ECEN7003 (001) Microelectronic Circuit Design Project-1 MOSFET Characteristic Analysis and Single-stage Amplifier Design Part-I MOSFET Characteristic Analysis and Simulation Part-I Objectives: 1. Basic I-V characteristic: (1) Based on the simulated results, analyze the ID -VDS, ID -VGS relations of 1.2-V NMOS; (2) figure out the operation regions; (3) estimate the corresponding gm & rout from their definitions. (Hint: by doing parametric analysis in Cadence) 2. Body effect and short-channel effect: Simulate, observe, and try to discuss the effect from VSB and channel length L on the Vth of 1.2-V NMOS. 3. Simulation vs hand-calculation of ID: Obtain the parameters of μnCox and λ (channel length modulation coefficient) for 1.2-V NMOS from simulation. Use them in the hand calculation of ID then compare the calculated result with the simulated ones. (Hint: the ‘betaeff’ parameter in DC analysis simulation result represent the ‘μnCoxW/L’) Part-II Single-stage Amplifier Design and Simulation Part-II Objectives: 1. Schematic design and simulation: Use 1.2-V CMOS devices to design and simulate CS, CG, and SF amplifiers. (Body effect discussion is suggested) 2. Layout implementation (*optional bonus): For the designed CS amplifier, perform. DRC/LVS check and try to run post-layout simulations with RC extraction Design Specifications for 1.2-V Amplifiers: CS CG SF (CD) Gain >20 dB >20 dB >-2 dB GBW >500 MHz >500 MHz >600 MHz Power < 0.6 mW < 0.6 mW < 0.6 mW Supply Voltage 1.2V Capacitive Load 1 pF • The overall achieved performance would be the higher, the better, i.e., higher gain, larger GBW, lower power, and smaller area. Important: ➢ Individual project report submission due: 15 Oct. 2024, 00:00 ➢ Project-1 is an individual project. It is required to complete it and submit the report individually. ➢ Report guideline can be found in UMMoodle.
INFOSYS 341, Information Security in Business Semester Two 2024 Lab Assignment#2 (15%) Cryptography, Protection Mechanism, Network Security and Digital Forensics Assignment Description In this assignment, you will be required to demonstrate how to: communicate securely using classic and modern ciphers bypass password protection mechanism monitor and secure a network against threats such as phishing and known vulnerabilities that could be exploited facilitate forensic readiness in a company in preparation for a digital forensic investigation of suspected company data exfiltration demonstrate conducting a forensic investigation of company data exfiltration incident The purpose of this assignment is to develop your understanding of cryptography, protection mechanism, network security and digital forensics through hands on activities. Instructions: For each of the following scenarios you are required to provide an outline of how you would implement it and provide corroborating documentation of how you conducted the activity. 1. Cryptography Encryption is a security mechanism that facilitates confidential communication. 1.1 Demonstrate using classic ciphers how Bob and Mary could securely communicate o Comment on the security of each cipher o Attach screenshots of the encryption and the decryption processes 1.2 Demonstrate using 2 modern ciphers how Bob and Mary could securely communicate o Comment on the security of each cipher o Comment on which aspect of CIA was protected in your demonstration o Attach screenshots of the encryption and decryption processes 1.3 Briefly outline how Bob and Mary could securely communicate sensitive information in a manner that ensures confidentiality, and authenticity of the messages. o Attach screenshots of the key pair generation, encryption and decryption processes 2. Protection Mechanism – Passwords Passwords play a fundamental role in ensuring confidentiality, availability and accessibility of resources. During an investigation of a device suspected to be compromised and used for nefarious purposes some artifacts were discovered in relation to exfiltration of company data. Amongst these artifacts is a password protected PDF file purported to contain staff information that was exfiltrated. 2.1 Using the wordlist.txt file and staffdetails.pdf file, demonstrate how you would proceed to open the password protected file and confirm its contents. o Provide corroborating documentation for your findings o Attach screenshots of the password cracking session 3. Network Security A suspected phishing attack has been reported within your network. You are tasked with investigating this incident. A network capture file phising.pcap is provided for analysis. 3.1 Using the phishing.pcap file, briefly outline how you would proceed with this investigation. 3.2 Demonstrate the outlined steps with corroborating documentation where possible. Summarize your findings stating what you determined to have transpired o Attach screenshots of the outlined steps and results After the phishing incident, it was determined that having an up-to-date record of the devices on your network is fundamental to ensuring network security. 3.3 Using your home local area network, briefly outline how you would proceed with maintaining a record of the devices on your network. o Attach screenshots of this initial step 3.4 Demonstrate how you would determine the devices on your network, services running on those devices and any potential vulnerabilities on those devices that require mitigation 3.5 Provide corroborating documentation for each step that was undertaken o Attach screenshots for each step undertaken and the results 3.6 Summarize your findings and comment on the security of your local area network 4. Digital Forensics M57.biz is a hip web start-up developing a body art catalog. Facts of the case: A spreadsheet containing confidential information was posted as an attachment in the "technical support" forum of a competitor's website. The spreadsheet came from CFO Jean's computer. You are given a copy of the spreadsheet, "m57plan.xlsx" and a disk image of Jean’s laptop, files nps-2008-jean.E01 and nps-2008-jean.E02 As the lead investigator of this case: 4.1 Briefly outline your recommendations for M57.biz to be forensically ready for this investigation 4.2 Briefly describe how you would proceed with this investigation 4.3 Demonstrate the steps undertaken during this investigation o Provide corroborating documentation for each step 4.5 Summarize your findings and comment on Jean’s involvement in this incident. o Attach screenshots for each step undertaken.
MATSCI 214, Autumn 2024 Homework #2 Due Before Midnight on 10/14/2024 Note: You may find a web-based crystal visualization application helpful for this homework. Several examples include: https://www.chemtube3d.com/ccp-cubic-close-packing/ http://www.chemtube3d.com/solidstate/_hcp(final).htm https://www.chemtube3d.com/_blendefinal/ https://www.chemtube3d.com/_wurtzitefinal/ 1. Body-centered cubic interstitials [14 pts] (a) Draw the BCC unit cell. Identify and draw the positions of the BCC octahedral interstices. Indicate the lattice vectors which comprise the BCC unit cell and basis atoms using either crystallographic or solid state conventions. Write down the octahedral interstitial coordinates within the conventional unit cell using the position point coordinate notation introduced in class. (6 pts) (b) Determine how many octahedral interstices are found in this unit cell. Draw the bounding coordination polyhedron for the octahedral interstitial site. Explain how these BCC octahedral interstices are different from those found in the FCC and HCP structures. (e.g. are all the sides of equal length?) (4 pts) (c) Using the hard sphere approximation, calculate the sizes of the interstices with respect to the host atoms, and determine how many nearest neighbor atoms would be in contact with the largest hard sphere that fits in each interstice. (4 pts) 2. α-Iron, Carbon, and Steel [6 pts] (a) The alpha phase of iron exists in a BCC structure, and steel is created when carbon atoms are present in low concentration. The carbon atoms are observed to reside in octahedral interstices. Take the hard sphere radius ratio of carbon to iron to be rc /rFe = 0.6. Will carbon fit into an octahedral interstice? (2 pts) (b) Suppose the conventional BCC unit cell is elongated uniaxially such thÍat the C axis length is allowed to vary while the other axes remain fixed with length a. (Atom hard sphere sizes remain constant.) Note that uniaxial elongation eliminates the equivalency of the octahedral interstices – they are not all the same geometry. What is the value of c/a (> 1) for which a carbon atom in at least one of the octahedral interstices is equidistant from 6 nearest neighbors? This is important because sparse carbon interstitial atoms contribute towards the hardness of steel by creating microscopic uniaxial strain. (4 pts) 3. Semiconductor structures [22 pts] The diamond cubic, zincblende (sphalerite) and wurtzite structures are all closely related, each being made up of corner sharing tetrahedral units. Several important semiconductor elements (Si and Ge) and compounds (GaAs, InP, GaN, CdTe, etc.) adopt one of these structures. Each is derived from a close packed crystal structure (FCC or HCP). The purpose of this problem is to examine their similarities and differences. (a) Draw the unit cells of these three structures (diamond, zincblende, and wurtzite). For each, decide how many atoms there are per unit cell, and how many formula units there are per unit cell for the compound structures. (9 pts). (b) Re-draw these unit cells with the representative coordination tetrahedral units highlighted. (3 pts) (c) Calculate the atomic packing fraction of the diamond cubic structure. (4 pts) (d) Draw to scale the (110) projections of the two types of ZnS structures (wurtzite and sphalerite). Find and label a zone axis that is in the (110) plane and also perpendicular to the close-packed planes for each structure. Label the close-packed stacking sequence for both of these structures. (6 pts)
INFS 5135 Assignment – Analysis of a dataset Introduction The aim of the assignment is to introduce you to analysis of routine data sets (“wild datasets”). You will need to explore issues such as writing Data dictionaries; assessing data quality, explore the data using visual tools and perform. some data wrangling; consider and perform. data analysis and write a comprehensive report including account on your findings and summarising recommendations. For the assignment, you will be given a general scenario and a suggestion of a raw dataset. You will need to explore the given problem in more depth – this includes finding more data (datasets) relevant to the job. You will be working in groups to produce both group and individual deliverables. Project methodology Data can be a product of a meticulously planned study, or it can be a side-product of practice (wild datasets). While planned studies typically yield well defined, clean data, these studies are typically expensive both in terms of money and other resources. Such effort is not sustainable in the long term. Data produced as part of routine activities or observation are, on the other hand, readily available with minimal cost. However, such data are typically incomplete, contain possible errors and require cleansing and transformation before they can be used beyond their primary purpose. The framework we will be using for this assignment was developed by industry as Cross-Industry Standard Process for data Mining (CRISP-DM). This process has several phases: Business understanding Before you start any attempt to collect/analyse data you need to get a good idea why you are doing the exercise – understand the purpose. The main components are: • Determine business objectives – Initial situation/problem etc. – Explore the context of the problem and context of the data collection (…types of organisations generating the data; processes involved in the data creation...) • Assess situation – Inventory of resources (personnel, data, software) – Requirements (e.g. deadline), constraints (e.g. legal issues), risks Understanding your business will support determining the scope of the project, the timeframe, budget etc. NB: The direction of your analysis is determined by your business needs. An attempt to analyse a dataset without prior identification of the main directions would lead to extensive exploration. While this may be justified in some cases, in real business it is seldom required. You are NOT doing academic research aiming to create new knowledge – you are trying to get answers to drive your business decisions! Data understanding Next step is to look at what data is needed (available) and write data definitions (so that we know exactly what we talking about – this is very important for aggregation of apparently same data: the definitions may not be the same! – blood pressure data may look exactly the same – but there is indeed a difference whether it is data acquired at the ICU via intra-arterial cannula; or it is a casual self-monitoring measure the patient is doing by himself at home; nailing down date format is important – especially when aggregating data from different sources – 02/03/12 can be 2nd of March 2012; 3rd of February 2012, 3rd of December 2002; explicitly describe any coding schemas, etc. …). • Collect initial data – Acquire data listed in project resources – Report locations of data, methods used to acquire them, ... • Describe data – Examine "surface" properties – Report for example format, quantity of data, ... à Data dictionary – NB: data dictionary summarises your knowledge on each piece of data – this description can be considered to be part of the dataset – each piece of data comes with metadata describing meaning, coding, context of collection etc. In many cases you will be given these descriptions along with the dataset • Explore data – Examine central tendencies, distributions, look for patterns (visualisations etc.) – Report insights suggesting examination of particular data subsets (data selection) • Determine data quality (consider the dimensions