 12:00:00 noon for your assignment to be classed as submitted on time, if not you will need to submit to the Late Area and your assignment will be marked as late. It is your responsibility to ensure you upload the correct file to the MINERVA, and that it has uploaded successfully. It is important that any file submitted follows the conventions stated below: MITIGATING CIRCUMSTANCES If you are affected by circumstances that will have a short-term impact on your ability to complete coursework assessments (for example a minor illness), you can make an application for an extension to a coursework deadline. Please note, all extension requests must be made prior to the original assessment deadline. To read more about this process please click here - https://students.business.leeds.ac.uk/student-support/mitigating-circumstances-extensions-and-additional-consideration/ FILE NAME The name of the file that you upload must be your student ID only. ASSIGNMENT TITLE During the submission process the system will ask you to enter the title of your submission. This should also be your student ID only. FRONT COVER The first page of your assignment should always be the Assessed Coursework Coversheet (individual), which is available to download from the following location: https://students.business.leeds.ac.uk/forms-guidance-and-coversheets/ STUDENT NAME You should NOT include your name anywhere on your assignment FURTHER INFORMATION ABOUT THIS ASSIGNMENT The purpose of this assignment is for you to reflect on the development of your employability as a result of your learning on the LUBS1086 module. The pre-seminar learning materials (PSL) and seminar activities for the module in semester 2 are designed to help you to develop the knowledge, understanding and skills needed for success in this assignment. You will be expected to refer to relevant activities and learning in the assignment so you are expected to fully complete PSL, and attend and participate fully during in-person sessions. If you have any questions about this assignment, please post them in the module padlet. You should check and read the posts in the padlet, even if you don’t post personally so that you can benefit from additional guidance and clarification of the requirements. HOW TO STRUCTURE THE REFLECTIVE LOG You should structure the reflective log in the following way using the same numbered sub headings as below. Remember not to exceed 2000 words in total. Assignment title: Employability reflective log 1.Introduction (200 words maximum) 2.Making connections (approx. 800 words) Critically evaluate your engagement with: · business leaders at the Leaders in Residence event on Thursday 6 March 2025 · people in the University of Leeds Careers Service (including SPARK) · events, schemes or opportunities offered via the University of Leeds Careers Service · other opportunities to develop employability offered through the University of Leeds such as mentoring, volunteering, insights and competitions/challenges What actions do you need to take in the next 6 months to make and develop your professional connections? **note that ‘engagement’ does not merely mean attending an event or scheme – you should evaluate your ability to introduce yourself to others, to develop and maintain professional conversations, and to take appropriate action based on your engagement with others. 3. Career research OR Presenting my employability (approx. 800 words) In this section you should choose one of the following: Career research How effectively have you used resources and activities from the module to: · identify business sectors/organisations/roles of interest you? · develop your commercial awareness? · develop your self-awareness? · assess your suitability for career opportunities/paths/roles? What actions do you need to take in the next 6 months to develop your career research? or Presenting my employability How effectively have you used resources and activities from the module to: · create an effective CV or online profile? · deliver an employment pitch? · practice or participate in recruitment and selection processes? What actions do you need to take in the next 6 months to further develop the presentation of your employability? 4.Conclusion (200 words maximum)