of data quality) – Completeness – Uniqueness – Timeliness – Validity – Accuracy – Consistency NB: this is an initial exploration – scouting the problem space. It helps you to understand what data is available and it helps to align your approach to the business objectives and the data available. At the same time – this phase can help to verify, whether the project is viable (feasibility) and refine the project scope, budget, resources etc. This phase is very different to a typical research prospective approach where you design the study in a way you always know what you are getting… Data preparation Typically, the data you get is not in the right format for analysis (it was collected for other purposes) and needs to be pre-processed • Select data – Relevance to the data mining goals – Quality of data – Technical constraints, e.g. limits on data volume • Clean data – Raise data quality if possible – Selection of clean subsets – Insertion of defaults • Construct data – Derived attributes (e.g. age = NOW – DOB; possibly subsequent coding of age into buckets etc.) – do not forget to add these attributes to your data dictionary! • Integrate data – Merge data from different sources – Merge data within source (tuple merging) • Format data – Data must conform. to requirements of initially selected mining tools (e.g. input data is different for Weka, and different to Disco). Modelling This phase goes hand-in-hand with the data preparation. Here you select what analytic techniques you are planning to use, in which sequence etc. Once you have the analysis design, you execute it. • Select modelling technique – Finalise the methods selection with respect to the characteristics of the data and purpose of the analysis – E.g., linear regression, correlation, association detection, decision tree construction… • Generate test design – Define your testing plan – what needs to be done to verify the results from analysis (verify the validity of your model). E.g.: • Separate test data from training data (in case of supervised learning) • Define quality measures for the model • Build model – List parameters and chosen values – Assess model At the end of the Data preparation/Modelling phase you have a set of results coming from the analysis (you have a model). NB: this needs to be assessed and evaluated from the technical point of view (to mitigate issues such as overfitting etc.). Evaluation Here you evaluate the results (model) from the business perspective (Did we learn something new? How do the results fit into knowledge we already have? Does the predictive model work? etc.). • Evaluate results from business perspective – Test models on test applications if possible • Review process – Determine if there are any important factors or tasks that have been overlooked • Determine next steps (Recommendations) – Depending on your analysis (results, interpretations) you need to recommend, what will be the next step. In general, the next step can be: • Deploy the solution (you reached as stage where you got a viable solution) • Kill the project (you exhausted all meaningful options and decide, that continuation of the project is not viable/feasible from the business point of view) • Go into the next iteration. • Improve the model. • Build an entirely new model. NB: Do not jump to decisions without the analytic evidence to support such decisions (recommendations). Deployment In this phase you conclude the project. • Plan deployment – Determine how results (discovered knowledge) are effectively used to reach business objectives • Plan monitoring and maintenance – Results become part of day-to-day business and therefore need to be monitored and maintained. • Final report • Project review – Assess what went right and what went wrong, debriefing NB: Deployment can be a launch of a new project with its own problems. E.g. you have a static data extract you can use to develop a solution. Once you have a viable solution, deploying it will require connection to live data input feeds. This opens a whole new set of issues to be solved: · Automate data extraction · Automate semantic interoperability and data linkage · Automate data quality monitoring · Design, develop and deploy security context · Etc. Caveats The CRISP-DM framework describes the phases in a rather linear (cyclic) fashion. In theory, it can be done that way. However in reality, this is an exploration process frequently based on the try-and-err basis. You will work with the data and use frequent visualisation to “see” the patterns. Then you confirm what you “see” with more formal statistics. General scenario A US consulting company was engaged to analyse job market for people with business analyst qualifications. They were able to scrape job data from LinkedIn on job listings posted in 2024. Your task is to look at patterns related to jobs requiring Business Analyst qualification (such as what jobs require this skill, what employers look for people with this skill, where the jobs are located, what are the other skills listed along with Business Analyst skill etc.). You will have to deal with several challenges, such as size of the datasets, decomposing skills listed in one field, matching skills to job descriptions etc. You will need to explore the problem space (reading and mind maps), declare the narrowed-down focus (the time and resource limitations do not allow to do a complete study). You will need to decide how to work with a collection of large data sources, extract relevant parts and possibly find additional data (from public sources). In this course you are expected to do the first iteration ( and recommend next steps at the end of it – this typically leads to planning of 2nd iteration of the project) NB: you may not be able to reach a stage when you have a business solution, so do not jump to conclusions! Business understanding Explore the dataset and the source of this data. You will discuss this in your group and document the discussion by drawing mind maps (individual as preparation for the group discussion; then final group mind map representing your understanding of the problem). Annotate (CRAAP) relevant publications (you annotate 2 publications, but you read as many as necessary). Brainstorm and summarise your findings in the group. Decide on the focus for your analysis – what factors you expect to go into the model and why. Write a brief justification of a project – make your decisions explicit. Analysis of data For this part of your assignment, you will need to identify and acquire relevant datasets from public sources. Your task will be to have a look at the data (with your understanding from your previous reading – if you do not have enough idea, you will need some more reading) to understand your data: · Extract a data dictionary from the data source documentation and add description of any data you construct. Note any assumptions you made. NB: you add all you know about each piece of data into the data dictionary. · Select which data you will be using for your analysis (and justify your choice) · Consider any additional data/datasets you may need for your analysis (and document them) · Construct data you think you need – justify why you need this data, and describe in detail (in data dictionary) how you are going to construct the data point (formulas, …) · Explore the data (e.g. basic statistics, graphs…) · Comment on data quality (refer to the 6 dimensions of data quality mentioned in the lecture) – BOTH at the dataset level (e.g. selection bias) and variable level Based on your understanding of the purpose of analysis and the data you got you: · Make your choices on analytic methods (start with basic stats and visualisations) and justify your choices. · Formatting/re-formatting data – what changes need to be done for methods you apply (NB: if there is no need for re-formatting, briefly state this) · Write an analysis plan – to discuss in the class At this point you should have a reasonably clear idea on what you plan to do with the data, as well as what transformations were needed to prepare the data. You execute your analytic plan (modelling...): · Perform. the analysis as you propose it considering any comments you may have got. You may need to go back to data preparation or do some additional reading – the process is not linear! Do not forget to check the (technical) validity of your results (e.g. overfitting...) Now you have your results, you evaluate them and write comments and recommendations. You need to discern findings (facts you found; evidence coming directly from your analysis); interpretations (what do *you* think the findings mean - use your data/business understanding here) and finally recommendations (what you suggest being next steps: such as – do more analysis, collect a specific dataset, do a study focussing on something more specific; or how to use the model if you think it is good). Make sure your recommendations are consistent with your findings and interpretations. (Evaluation of a predictive model – generate a confusion matrix; comment on it and recommend what might be the next steps to improve the performance of the model) Formatting Your document is supposed to be aimed to professional audience (consulting company) – adjust your style. accordingly. Both assignments form. one project, so you re-cycle some of your deliverables from assig 1 in Assig 2 (data dictionary, data quality comments etc.). Re-using some of these components may lead to higher Turnitin scores. Please do not write lengthy introductions (your audience is expected to know their business!). Images and tables are expected to have captions. Lengthy components (such as Data dictionary) are expected to be presented as appendices (and referred to in the document whenever appropriate). Use references only if you need them (no merit in “backfilling” references) but use as many references as necessary to document any work which is not yours. Preferred format is Harvard, but you can use any other format if you use it consistently throughout the entire document. Word count – you use any number of words you need. No penalty will be for exceeding the word count. I may consider deducting points for excessive “fluff” (unnecessary fillers). Assignments The work described above is split into 2 assignments. The following sections describe the expected deliverables for groups and individuals (NB: in many cases the group deliverable is derived from individual contributions). Assignment 1 In this part you will do: Group: · Mind map of the problem (result of brainstorming; distillation from individual mind maps) · Project justification and scope (explain what is going to be the main goal of your analysis) · Data dictionary – this includes a consistent description of data – both copied/adjusted from the data source and description of data the group members constructed · Summary of dataset exploration (datasets you were given PLUS any additional datasets you consider using in your analysis – e.g. socio-economic data...). · Analysis plan with justification and assigning work to individuals (What do you think the data is saying you – based on your preliminary exploration, and how you are going to confirm/reject our hypotheses with science – statistic/analytic methods...) Individual · Bibliography - find, read, and evaluate (CRAAP test) 2 sources as a basis for group discussions and brainstorming. Draft an individual mind map. · Mind map of the problem (your individual preparation for the group discussion) · Data dictionary8 – detailed description of the data you are going to use (including data construction -- any derived data you may need to create) · Result of exploring the data – each group member will submit result of their exploration of the dataset (what was done, why it was done, what was the result, what do you think about the result; this includes any visualisations you have done) · Data quality analysis – at the dataset level and at each variable level (what are the problems, can they be fixed? How data quality will influence the validity/trustworthiness of results...). Refer to data quality dimensions to structure this deliverable. Use quantitative measures whenever applicable (e.g. you identify missing data: you need to state what is the proportion of missing data for each variable; look for patterns of missing data – randomly distributed or some specific relationships...). NB: Check the course calendar on what task is due at what time. Feedback will be given in the practical class (external students- feedback will be either in writing by e-mail, or via phone/teleconference). Hint: you may use a smaller extract (sample) from the large dataset for initial exploration. Then you will have to think, how you prepare the dataset you will be analysing (removing unnecessary parts etc.) Assignment 2 In this part you will do: Group: · Results of analysis compilation – summary of results/findings produced by individual group members (results from your objective assessment: in your exploration you identified interesting patterns/relationships – now you need to confirm these with objective methods and report the results. E.g. exploration: 2 lines appear to correlate à hypothesis of correlation à you calculate correlation coefficient à result confirming/rejecting the correlation) · Description of the model you created, how you tested it and its performance (test results) · Final report - includes interpretation of findings and Recommendations Individual: · Analysis – as assigned by the group in the analysis plan · Result of analysis (what you found, what the data tells you – i.e. trends, patterns; results of testing your model etc.; NB: this is about facts, not interpretations or opinions) · Interpretation of your findings (here is where you express your opinions, interpretations etc. of what you found. Interpretation puts your results into context with other aspects of the “business” – you may need to do some additional reading). In this section you submit all your results and interpretations, even if they do not become part of the group final report.
Instruction for Homework 2 Evaluating the Portfolio of Telfer Capital Fund Deadline: Oct 24, 2024 Background: Telfer Capital fund is the leading student investment fund at the University of Ottawa. Please refer to the following website for more information regarding this fund. https://telfer.uottawa.ca/en/microprogram-capital-markets/ Your tasks: Task 1: Drew the efficient frontier of all stocks in the Telfer Capital Fund and check if their current holding is on the frontier or not (All the information in the excel file uploaded under Admin/HW2). You can finish this task by modifying the portfolio management code I have uploaded under Admin/HW2 or asking ChatGPT to write code for you. Note: You need an WRDS account to get access to financial data when using my code. Please reach out to our Financial lab to set up your account: https://uottawa.libguides.com/financelab/resource_descriptions#s-lg-box-wrapper-19494618 Task 2: My code used the mean of stocks’ historical returns as their expected return, which is a very unrealistic estimation of the expected return. In Taks 2, we want to recalculate these expected returns using the Fama-French Four-factor model. What I am looking for: Changes in the expected returns of each stock in your final picture (from the mean of historical returns to Fama-French-four-factor-based expected returns). Tools at your disposal: 1) Fama-French Four factor model: 2) French’s website for you to download historical data of all four factors https://mba.tuck.dartmouth.edu/pages/faculty/ken.french/data_library.html 3) A excel file that shows how to calculate the expected return of stocks based on Capital Asset Pricing Model. 4) A modified python code that has finished 90% of the homework: a. Download Fama-French four factors using getFamaFrenchFactor package b. Calculate the expected return of R_mt (Risk premium of market return to risk free asset), SMB (risk premium of factor SMB), HML(risk premium of factor HML), MOM(risk premium of factor MOM), and R_f (risk free asset) c. Merge Fama-French four factor with stock historical data d. The puzzle left: i. How to calculate the beta for each stock with the all the four factors: R_mt, SMB, HML, and MOM? ii. How to calculate the expected return of each stock? iii. How to put the expected return of each stock into an array: monthly_returns, so that you can use the rest of the code to draw the efficient frontier? Hint: https://pandas.pydata.org/docs/reference/api/pandas.array.html
Developing an E-Invoice API for SMEs INFT6900 – T3, 2024 Overview The Malaysian tax authority, Inland Revenue Board, and the Malaysian Digital Economy Corporation (MDEC) have confirmed in a briefing the gradual introduction of electronic invoicing in Malaysia. As of August 2024, electronic invoicing will first impact taxpayers with an annual turnover of MYR 100 million or more. e-Invoice covers typical transaction types such as B2B, B2C, and B2G. For B2G transactions, the e-Invoice flow will be similar to B2B. The IRB has released both a beta version of the e-Invoicing Software Development Kit (SDK) which provides a set of functionalities, Application Programming Interfaces (APIs), and development guidelines to assist businesses in integrating their existing system into the MyInvois System via API. You are a consultant to a company named ESS. ESS provides software services to many organisations including government organisations. Your task is to design and develop E-Invoice system APIs tailored for Small and Medium Enterprises (SMEs) in Malaysia. This project will test your ability to apply the skills and knowledge you have acquired during your Master of IT program, including software development, API design, database management, and user experience (UX) design. Students will apply Agile principles to manage the project, ensuring continuous collaboration with stakeholders and iterative development to meet the needs of SMEs. Objectives SMEs often face challenges in managing invoicing efficiently. Your task is to develop an API for an e-invoice system that automates the invoicing process, ensuring accuracy, compliance with tax regulations, and ease of use. The system API should be secure, and user-friendly. - To create a functional E-Invoice API that meets the needs of SMEs. - To integrate key features such as invoice creation, management, and reporting. - To ensure the system is user-friendly and secure. - To demonstrate the ability to manage a project from conception through to deployment. Assignment Requirements 1. Requirements Analysis Conduct a thorough requirement analysis to ensure the successful design and development of an E-Invoice system API tailored for SMEs in Malaysia. The analysis will focus on understanding the needs of SMEs, compliance with Malaysian tax regulations, and technical specifications required to integrate with the MyInvois System. A document outlining functional and non- functional requirements may include: Functional Requirements: - Core functionalities like invoice creation, management, and reporting. - Integration with the MyInvois System via the provided SDK and APIs. - Support for different transaction types (B2B, B2C, B2G). Non-Functional Requirements: - Security: Ensure compliance with data protection standards. - Usability: User-friendly interface tailored for SME users. - Performance: Efficient processing to handle varying invoice volumes. - Scalability: Ability to grow with increasing transaction volumes and business expansion. 2. API Design and Architecture The API Design and Architecture section, requires comprehensive design documentation, including a detailed API architecture diagram that highlights the key components of the E-Invoice system. Additionally, it involves justifying the selection of programming languages, frameworks, and databases used in the system's development. This section also demands an outline of the security measures implemented, focusing on data protection strategies such as encryption and access controls. 2. Core Functionalities The APIs identified in the architecture may include invoice creation and management, where users can create, edit, and manage invoices with features like adding items, calculating totals, applying taxes, and saving drafts. They may also include invoice validation and submission into the portal. You need to select one API from your architecture and describe its functionalities in detail. 3. Implementation and Deployment The Implementation and Deployment phase requires adherence to best practices in coding standards, including proper documentation, commenting, and version control. The API selected in the previous step should be deployed on a cloud platform or server, with clear instructions provided for accessing and testing the API. Then, a comprehensive testing plan must be developed, covering unit testing, integration testing, and user acceptance testing. Additionally, any bugs or issues encountered during development should be documented, along with the methods used to resolve them. 4. User Interface and Experience The user interface and experience should have an intuitive UI/UX design to test the API, using carefully selected test data. Additionally, the API must be responsive and accessible across various client software including browsers, to ensure a seamless experience for all testers. Deliverables - Project Report: A detailed report covering requirements, API design, development process, testing, and deployment. - Source Code: All source code files, including documentation and version history. - User Manual: A user guide explaining how to use the E-Invoice API. - Live Demo: A link to the deployed API with instructions for accessing it. Approach Conduct a literature review to: a) Identify the barriers preventing organizations from adopting e-invoice API systems (e.g., technological limitations, security concerns, integration challenges, etc.). b) Outline the essential API design requirements that cater to the diverse needs of businesses, considering their varying technical capabilities and existing systems. c) Discuss the advantages and disadvantages of incorporating AI-driven features, such as automated error detection or smart data extraction, in e-invoice API systems. d) Investigate best practices for designing a secure and reliable e-invoice API system that fosters trust and ease of use for organizations. e) Highlight the critical functionalities required by businesses using e-invoice APIs, such as invoice generation, submission, tracking, and compliance with regulatory standards.