PPOL 5014– 07 Thesis Workshop II Spring 2025 Course Syllabus This semester, you will continue the work we started last Fall and complete your original empirical thesis by the end of the Spring Semester. You have done very well so far, but we still have work to do. The final product of the thesis workshop course is a complete draft of your master’s thesis, and there is a firm deadline for this: April 16, 2025. Class and Individual Meetings This semester, we will meet in person several times as a class, but I will primarily hold individual meetings. Class Meetings: - January 14 - February 11 - March 11 – Writing Center Workshop (6:30 PM – 7:30 PM, mandatory) - April 1 - April 15 Individual Meetings: I will meet with students individually during times when the class does not meet as a group. Appointments will be posted on the Canvas calendar. Grading and late assignment policy. Throughout the semester, you will have several assignments, and they will determine your final grade. It’s essential to deliver assignments by the deadline. It allows me to provide comments and will enable you to address my comments before the next assignment. Unless you have a documented excuse (illness, death in the family, university-sponsored trip, etc.), late assignments delivered within three days from the deadline will receive at most 50% of the grade. However, I will allow one late assignment in the semester without penalty if it's three or fewer days later. If your assignment is more than three days late, I will provide comments as time permits, but you will receive a 0 for the assignment. No exception. If you identify that you are having difficulties completing any of the assignments, please feel free to contact me for help before the due date. All the deliverables are listed below and should be submitted electronically on Canvas. Deliverable Brief Description (detailed description will be posted on Canvas) Due by 11:59 PM on Points # 1: first draft of the write-up of your results. Another round of revision of your regression analysis. In addition, you are expected to submit the first version of the narrative of your results, including formatted tables. 02/16/25 10pts # 5: Final draft of the Empirical Analysis Chapter. The final draft of the empirical analysis should be added to the thesis draft. The final chapter should include a revised narrative and formatted tables. 02/23/25 15 pts # 6: First draft In this chapter, you will provide an evidence-based policy discussion and recommendation. 02/28/25 *Friday 10 pts #7 In addition to the revised policy discussion chapter, you are expected to deliver the conclusion chapter and an optional chapter with the direction of further research. 03/16/25 10 pts # 8: FINAL DRAFT: COMPLETED AND FORMATTED You are expected to deliver the final draft of your thesis. In addition to all revised chapters, you must include the abstract, references, and appendices (if you have them) 03/23/25 30 pts #9: Due by noon on 04/14/25 5 pts #10 Cover Sheet and You will receive instructions from Eric Gardner towards the end of the semester. #11 Students Submit Thesis to University Review (this review addresses formatting only, not content) Congratulations! Eric Gardner will provide instructions toward the end of the semester. 5 pts Readings Some of the recommended readings for the class are: On Research design · Morrison, Donna R. Guidebook of Practical Advice for Thesis Writer. Washington D.C., Georgetown University, 2019. · Howard S. Becker, Howard S. Tricks of the Trade How to Think About Your Research While You are doing It, 1998 On writing Productivity and time management · How to write a lot: A Practical Guide to Productive Academic Writing · Writing Your Dissertation in Fifteen Minutes a Day: Guide to Starting, Revising, and Finishing Your Doctoral Thesis. On Writing style · Strunk, William and E.B. White The Elements of Style, 1979.
Module Name ADVANCED ENGINEERING SCIENCE M26323 FHEQ_7 Artefact Number Artefact 1 Artefact Title CW – Report - Task You are required to determine the effect of either blast loading, earthquake loading or fire loading on a structural steel column. The student will need to complete the following tasks: 1. Literature review into all three areas of research: a. Blast effects on structures & appropriate mitigation methods b. Fire engineering research c. Earthquake structural collapse case study & solutions 2. Lab report on fire laboratory testing including: a. Testing aim & methodology b. Lab results c. FEA results from lab (undertaken during tutorial) d. Discussion (including assumptions, limitations) 3. Student FEA report into steel column (section details given), subject to one of: explosive loads or fire loads or earthquake loads (student to decide). Report to include: a. FEA methodology with mesh sensitivity analysis b. Parametric study: student to choose relevant parameter, examples: load magnitude (or other parameters: intensity, duration etc), load application, support conditions, material properties, combinations of load types, protection / strengthening systems. c. Results from parametric study d. Discussion 4. Final conclusion to include: a. Summary of findings b. Recommendations for future research Student Column Data: Table 1. Assigned column Student ID Column Section (UC) Column Length (m) 943931 3.5m 2242092 3.75m 2015790 4.0m 2264853 4.25m 2306710 4.5m 2013359 4.75m 2040336 5m 2244342 3.5m 2264858 3.75m 2238093 4.0m 2295874 4.25m 2017418 4.5m 953705 4.75m 2296904 5m 2085725 3.5m 2161017 3.75m 2024568 4.0m 2253941 4.25m 2245483 4.5m 2285241 4.75m 2253381 5m 2296275 3.5m 2300179 3.75m 2247994 4.0m 2068308 4.25m 2013607 4.5m 957337 4.75m Submission instructions Please note: · The submission is online through Moodle. Submit one report (PDF file). Your report PDF file name should be in the format: IDnumber-report.PDF (for example: 12345-report.PDF, please do not use UP letters at the beginning of your ID number) · Present your results concisely in professionally presented tables and graphs · All Finite Element Analysis models should be mentioned in the report. Provide a table, in the report, stating clearly the purpose of each model. Please note that you are not required to submit the analysis files themselves. Only the PDF report will be submitted. · The report (PDF file) must include the following: 1. Completed student’s self-assessment marks sheets and feedback. 2. Table of contents 3. A concise well-referenced (APA 6th ed.) summary of the literature review. 4. A lab report including well-presented output from FEA validation modelling undertaken in tutorials. 5. Parametric study using LUSAS including a full modelling methodology (including assumptions, idealisations, attributes, mesh sensitivity), results and discussion. 6. Clear and very concise conclusion and reflection. 7. List of references. 8. Appendices. Well-presented information not essential to understanding the report. · The task involves a large element of the students’ research. The main conclusions from the literature should be very concisely presented with full referencing and citation using APA 6th edition system. · You are permitted to make any assumptions or simplifications. However, you must clearly state any assumptions and provide justification Learning Outcomes: 1. Select and critically evaluate existing research into explosive effects on buildings and structures. 2. Analyse the response of structures to blast loads using finite element analysis and effectively assess appropriate blast mitigation methods. 3. Critically appraise structural fire engineering research and calculate fire loads on buildings. 4. Examine the effect of fire on buildings and structures by undertaking laboratory experiments to compare with finite element analysis. 5. Using a case study approach investigate recent building collapses due to earthquakes. 6. Assess the effect of proposed solutions for reducing impact of earthquakes.
EE4802/IE4213 Learning from Data, Spring 2025 Homework 1: Regression Problem 1.1 (30 points) LASSO (Least Absolute Shrinkage and Selection Operator) promotes sparsity. Assume the training data points are denoted as the rows of a n × d matrix X and their corresponding responses as an n-dimensional vector y. For the sake of simplicity, assume columns of data have been standardized to have mean 0 and variance 1, and are uncorrelated (i.e. X TX = nI). For LASSO regression, the optimal weight vector is given by: where λ > 0. • First, show that standardized training data nicely decouples the loss function, making wi(*) deter- mined by the i-th feature and the output regardless of other features. That is to say, we need to explicitly reformulate Jλ (w) in the following form for appropriate functions g and f : where Xi is the i-th column of X . • Assume that wi(*) > 0. What is the value of wi(*) in this case? • Assume that wi(*) < 0. What is the value of wi(*) in this case? • From the previous two parts, what is the condition for wi(*) to be zero? • Compute the closed-form. solution w* of LASSO regression given a fixed λ > 0 if X TX is invertible. Problem 1.2 (30 points) Ridge Regression. The ridge regression optimization problem with parameter λ > 0 is given by 1. Show that R(ˆ)ridge (w) is convex with regards tow. You can use the fact that a twice differentiable function is convex if and only if its Hessian H ∈ Rd×d satisfies w THw ≥ 0 for all w ∈ Rd (is positive semi-definite). 2. Derive the closed form solution wr(*)idge of (RidgeR). 3. Show that (RidgeR) admits the unique solution wr(*)idge for any matrix X, even X TX ∈ Rd×d is singular (i.e., rank(XTX) < d). 