FINC5001 Foundations in Finance Semester 2, 2024 Weighting: 25% Due date: Sunday 13th October 11:59 PM You currently work as a team at a major investment bank and have been tasked by the Investment Management Division (IMD) to analyse a stock that will be incorporated into a portfolio with other assets from the same market. You will need to prepare a professional business report that will be submitted to the Investment Management Division (IMD) that answers the questions proposed in this investment brief as well as a final recommendation. Stock Details [10 marks] 1. Select a publicly listed company that is a constituent of the S&P 500 Index (US), Russell 1000 Index (US) that has at least 10 consecutive calendar years of dividend history from 2014-2023 (i.e. January 1st, 2014 to December 31st, 2023). The selected company cannot be one which is listed on the last page of the Assignment instructions. Describe the company that you have chosen, so that the IMD has a comprehensive understanding of its operations and risks (If the company did not pay dividends in 2020 due to COVID-19 but paid dividends in every other year, including 2021 and 2022, this will be allowed). 2. Find two news articles from June 1st to September 10th, 2024 about your chosen company and briefly summarise each article (1 sentence) . Briefly explain how the event(s) detailed in the news articles have affected your company (1 sentence) . 3. List the Global Industry Classification Standard (GICS) sector, industry, and sub-industry for your chosen company. List one other public company that is in the same sub-industry as your chosen company and briefly describe its operations. This competitor does not have to be listed in any of the indices nor is subject to the restrictions in part 1. 4. Present a table of a current “stock quote” with the following characteristics: (1) Current Price, (2) 52 Week Range, (3) Market Cap, (4) Beta, (5) P/E Ratio, (6) EPS, (7) Forward Dividend and Yield, and (8) 1 year Target Estimate for both your chosen company and competitor. Interpret and compare each characteristic for your chosen company and its competitor for your IMD with respect to four measures: Market Cap, Beta, EPS, and Forward Dividend and Yield. Be specific about what the values for your company and competitor mean and consider the comparability of the measures. 5. Compare the P/E ratio of your chosen company and the competitor to the average P/E ratio of the industry of your chosen company. Compare these numbers with the average P/E ratio of your chosen stock market index as well. Discuss in detail with references. Summary Statistics and Risk Characterisation [25 marks] 6. List the current US Government bond rates of the following maturities: (i) 1-year, (ii) 5- year, (iii) 10-year, (iv) 20-year, and (v) 30-year. List and graph the 10-year government bond rate over the time period 2014-2024. How has the 10-year rate changed over this period? In particular, has there been a shift in the 10-year rate from 2019-2022 (post- COVID-19)? Why do you think this has occurred? Discuss with references to the appropriate academic literature. 7. Calculate the annual returns (from January 1st to December 31st for each year) for the market index that your chosen company belongs to for the last: (i) 5-year period, (ii) 10- year period, and (iii) 20-year period. Calculate the average annual return and standard deviation of annual returns over these 3 time periods using both the arithmetic and geometric averages (for the standard deviation, you can use just the arithmetic average). Show your results in a table. How have these values changed over time? What do you think these changes mean for the average investor? Discuss in detail. 8. Calculate the annual returns (from January 1st to December 31st for each year) of your chosen company from January 1st, 2014 to December 31st, 2023. Annualise all dividends paid out. Calculate the average annual return and standard deviation of annual returns from 2013-2023 using both the arithmetic and geometric averages (for the standard deviation, you can use just the arithmetic average). How has your company performed over this period? Do the arithmetic and geometric averages differ for your company? Why or why not? Interpret these numbers for your manager. 9. Calculate the annual beta for your chosen company returns using the annual returns from 2014-2023 along with the annual returns and standard deviation of your market index that you calculated above. Compare your calculated annual beta with the beta found in your stock quote. Are these values the same or different? Explain and discuss why they may be similar and/or different. Calculate the annual beta for the subperiod between 2014-2019 (pre-COVID-19) and compare this number with your other betas. Compare and discuss the stability (or instability) of your company’s beta values with references to the appropriate academic literature. 10. Graph and compare the annual returns and standard deviation of your company with the market index. Discuss and relate this comparison to your company’s beta(s). Does your beta calculation explain your company’s returns with respect to the market? Explain in detail why this mayor may not be the case for your company. 11. Using the Capital Asset Pricing Model (CAPM), calculate the required rate of return on equity for your chosen company using all the different government bond rates in part (7), as proxies for the risk-free rate. Select one of the annual return calculations calculated in part (6), as a proxy for the expected market returns and justify your choice. Discuss how appropriate your choices areas proxies for the theoretical values in the CAPM equation for your specific company. Growth Rates and Valuation [30 marks] 12. Estimate the growth rate of your chosen company’s cash flows by using the following three methods: (a) Calculate and list the annual growth rates for dividends from 2014-2023 (For any years within your sample with anomalous dividend growth rates discuss why this might have occurred. If your company did not pay dividends in 2020 due to COVID-19 just use the dividends in the prior year as a proxy). Calculate the arithmetic and geometric average annual growth rate of dividends over this period. Also calculate the arithmetic and geometric average annual growth rate of dividends for the subperiod between 2014- 2019 (pre-COVID-19) and compare the values. Do you think your company’s dividends will grow at these rates for the foreseeable future? Explain in detail why or why not with references. (b) Calculate and list the annual growth rates for net income from 2014-2023 (For any years within your sample with anomalous net income growth rates discuss why this might have occurred). Calculate the arithmetic and geometric average annual growth rate of net income over this period. Also calculate the arithmetic and geometric average annual growth rate of net income for the subperiod between 2014-2019 (pre- COVID-19) and compare the values. Do you think your company’s net income will grow at these rates for the foreseeable future? Explain in detail why or why not with references. (c) Using the formula g = b * ROE, calculate and list the growth rates, plowback ratios, and ROE for the time period between 2014-2023 (For any years within your sample with anomalous plowback ratios and/or ROE discuss why this might have occurred) . Calculate the arithmetic and geometric average annual growth rate over this period (remove any rates that are negative from your sample). Also calculate the arithmetic and geometric average annual growth rate for the subperiod between 2014-2019 (pre-COVID-19) and compare the values (remove any rates that are negative from your sample). Do you think this method of calculating growth rates is useful for valuation for your specific company? Explain in detail why or why not with references. 13. Using the Discounted Cash Flow (DCF) models you have learnt in FINC5001, determine the intrinsic value of your chosen company using an appropriate required rate of return (from part 11) and (a) growth rate(s) (from part 12). Justify the choices and assumptions you have made in undertaking this calculation in detail and why you did not choose any other values instead. Discuss why you chose your valuation model and its key assumptions and why you believe your chosen rates satisfy these assumptions for your specific company. Do you think the GGM is preferred to a two-stage or multi-stage growth model for your company? Why? Explain all the questions above in detail. (If you make deviations from the choices in part 11 and/or part 12, clearly justify why you made these changes and why these new values are more sensible for this analysis for your specific company). 14. Draw a cash flow timeline (like discussed in the Modules) of your company’s future dividends (implied by your valuation model in part 13) to support the discussion above. In the cash flow timeline, include annual projected dividends implied by your model up to at least the year 2026. 15. Calculate the Present Value of Growth Opportunities (PVGO) for your chosen company using the current stock price. Interpret this value for your company for your manager. 16. The values that you have utilised in part 13 represent only one possible set of choices for a valuation model. Your task is to perform. a sensitivity table on the intrinsic value of the chosen company. Create a two-way sensitivity table to show how changes in the key variables of the DCF model affect the intrinsic value. Discuss your results. Recommendation [22 marks] 17. Using the DCF analyses performed in parts 1-16, make a recommendation, in one paragraph (max word count 200), for your chosen company as to whether to buy, sell, or hold this stock, using your analysis in part 13 as your main guide. 18. Large language models (LLM) such as ChatGPT have become a very powerful tool for financial analysis. Nevertheless, like any tool, using it without a solid understanding of underlying financial concepts may lead to misleading answers. Ask ChatGPT to make both a positive and negative stock recommendation for your chosen company. You will use this information for part 19. Summarize the ChatGPT input in your own words in one paragraph (max word count 150). Cite the output link for ChatGPT within the Appendix. Find the appropriate citations and references for any used in your summary (i.e. ChatGPT will tell you facts with no references. Your job is to find those references) . (Example text: Give me a positive recommendation for Coca-Cola stock.) 19. For which range of values for your future estimates of growth rates and discount rates would you suggest a buy recommendation, and which range of values would you suggest asell recommendation (i.e. for growth rates greater/lower than X% and discount rates greater/lower than Y%, I recommend buy/sell)? Which of these ranges sound more reasonable to you and why? Does your original recommendation in part 17 still sound reasonable? Using both your findings in this entire report along with part 18, discuss in detail why or why not. Within your discussion detail the limitations of your analysis and assumptions relative to your specific company chosen. Finally, discuss which parts of ChatGPT’s analyses you found useful for your analysis that you had not considered before. Do you believe everything ChatGPT told you? Why or why not? Provide examples. For parts of the ChatGPT analysis that sound reasonable to you, be sure to find the proper citation (i.e. ChatGPT will tell you facts with no references. Your job is to find those references). Also do not just copy and paste ChatGPT’s output but summarize and take the key points you find reasonable for your analysis. You are also free to use external information outside of the ChatGPT analysis from part 18 if you feel it bolsters your analysis. 20. Using your findings in parts 17-19 make a final recommendation, in one paragraph (max word count 150), for your chosen company as to whether to buy, sell, or hold this stock. Presentation and overall style of the report [5 marks] Peer evaluation (will be made available after the due date) [8 marks] • List and date all your data sources. Depending on the day and time with which you collect the data, this will be different. For each set of data used in the report, present a screenshot of this data in the Appendix. For the ChatGPT analysis, provide the output link that ChatGPT provides. • Investopedia and Wikipedia are not allowed as references. • Justifications in the report should be made with references to appropriate academic literature. • The Excel workbook needs to be properly formatted and appropriately labelled such that the instructors can read, interpret your calculations, and replicate all results presented in the report without assistance. • With the rise of generative AI (i.e. ChatGPT), it has become apparent when students use these tools without citation as there are stylistic and tonal inconsistencies within student reports. Please keep a consistent style throughout. A good idea is to task one member (ideally your best writer) to keep the style of the report consistent. Any suspected misuse of generative AI or large stylistic inconsistencies in the report maybe deducted a penalty of up to 15%, with significant breaches reported to the academic integrity team as stated below.
Calculus Honors Quarter 1 Project Background: This project will be a large-scale project which will count as 15% of your quarter grade. This should be taken very seriously and academic honesty is of the upmost importance. Workdone should be your own. You are expected to work on these individually and follow all required guidelines. Academic Dishonesty of any kind is not tolerated and will be given a 0 for the grade. Due Beginning of Class Friday Oct 11. Late submissions will not be accepted. Purpose: This project is aimed to help you gain in-depth knowledge of the continuity and differentiability of functions. Limits and differentiation are two critical topics in Calculus which have numerous real world applications. This project will require research, critical thinking, application of knowledge, calculation, creativity, and the use of technology. You will be asked to design a roller coaster using a piece- wise function with at least 6 functions that is everywhere continuous and differentiable, and create an A3 poster of your design. Part One: Design a Roller Coaster You willcreate a design for a rollercoaster. You must: 1. Use at least 6 piece-wise functions which includes at least 3 function types among the following: polynomials, root, rational, trigonometric (and obviously others as you wish!) 2. Show all calculations to prove a. Functions are continuous b. Functions are differentiable 3. Write the complete piece-wise function that represents the entire roller coaster path. 4. The roller coaster should start and end with a horizontal line which must be equal (loading area). *Note: Loading area is not part of the piece-wise functions (in terms of differentiability). 5. Use desmos (or any equivalent graphing software/application as you like) to draw the 2D representation of the roller coaster. See a picture of an example of the graph below. Part Two: Create an A3 poster of the Roller Coaster You willcreate an A3poster ofthe rollercoaster. You must include the following information: 1. Label the different pieces of the roller coaster. 2. For each piece, label the function that is selected. 3. Explain why those functions where chosen (as in how they play a role in your Roller Coaster). 4. Name the roller coaster! 5. Clearly show your calculations for functions being continuous and differentiable at the points where the pieces meet. 6. At the minimum your graph of the roller coaster should be colorful (each piece should be a different color), and display all required information. Bonus points will be rewarded (see rubrics below) for visually pleasing and neat graphs, whether it’s hand-made or printed. 7. Flexibility in general is encouraged, if there is anything else that you deem fit to be added to the poster, feel free to do so. Scoring Rubric Category Points Possible Points Earned Regular Scores • Explain why the differentiable functions [at least 6] used to create the piece-wise path were chosen (10 pts) • Complete calculations to prove differentiability and continuity of functions (25 pts) • Complete final functional expression for the piecewise path (5 pts) • Complete and well- formatted and labelled roller coaster path graph (10 pts) 50 Bonus Scores • Complexity in the functions chosen • Exceptional design • Neat, creative, visually stimulating Up to 5 (to be rewarded through other means if exceeding 100% on the project)
Global Strategy and Innovation MN7031SR 2024/25 Autumn, November 2024 2. Module Description Small, medium and large business operate in very different ways however they share a common business and industry environment and often will both compete and collaborate. All sizes and types of business must understand their business and industry environment as they position themselves for success. This module focuses on the strategic skills and knowledge needed by executives, managers, intrapreneurs and entrepreneurs and aims to: • development understand and skills in strategy development and in execution • provide the knowledge and skills to scan, analyse and interpret their business environment • develop skills in understanding trends in the business environment and to construct scenarios that can be used to test strategy • develop the ability to manage resources and capabilities and to critically evaluate their importance as sources of sustainable competitive advantage but also as potential sources of disadvantage when disruptive innovation occurs • take strategic decisions based on a deep understanding of their business and the market or markets they serve • foster and exploit innovation through the development of new products and services • critical awareness of the importance of environmental and social responsibility, ethical decision making and the need for effective corporate governance. A key element of the module is participation in the business simulation in which students will compete against each other in teams within in a simulated global market place. This will provide the opportunity to role play executive positions in a global business, take strategic decisions and gain rapid feedback on their validity. 3. Module Learning Outcomes On successful completion of the module students will be able to: 1. Critically evaluate business start-ups 2. Critically evaluate the external environment of a business and identify signals that require action. 3. Critically evaluate the strategy and performance of a business and make strategic recommendations for change 4. Communicate strategic analysis and recommendations clearly and confidently. 4. Module Syllabus/Content Topic Syllabus LO Addressed 1 Introducing Strategy and the Strategy Process a. Strategic Context b. Planned and Emergent Strategy c. Vision and mission 1,2,3,4 2 Starting and Growing a Business a. The importance of knowing the customer b. Lean Start-up and Business Model Canvas c. Stages of Growth and the Need for Systemisation 1,4 3 Business Strategy a. Strategic Position b. Scale and Learning Effects c. Strategic forecasting 1,3,4 4 Environmental Analysis a. Analysing the macro-environment – PEST and PESTLE b. Major trends c. Value chains and value networks 1,2,4 5 Scenario planning a. Rationale b. Developing Scenarios c. Linking Scenarios to strategy 1,2,4 6 Industry Analysis a. Industry definition, boundaries and analysis b. Industry lifecycle models c. Strategic groups and Competitor Analysis 1,2,4 7 Internal Analysis a. Sources of competitive advantage b. Resources and capabilities c. Core competencies 1,3,4 8 Corporate Strategy a. Horizontal and vertical integration b. Related and unrelated diversification c. Mergers, Acquisitions and Strategic Alliances 3,4 9 Innovation and Disruption a. Creative Destruction b. The Innovator’s Dilemma c. Fostering innovation 1,2,3 10 Technology Strategy a. Technology adoption b. Standards wars c. Platform. strategy d. Crowd Sourcing e. Incubators and technology hubs 1,2,3,4 11 Strategy in the Global Environment a. Global strategies b. Entry modes to new geographies c. National competitive advantage d. The role of governments 1,2,3 12 Strategic Change a. Radical and incremental change b. Strategic Alignment c. Theories of Change 3,4
MKB2705 Assessment task 6 Title: Research report (individual) Due Date: Week 12, Sunday, 20th of October before 11.55pm Weighting/Value: 30% Details of Task: A research report is a formal written document which effectively communicates the results of the research. It provides a detailed account on how you have completed all the stages of the research process by including the findings of the study and the recommendations for management. You are required to complete data analysis by using the statistical package SPSS. The research report must be presented according to the following format: ● Title page ● Contents page ● Executive summary ● Problem definition and background (including research questions & analytical model) ● Research objectives and hypotheses ● Research design ● Sampling plan ● Results (e.g. frequency distribution tables, measures of central tendency, cross-tabulations and graphs - bar graphs or pie charts, correlation analysis, hypothesis tests using Chi-square, t- tests or correlation) ● Limitations ● Conclusions and recommendations ● References/ Appendices More detailed instructions on how to complete all sections will be posted on the unit’s Moodle site and make sure you follow the instructions closely. A marking rubric is also available on Moodle to assist you to write different sections of the research report. Word limit: 2200 words (the appendix and references are excluded) Presentation requirements: The research report must be typed in double space using either Times New Roman or Arial in a font size of 11 points. Please keep adequate margins (2.54cm) on all sides. The proposal must take the format of a business report, for details see the following link: Business and Economics report writing - Research & Learning Online, check section “Business Reports”.