4. What is the role of the term λ∥w∥2(2) in R(ˆ)ridge (w)? What happens towr(*)idge as λ → 0 and λ → ∞? Problem 1.3 (40 points) Coding Problem Before you start: please install anaconda python (python 3.x version is recommended) by following the instructions at https://www.anaconda.com/download/. You may also choose to use other IDES (like VS Code) as long as you are familiar with them. If you decide to install Anaconda Python, ensure that the following packages are installed: numpy, py- torch (torch), scipy, matplotlib, and jupyter notebook. You can install these packages within Anaconda by running commands like conda install numpy. Note that some of these packages may already be included, depending on the version of Anaconda you install. The included archive contains skeleton Python code, hw1.ipynb, which you must complete. To begin, navigate to the directory where this file is located in your terminal, and run the command jupyter notebook. This will automatically open a local webpage in your web browser. Click on the hw1.ipynb file to open the notebook. Sections you need to complete are marked with TODO comments (search for all occurrences of TODO). Complete the scripts below each TODO marker. Additionally, there are some questions that you need to answer. You can either type your answers directly into the .ipynb file by adding a Markdown block or include them in your write-up. If you choose the latter, please specify this clearly in your .ipynb file. After completing all tasks, run all the blocks and then export your notebook as an HTML file showing the outputs. Submit both the completed .ipynb file and the corresponding HTML file. 1. First Task: Variants of Linear Regression. In the first task, you will compare the optimal solutions of linear regression, ridge regression, and lasso regression. A dataset of 1, 000 samples following a linear model will be provided: Y = Xw + ϵ, where XT = (x1 | · · · | xn ) ∈ R2 ×n and Y T = (y1 | · · · | yn ) ∈ R1 ×n with n = 1000 and w ∈ R2 and the error term ϵ ∈ Rn arei.i.dzero-mean random variables. In this part, you are asked to code the following linear regression and its two variants, (a) Read 1 .Functions in the file, please implement linear regression, ridge regression and lasso regression in the function lin_reg, rid_reg, lasso_reg separately. Generate the datasets and perform numeric experiment in 2 .Datasets and 3.Experiment-(a). (b) In 4.Experiment-(b), we gradually increase the value of parameter λ from 1.1 −3 to 1.190 , and then perform ridge regression and lasso regression. Observe the plots shown in 5 .Plot. It shows the optimal solutions of ridge regression/lasso regression under different lambdas. [Questions: Explain the behavior of the optimal solutions as λ increases. Describe how λ affects the optimal solutions for the two proposed variants of linear regression. Why do their behaviors differ, and in what ways are their tendencies distinct from one another?] 2. Second Task: Vanilla Gradient Descent (VGD)&Stochastic Gradient Descent (SGD) for Linear Regression. In the second task, you are provided with a dataset of 1, 000, 000 samples. Its input and output also follow a linear model Y = Xw + ϵ, where XT = (x1 | · · · | xn ) ∈ R10 ×n and Y T = (y1 | · · · | yn ) ∈ R1 ×n with n = 1, 000, 000 and the error term ϵ ∈ Rn arei.i.dzero-mean random variables. (a) Read 1 .Functions in the file. The function VGD_auto and VGD_manual train the model us- ing vanilla gradient descent (VGD), as discussed in the lecture. In the function VGD_auto, a built-in gradient optimization method in PyTorch to compute the gradients is implemented. Your task is to calculate the exact expression of the gradient w.grad = ∂L/∂w manually, and implement VGD in VGD_manual. [Hint: Remember to include the constant factor of 2 when computing the derivative of the OLS loss function.] Next, generate the datasets and perform numeric experiment in 2 .Datasets and 3 .Experiment. Check if the losses of VGD_manual and VGD_auto are the same. (b) You might realize that the result is not satisfying. In this part, your task is to find proper parameters(e.g., number of iterations, learning_rate) in 2 .Datasets such that the result meets the following requirement: • The running time requirements are within 0.1 second and 10 seconds separately for SGD and VGD(automatically or manually computed). • The losses are below 2 for all algorithms. Observe the plots shown in 4.Plot. [Questions: Compare the differences in numerical per- formances (losses and running time) between the VGD and SGD. Why do their behaviors differ, and in what ways are they distinct from one another? ]