Homework 2 Q.1 Let ξ1, ξ2, . . . be a sequence of i.i.d. coin tosses with bias P(ξ1 = H) = p. Find the probability that we will see the pattern HH before seeing TT. Conditioned on ξ1ξ2 =HT, find the probability that we will see HT again before seeing either HH or TT. Q.2 Consider a 3-state Markov chain with transition matrix Π(1, 1) = 1 − Π(1, 2) = p, Π(2, 1) = 1 − Π(2, 3) = q, and Π(3, 3) = 1. Let G(x, y) := E[ P ∞ n=0 1{Xn=y} |X0 = x] = P ∞ n=0 Πn (x, y) denote the expected number of visits to state y, given that the Markov chain starts at x. Find G(1, 2) and G(2, 1). Q.3 Consider a random walk on {0, 1, . . . , L}, with transition matrix Π(i, i ± 1) = 1 2 for each i ∈ {1, . . . , L − 1}, and Π(0, 0) = Π(L, L) = 1. For each i ∈ {0, . . . , L}, find the return proability fii := P(Xn = i for some n ∈ N|X0 = i). Q.4 Let X := (Xn)n∈N0 be a simple symmetric random walk on Z. For x ∈ Z, let Px(·), respectively Ex[·], denote probability and expectation for X with initial condition X0 = x. Let Ty := Ty(X) := min{n ≥ 0 : Xn = y} be the first time X visits the point y ∈ Z. Let L ∈ N, and define T := min{T0, TL}, the first hitting time of either 0 or L. Show that for 0 ≤ x ≤ L, Px(T < ∞) = 1, and furthermore, Ex[T] < ∞. (Hint: Use the fact that Ex[T] = P k=1 Px(T ≥ k) and Lecture 9 Proposition 1.) Q.5 Let X be a simple symmetric random walk on Z with X0 = 0. Let a ∈ N. (a) By conditioning on the Markov chain’s first visit to a and using the symmetry of the random walk, show that P0( max Xi ≥ a) = P0(Xn = a) + 2P0(Xn ≥ a + 1) = P0(Xn ∈/ [−a, a − 1]). 0≤i≤n (Hint: partition into three disjoint events: {Xn < a}, {Xn = a}, and {Xn > a}.) (b) Deduce from the above identity that for any a ∈ N, Pa(T0 > n) = P0( max Xi ≤ a − 1) = P0(Xn ∈ [−a, a − 1]). 0≤i≤n (c) Deduce from (b) that Ea[T0] = ∞ for all a ∈ N. (d) Deduce from (b) that for all n ∈ N, P0(X1, . . . , X2n = 0) = P0(X2n = 0). Q.6 A general random walk X on Z is a Markov chain on Z with transition matrix Π(x, y) = Π(0, y − x) = µ(y − x) for all x, y ∈ Z, where µ is a probability measure on Z. In particular, the increments X1 − X0, X2 − X1, X3 − X2, . . . are i.i.d with distribution µ. Find a stationary measure for X. Can X be positive recurrent? Q.7 Let X be a random walk on {0, 1, . . . , L} with transition matrix Π, such that Π(0, 1) = Π(L, L − 1) = 1, Π(i, i + 1) = 1 − Π(i, i − 1) = p for all 1 ≤ i ≤ L − 1. Find the stationary distribution of this random walk. If X0 = 0, find the expected number of visits to L before returning to 0, as well as the expected time of returning. (Hint: use the cycle trick construction of the stationary distribution.) Q.8 At each time n ∈ N, we light up ξn many candles, where (ξn)n∈N are i.i.d. Poisson random variables with mean 1. The lifetimes of the candles are assumed to be i.i.d. integer-valued with a common probability mass function f := (fk)k∈N. Assume that the mean lifetime λ := P ∞ k=1 kf(k) < ∞. Let Xn denote the number of candles burning at time n. Is X a Markov chain? Is it irreducible? Is it aperiodic? Find the stationary distribution if it exists. (Hint: To identify the stationary distribution, let n be large and consider the joint distribution of the number of burning candles with different lifetimes.) Q.9 A birth-death chain is a Markov chain with state space N0 and transition probabilities Π(0, 1) = p0, Π(0, 0) = r0 = 1−p0, and for each k ∈ N, we have Π(k, k+ 1) = pk, Π(k, k−1) = qk, Π(k, k) = rk, with pk + qk + rk = 1. Find a necessary and sufficient condition for this Markov chain to be irreducible. Show that when X is irreducible, it is in fact reversible and identify the reversible measure. Find a necessary and sufficient condition for this Markov chain to be positive recurrent. Q.10 Consider a knight jumping randomly on a 5 by 5 square. At each step, it picks one of the admissible moves with equal probability. Find the stationary distribution for this Markov chain by identifying the Markov chain as a random walk on a graph. Q.11 In Q.10, suppose that the knight starts at the center. (i) Find the probability that the knight will reach one of the corners before returning to the center. (ii) Find the expected time it takes for the knight to reach one of the corners.
CLD 317 Fall 2024 Assignment Descriptions Weekly Synthesis Assignments (5 x 5%) = 25% Over the semester, you will complete 5 weekly synthesis assignments of your choice from weeks 2 – 11. For each synthesis, you will bring together content and ideas from our class lecture and discussions, experiences and understandings gained from class activities, and concepts and approaches from each of the week’s readings. Your synthesis will be cohesive and thoughtful and show the depth of your understanding. Each weekly synthesis should be 1 page long, double spaced (if shorter, you will need to dig in deeper). Please include citations and references (7th ed. APA). Your weekly synthesis assignments are due BEFORE the next class (due dates are on D2L) and are to be submitted to D2L. Because of the nature of these assignments (i.e., you choose the weeks you would like to complete), late assignments will not be accepted. The assignment rubric is available for review on D2L. Math Concept Mapping (15%) + Learning/Lesson Plan (10%) = 25% Your math concept mapping and learning/lesson plan assignments stem from the first 5 weeks of the course. Both assignments are due BEFORE class in Week 7 (Oct. 22 for 011 and Oct. 28 for 021). Please submit to respective assignment folders on D2L. Rubrics are available for review on D2L. The math concept mapping will allow you to show your understanding of developing math concepts, content, and skills as you identify and map out the math that comes before a chosen learning outcome or expectation and the math that follows. In your math concept mapping, you will choose a math (or math-related) learning outcome or expectation from one of preschool, kindergarten, grade one, grade two, or grade three (i.e., from How Does Learning Happen?, The Kindergarten Program, or the Ontario 1-8 Math Curriculum) and map out the math concepts, content, and skills that come before that outcome (i.e., what is the prerequisite math knowledge and understandings?) and those that follow (i.e., what is that outcome or expectation prerequisite for?). For example, you might choose a grade 1 math learning outcome and you would then look back to preschool and kindergarten concepts, content, and skills that are required to engage with that grade 1 outcome and then look forward to the grade 2 and grade 3 concepts, content, and skills that extend from and build on the grade 1 outcome. The learning/lesson plan will engage with the learning outcome or expectation you chose in the math concept mapping. Applying the assessment and planning explored in class, you will create a detailed learning or lesson plan that engages children in early years math. Your learning or lesson plan can follow any format you wish (several examples will be shared with you in class that you can adapt) but should include the following components: • Learning outcome or expectation (see above) from How Does Learning Happen? The Kindergarten Program, or Ontario Math 1-8 Curriculum (grades 1-3 only) • Assessment of learning outcome including strategies and related tools • Minds on introduction • Active and engaging body • Reflective consolidation • Organizational planning (timing, materials, groupings, etc.) • Resources and references Please include enough detail for a supply ECE or teacher to follow and include any assessment tools (rubrics, checklists, etc.) and activity sheets that you may be using. Your plan should be your own; do not use learning or lesson plans that you find online (most are not great anyways). Course Mapping (20%) + Sequence of Plans (20%) = 40% The course mapping and sequence of plans assignments extend from the math concept mapping and learning/lesson plan assignments and draw from weeks 6-12 of the course. Both are the course mapping and sequence of plans are due by the end of the day on Dec. 4 (11:59 pm). Please submit to their respective folders on D2L. Rubrics are available for review on D2L. In the course mapping assignment, you will bring together the big ideas from the last 7 weeks of the course (math and mindset and social emotional learning; experience and play; Indigenous knowing and being; diversity; inclusion; families and communities; and environment(s)). Your comprehensive course map will take whatever form you wish (e.g., website, Prezi, book, etc.) and will draw from content and ideas from course lectures and discussions, experiences and understandings gained from class activities, and concepts and approaches from each of the weekly readings. Please feel free to get creative with your mapwork! In your sequence of plans, you will revisit your learning/lesson plan and situate it as the 2nd of a sequence of 3 learning/lesson plans (i.e., 3 plans that follow one another). You will take up feedback from the earlier planning assignment and consider the content and approaches from weeks 6-12 in your revised plan. You will also create 2 additional plans: one to come before your revised plan and one to follow (you will have 3 plans in all). You are free to choose a format that you wish but each plan will include the following components: • Learning outcome or expectation (see above) from How Does Learning Happen? The Kindergarten Program, or Ontario Math 1-8 Curriculum (grades 1-3 only) • Assessment of learning outcome including strategies and related tools • Adaptations and modifications • Curricular considerations and connections • Minds on introduction • Active and engaging body • Reflective consolidation • Organizational planning (timing, materials, groupings, etc.) • Resources and references As with the previous planning assignment, include enough detail in your sequence so that a supply ECE or teacher could easily follow the 3 plans. Also, include any supplementary material for the plan (e.g., rubrics, activity sheets, etc.). Engagement (5% Self-Assessment + 5% from instructor) = 10% Your active participation in the course and meaningful engagement in activities and discussions is required. You are expected to attend and be on time for all classes; be prepared for and present in class (i.e., readings completed, not on phone, not working on other courses, etc.); and participate respectfully and collaboratively in all class discussions and activities. The rubric is available on D2L for review.
Homework #4 Due 10/18/2023 at Midnight You must travel 5 miles a day. There are two modes of traveling 5 miles. Here are the data; Mode Time Wait (in minutes) Speed per mile Out of Pocket Cost Per trip ($) Walk 0 2.5 0 Bus 10 15 1.5 1. Solve for the Wage in $ per hour such that a person is indifferent between walking or taking the Bus. 2. There are 100,000 people in the city and the Wage distribution per hour is uniformly distributed with a median of 20 and a max of $40 and amin of $10. Write out the expected number of bus riders who take the 5 mile trip. 3. Building on #2, if each bus holds 50 people and each bus emits 8 units of pollution per bus mile, show your algebra of how much pollution the public transit sector produces. 4. If the City reduces the wait time for the bus to 5 minutes by improving services, redo #1 and explain the intuition for your new answer. 5. Building on #2, an entrepreneur is thinking of entering the urban transportation market by introducing a Scooter called the Trojan. She must pay a fixed cost of $400 to enter the market and her marginal cost of producing rides equals $2. If she enters the market, commuters will now have 3 choices. Mode Time Wait (in minutes) Speed per mile Out of Pocket Cost Per trip ($) Walk 0 2.5 0 Trojan 0 10 4 Bus 10 15 1.5 What is the entrepreneur’s expected profits from entering the transportation market? Will she enter the market? (hint; how many transit consumers will substitute and use the Trojan scooter rather than walking or taking the bus?) 6. A political economy question; will the public transit worker Union welcome the Scooter competition? Explain your answer.
IMAT 3712 Human Computer Interaction Assignment One KitHome System Portfolio Deadline: 12:00 Friday 17 January 2025 (Week 16) Learning Outcomes This assignment is designed to get you to practise and develop your skills in applying a user-centred approach to designing an interactive system, analysing requirements, and thinking through the ethical issues involved in the development projects you participate in, and to practice and develop your skills in planning, sketching and storyboarding user interface designs. It assesses module learning outcomes 1, 2, 3, 4. 1. Be able to apply key general principles of usability, and a comprehensive understanding of different aspects of user experience, both to guide effective design and to evaluate existing systems. 2. Be able to apply a user centred approach to the design of an interactive system, employing appropriate prototyping techniques. 3. Be able to specify requirements for and propose a suitable system design that aligns with the cognitive capabilities of its target human stakeholders and fits the needs of different users for different tasks and environments. 4. Be able to investigate and analyse ethical issues involved in the design or use of an interactive system, drawing on theoretical and practical knowledge of computer ethics. 5. Be able to undertake a sophisticated analysis and appraisal of the suitability of a range of different techniques for evaluating the usability of interactive systems for particular systems, situations and purposes, and apply the evaluation techniques to produce usability evaluations. Submission and Marking Procedure This is a group assignment. You should work in groups of three to five; assignments submitted by larger groups will not be accepted. You may work individually, but talking to each other and getting feedback from your colleagues is meant to be part of the educational experience. The assignment is worth 40% of the total mark for the module. The mark for each part of the assignment will be out of 25, so the total mark for the assignment as a whole will be out of 100. The assignment will be marked by reading the report. Submission Each group should create a PDF by scanning sketches and other pieces of paper, and submit this to Turnitin via LearningZone. We want one submission per group. Make sure each page or contribution is labelled with its author’s pNumber as appropriate. The deadline is 12:00 on Friday 17 January 2025. The target date for the completion of marking and the return of results is Monday 10 February 2025 (Week 20). You should give your group a name. You should send an email to your tutor with the names and p-numbers of all the members of the group, and the name of your group, after you have done the work. Writing The assignment should be written entirely by you and should give a true reflection of your competence in English. It needs to be written in clear, comprehensible English; assignments in murky or unintelligible English with misused words will get fail marks. Getting any human or machine help with producing your assignments that you have not clearly and honestly acknowledged is serious academic misconduct; this will result in severe penalties that can include expulsion from the university. So is plagiarism: using text, ideas or information from other sources that you have not honestly, clearly and accurately cited. Copying other people’s text by paraphrasing it sentence by sentence constitutes plagiarism; do not do this. Fabrication of results (claiming to have collected data or experimental results that you haven’t collected, or are different from what you collected) is also very serious academic misconduct. If you need help with producing assignments written in good English, you can get help, but you need to (1) detail exactly what the help was and who or what provided it, and (2) provide copies of your original versions of texts, so we can evaluate exactly what is yours and what isn’t, so we can arrive at fair marks. Using Grammarly in its standard mode (provided by the free version) to find and correct grammar mistakes is allowed, but using the Grammarly AI feature (in the paid version) to improve your work constitutes cheating. If you are in doubt about what to do, you should consult your tutor. The KitHome System Scenario As well as lectures, the module has ‘seminars’ and ‘practicals’ in which we want you to develop your skills and understanding by applying what you’ve learned. The seminars comprise a connected sequence of activities based on a single scenario, doing different parts of the development process for the KitHome system. The activities are cumulative: doing a good job on earlier parts is essential for being able to do a good job on later parts. The portfolio assignment is based on the work you are expected to do in your seminars, developing ideas for the design of the KitHome system. You should expect to put a few hours’ extra work outside your tutorials into developing and extending the work you are expected to do in your tutorials. Scenario Your firm of interaction design consultants has been hired by Demon Fort Construction PLC to design an interface to the KitHome system. This is a tool running on a computer (perhaps a tablet) that is intended to facilitate the process through which Demon Fort Construction’s customers design their own houses. Demon Fort Construction PLC is a large British building company with its headquarters in Leicester, that specialises in building housing estates. Demon Fort Construction is abandoning traditional housebuilding methods, and introducing a new system in which, after the foundations have been prepared, houses are constructed rapidly on-site from prefabricated components that meet modern standards for energy efficiency and sustainability. The use of prefabricated components allows a limited degree of customization, so that houses can be designed to fit the idiosyncrasies of the site and the desires of the customers, by putting together available components in different ways. The KitHome system is intended to provide people buying new houses with a way to explore the different possibilities they have for the design of their new houses, by adding and swapping components. It should also enable them to see the appearance of the building and envision the consequences of their design choices, as well as the effects they have on the ultimate price. The Tasks The assignment comprises four separate tasks. The work involved in each task should be divided among the members of the team. You should each label the parts you were primarily responsible for as your work. However the assignment should be treated as teamwork: You should discuss the assignment and develop ideas together, and give each other feedback. Part One: Requirements The first part of the development process is working out what you’re trying to achieve. As a group, you need to produce a requirements specification for the KitHome system. While an initial requirements specification wouldn’t be cast in concrete, you would need to do a thorough job of this at the beginning of any development project. Part One of the Assignment is to produce the following: 1. A set of functional requirements, describing what the system needs to be able to do or enable the users to do. The functional requirements do not need to be complete, but you should make an effort to be thorough in considering what functionality the system needs and be specific and precise, so that compliance could be tested. You should agree a division of labour between the members of the team, so that each member takes primary responsibility for one or more areas of functionality, and will be marked on that subset of the functional requirements. The division of the functional requirements and who is responsible for what needs to be clearly marked in your submission. 2. A set of non-functional requirements, describing how or how well the system needs to operate. As well as constraints the system needs to meet, non-functional requirements include such things as performance and service level requirements, access and security requirements, failure recovery requirements, and archiving requirements. (Leave out usability requirements here.) The non-functional requirements do not need to be complete, but you should make an effort to consider what the non-functional requirements should be. These need be specific and precise, so that compliance could be tested. Promises of good intentions are not good enough; you need targets. (Foolish targets are at least useful for stimulating debate about what they really should be, so better than none.) You should agree a division of labour between the members of the team, so that each member takes primary responsibility for one or more types of non-functional requirement, and will be marked on that subset of the non-functional requirements. The division of the non-functional requirements and who is responsible for what needs to be clearly marked in your submission. 3. A set of usability requirements, describing how or how well the interaction between the user and the system should work. The usability requirements should state the aspect of usability that should be good or right, how it will be measured, the subset of users the requirement applies to, the preconditions for making the measurements, and the attainment criteria: target level, best possible level, worst acceptable level, and the now level. You should make an effort to think of some specific aspects of usability that are important for particular tasks, as what matters may be very different for different use cases or functions. Each member of the teams needs to state two usability requirements; these need to be clearly labelled with who is responsible for them. If you wish you may include a Use Case Diagram. The list of functions doesn’t need to include descriptions of how the functions will work, but thinking about what the interactions will involve will help with working out what functions are needed as well as with the rest of the assignment. Part Two: Users You need to consider who your potential users of the KitHome system might be, and how their needs might differ. Part Two of the Assignment is to produce the following: 1. A list of potential personas you might develop. Each ‘potential persona’ should take the form. of a name and a brief two or three sentence description, identifying the character’s role vis-à-vis the system and the organization, and what needs or characteristics make that character distinctive. The idea is to get you think as broadly and imaginatively as possible about what the system’s users might be like, before developing personas to represent segments of your user population. 2. A set of personas describing fictional characters who represent segments of the user population, with name, biographical information, personality and interests and idiosyncrasies, as well as reasons and purposes for using the system. Each member of the team should create two personas, one of which should represent an actual or potential house buyer, and one of which should represent an unusual or non-obvious segment of the user population. Each persona should be clearly labelled by who is responsible for it. While the team members will be marked on their own personas, the team will get credit for aiming for a wide and persuasive spread of user characteristics. Part Three: Legal and Ethical Analysis You need to consider the nature of the development process, what is involved in doing it well, and what the potential uses and abuses of the system are. You should aim to achieve a design that is based on being sensitive to values as well as compliant with the law, whether or not you apply Value Sensitive Design as a systematic methodology. When creating systems or doing any kind of development work that involves data, protecting that data and considering the privacy of personal information is of vital importance. You should therefore be aware of GDPR principles. Details of obligations under data protection legislation and lots of resources on this topic can be found at the Information Commissioner's website. https://ico.org.uk/ When creating systems or doing any kind of development work that involves providing products or software or services to users, you need to consider your moral and legal obligations to avoid bias and discrimination against people with disabilities, and comply with the Equality Act 2010. Part Three of the Assignment is to produce the following: 1. A list of potential legal issues, ethical issues and value concerns. These should be described as briefly as possible while conveying what the issue is, typically in one sentence. The idea is to get you to think as broadly and imaginatively as possible about what issues to do with the ethical conduct and professionalism of developers and other team members, the ethical implications of the system, and stakeholder values might need more serious consideration. 2. A set of analyses of ethical and values issues. The most significant ethical and values issues affecting the development of the KitHome system should be analysed in detail, with an analysis of what the issue is, and how it relates to the particular characteristics of the KitHome system, what ethical principles should be used to think about it and decide what to do, how it might affect KitHome stakeholders, and how you can try to elicit stakeholder views, as well as an assessment of how much of a problem is likely to be for the KitHome system or its development process in practice. Each member of the team should produce analyses of two ethical or values issues. Each analysis should be clearly labelled with who produced it. While the team members will be marked on their own ethical analyses, the team will get credit for aiming for a wide and persuasive spread of issues. Part Four: Design Sketches An essential part of interactive system development is exploring ideas about how the system might work – both what it will look like (at different points, and when being used for different tasks), and how users will interact with it. Sketching is an extremely effective way to explore design ideas; for this the drawings don’t need to be ‘good’ – just good enough to convey the information you currently need and answer the questions you currently have. The idea is that you should be unafraid to explore by sketching, and not put too much effort into ideas at this stage to be unhappy about giving them up. Drawings intended to impress people might need to be a lot prettier, but what we want to see here is sketching for design, not sketching to show off what’s already designed. Part Four of the Assignment is to produce the following: 1. A set of design sketches showing a potential design for the customer user interface of the KitHome system. These should map out the implications of one set of design choices. These should be quick, rough, cost-effective low-effort drawings. This is the wrong place for putting effort into neatness. However, you should think about how the interaction sequences required to do important user tasks are going to work; and you should think about how much detail and neatness you need to get answers to your current set of questions about your design ideas. Each member of the team should produce one set of sketches. Make sure every sketch is labelled with your pNumber. While the team members will be marked on their own sets of sketches, it might help to have a preliminary discussion about how you can make major choices differently, so you can explore different possibilities. You don’t need annotations, or not many, but if you show sequences of screen states, it would be helpful to name the use case. We expect you to hand-draw your design sketches with pen or pencil, and then scan them or photograph them. While you may use a wireframing tool or computer drawing package if you insist, we want to discourage this unless you really are disabled or clinically dyspraxic, as the fluency of hand-drawing is what you need for exploring ideas. One issue to keep in mind is how much information the different elements of your screen designs should show, and how much space they will need to accommodate it. Remember that the usability problems are in the details.