Career Readiness Reflection (5 points) Learning objectives of this assignment: • You will be able to explain how your prior work and/or academic experiences correspond to the eight competencies employers are most seeking in entry-level candidates • You will reflect on competencies you can build prior to graduation to help your candidacy for positions • You will identify resources in your area of interest to assist you in your professional and career development Career Development Plan Whether you realize it or not, every class, job, internship, leadership position, etc. that you participate in throughout your Auburn University education is preparing you for a meaningful personal and professional life ahead. The ability to recognize and articulate how these experiences are helping you develop the competencies employers are seeking will help you in all stages of your career development process. Likewise, the ability to articulate your competencies on your resume, in cover letters, on graduate school applications, in interviews, and in conversations with alumni/employers will help employers see the value you can add to their organization. The following are the eight competencies employers are most seeking in their entry-level candidates: · Critical Thinking/Problem Solving – Exercise sound reasoning to analyze issues, make decisions, and overcome problems. The individual is able to obtain, interpret, and use knowledge, facts, and data in this process, and may demonstrate originality and inventiveness. · Oral/Written Communications – Articulate thoughts and ideas clearly and effectively in written and oral forms to persons inside and outside of the organization. The individual has public speaking skills; is able to express ideas to others; and can write/edit memos, letters, and complex technical reports clearly and effectively. · Teamwork/Collaboration – Build collaborative relationships with colleagues and customers representing diverse cultures, races, ages, genders, religions, lifestyles, and viewpoints. The individual is able to work within a team structure, and can negotiate and manage conflict. · Digital Technology – Leverage existing digital technologies ethically and efficiently to solve problems, complete tasks, and accomplish goals. The individual demonstrates effective adaptability to new and emerging technologies. · Leadership – Leverage the strengths of others to achieve common goals, and use interpersonal skills to coach and develop others. The individual is able to assess and manage his/her emotions and those of others; use empathetic skills to guide and motivate; and organize, prioritize, and delegate work. · Professionalism/Work Ethic – Demonstrate personal accountability and effective work habits, e.g., punctuality, working productively with others, and time workload management, and understand the impact of non-verbal communication on professional work image. The individual demonstrates integrity and ethical behavior, acts responsibly with the interests of the larger community in mind, and is able to learn from his/her mistakes. · Career Management – Identify and articulate one’s skills, strengths, knowledge, and experiences relevant to the position desired and career goals, and identify areas necessary for professional growth. The individual is able to navigate and explore job options, understands and can take the steps necessary to pursue opportunities, and understands how to self-advocate for opportunities in the workplace. · Global/Intercultural Fluency – Value, respect, and learn from diverse cultures, races, ages, genders, sexual orientations, and religions. The individual demonstrates openness, inclusiveness, sensitivity, and the ability to interact respectfully with all people and understand individuals’ differences. What you need to turn in: Using the Career Development Plan worksheet, found on CANVAS, connect your jobs, internships, campus involvement, and academics to the eight competencies employers are seeking. This will help you to recognize and articulate the value of your experiences in resumes, cover letters, graduate school applications, interviews, and conversations with alumni/employers. This will also help you identify competencies that you need to continue developing. Then answer the three goal setting questions at the bottom of the Career Development Plan worksheet where you can identify next steps or actions to move forward in the career development process. Things to consider when answering the goal setting questions: · Your goals should identify a specific action on your part that will take place. Don’t simply create a wish list. Also, be specific! · Your goals should be quantifiable. · Your goals should state the time period in which they will be accomplished. A good list will include short-term (next semester) and long-term (next year) goals. · Your goals should be attainable given the available resources. Grading Rubric (5 pts total): Criteria Ratings Pts Analysis: Did you complete the Career Development Plan worksheet fully with adequate detail and upload to the assignment in Canvas? Yes (2 pts) No (0 pts) 2 Evaluation: Did you reflect on your desired career path and map out competency or competencies that you want to enhance or improve? Yes (1 pt) No (0 pts) 1 Goals: Did you identify specific goals and describe the steps and resources required to achieve these goals? Yes (2 pt) No (0 pts) 2