LAB TEST 2 MICROSOFT ACCESS January 2024 Semester 1 (2023-2024) 2 HOURS Lab Test 2 – Microsoft Access Please create an Access database, named this file with your Matric Number & LabTest2, please follow this example - A123456_ LabTest2. Please read the questions carefully. Please make sure to name your Table, Query, Form. and Report with the right and suitable name given in the question. 1) Create 4 Table with the details below: i - Buyer (Please use Lookup Wizard for ID_Product1, ID_Product2 and ID_Product3) - ID_Product1 : B001, B002, B003, B004 and B005 - ID_Product2 : E001, E002, E003, E004 and E005 - ID_Product3 : T001, T002, T003, T004 and T005 - Please fill out ID_Product1, ID_Product2 and ID_Product3 based on information below: - Please be careful, the information is about the Name of the Product, not the ID ii - Product1 (should have suitable Calculation for Product1_TotalPrice) (New) ID_Product1 Name_Product1 Price1 Postage1 Tax1 B001 Mechanical Pencil 4.10 0.50 0.50 B002 Blue Ball Point Pen 0.75 0.50 0.15 B003 10 Pack Pencils 1.95 0.50 0.25 B004 Highlighter 1.60 0.50 0.20 B005 Premier Clip Binder 1.50 0.50 0.20 iii - Product2 (should have suitable Calculation for Product2_TotalPrice) ID_Product2 Name_Product2 Price2 Postage2 Tax2 E001 Sharpener Single Hole 2.35 0.50 0.35 E002 Exam Eraser 1.05 0.50 0.20 E003 Air Gel Ball Pen 3.05 0.50 0.45 E004 True Gel Pen Colour 4.15 0.50 0.50 E005 Three Rings Arch File 4.55 0.50 0.50 iv - Product3 (should have suitable Calculation for Product3_TotalPrice) ID_Product3 Name_Product3 Price3 Postage3 Tax3 T001 Retractable Ball Pen 1.00 0.50 0.15 T002 Staples 0.55 0.50 0.10 T003 Stapler 3.55 0.50 0.50 T004 Masking Tape 1.75 0.50 0.25 T005 Double Sided Tape 2.55 0.50 0.25 2) Build suitable Relationship which connects all Table that you have created. Please make sure the right Primary Key being used. 3) Create 6 Query with the details below: i - Full_Data (should have these data: ID_Buyer, Name_Buyer, Credit, ID_Product1, Pax1, ID_Product2, Pax2, ID_Product3, Pax3, Name_Product1, Price1, Postage1, Tax1, Name_Product2, Price2, Postage2, Tax2, Name_Product3, Price3, Postage3 and Tax3) ii - Product1_Data (should have these data: ID_Buyer, Name_Buyer, ID_Product1, Name_Product1, Pax1 and Product1_TotalPrice) - should have suitable Calculation for Product1_TotalPricePax iii - Product2_Data (should have these data: ID_Buyer, Name_Buyer, ID_Product2, Name_Product2, Pax2 and Product2_TotalPrice) - should have suitable Calculation for Product2_TotalPricePax iv - Product3_Data (should have these data: ID_Buyer, Name_Buyer, ID_Product3, Name_Product3, Pax3 and Product3_TotalPrice) - should have suitable Calculation for Product3_TotalPricePax v - FinalProduct_Data (should have these data: ID_Buyer, Name_Buyer, Product1_TotalPricePax, Product2_TotalPricePax and Product3_TotalPricePax) - should have suitable Calculation for FinalProduct_TotalCharge vi - Balance (should have these data: ID_Buyer, Name_Buyer, Credit and FinalProduct_TotalCharge) - should have suitable Calculation for Credit_Balance 4) Create 4 Form. with the details below: i - Buyer ii - Product1 iii - Product2 iv - Product3 5) Create 5 Report with the details below: i - Full_Data ii - Product1_Data iii - Product2_Data iv - Product3_Data v - FinalProduct_Data vi - Balance 6) Please create Group & Sort for the selected Report with the details below: i - Product1_Data : Group by ID_Product1 (largest to smallest) & Sort by Name_Product1 (largest to smallest) & Group by ID_Buyer (largest to smallest) ii - Product3_Data : Group by ID_Product3 (largest to smallest) & Sort by Name_Product3 (largest to smallest) & Group by ID_Buyer (largest to smallest) iii - Balance : Group by Credit_Balance (largest to smallest) & Sort by Credit (largest to smallest) 7) Create Switchboard with the details below: i - Startup Page (Please change the Setting in Option for Display Form) ii - Main Menu iii - Form. (Add Mode) iv - Form. (Edit Mode) v - Report [Do not forget to create Close Button for all Form. and Report]
Department of European & International Studies Undergraduate / Postgraduate Assessment Semester 1 (2024-25) - arrangements for the submission of Assessment 1 You should submit your piece of coursework online through KEATS by 3 p.m. on 06 January 2024. The maximum length is 3,000 words and penalties will be imposed on work which does not conform. to the length criteria (see below). Your mark is also likely to be affected if your work falls significantly short of the word limit. This limit includes footnotes and quotations, but not bibliography. All assessed coursework is examined anonymously. Please remember to: On the EIS coversheet (in your KEAT’S module assessment area): • Clearly identify the question number you have answered. • Your Candidate number eg AC12345 (two letters followed by five digits, find this on your Student Record) General information: • Observe the WORD LIMIT prescribed. Marks will be deducted on a sliding scale if you do not : for 5-50% over, 2 marks will normally be deducted per 5%; after 50%, 3 marks will normally be deducted per 5%. Put your word-count at the end of your coursework. • Back up your work and allow enough time to deal with any computer, browser or internet malfunction. • Attribute all quotations and borrowings (to avoid the charge of plagiarism). • Number each page of your work. • Make and keep a copy of your work. • Ensure that the files submitted at the time of the deadline are final and complete. No amendments or additions will be permitted after the submission deadline. • Ensure that electronic files are submitted in one of the acceptable formats and are not corrupted. Further advice on presentation and online submission will be found at in the EIS student handbook. Please follow the links from that webpage and note also the advice on plagiarism. Late submission: Work submitted more than 24 hours after the submission deadline will not be marked, and a mark of zero will be given. Work submitted up to 24 hours after the deadline will be marked and feedback given. However, the mark awarded will be deducted by 10 raw marks and students will be informed of the mark they would have been awarded had the 10 raw mark deduction not been applied. College regulations stipulate that only in exceptional circumstances (such as bereavement or illness) can a student request permission to submit work after the deadline. You can apply for an extension by submitting a request for an extension or deferral via the Mitigating Circumstances process accessed on your Student Record Further information on mitigating circumstances requests can be found here: https://www.kcl.ac.uk/aboutkings/quality/academic/assessment/mitigating-circumstances Macroeconomics of demand, distribution and finance 7AAON240 Write an essay of 3000 words on one of the following topics. Make sure you use proper referencing and you use the literature discussed in class. Answer ONE of the following questions: 1. Are the social structures of accumulation approach and post-Keynesian theory of distribution and demand consistent or in conflict? 2 Is the Bhaduri-Marglin model a valid starting point for a synthesis of Marxian and Keynesian macroeconomics? Explain the principles of Marxian and post-Keynesian macroeconomic theories and discuss to what extent the Bhaduri Margin model achieves (or falls short of) a synthesis. 3. Is the growth models approach an appropriate foundation to understand differences in national economic and social performances? 4. Does the theory of endogenous money necessarily lead to a theory of financial instability? Explain and critically discuss the relation between endogenous money and Minsky. 5. Is the Bhaduri-Marglin model consistent with a Minskyan approach to financial instability? Discuss. 6. Are Minsky’s theory of financial cycles and behavioural momentum trader models complementary or conflicting?
INFOSYS 110 INFORMATION SYSTEMS Business Systems SEMESTER TWO 2018 SECTION A: APPLIED MULTIPLE CHOICE QUESTIONS • Answer ALL questions in this section. • There are 25 applied multiple choice questions. Each question is worth 2 marks. • Choose the one answer that you consider best answers each question. • To indicate your answer, use a dark pencil to shade in neatly the matching bubble on the Teleform. sheet. 1. Consider the topics taught in the first three “modules” of the roadmap for this course: Business, Systems, and Technologies. The relationship between these modules is that: a. Systems are used to support Business activities, and Systems employ various Technologies b. There is no relationship between Business, Systems, and Technology c. Business activities cannot exist without Systems, and Technology must be used in Systems d. Technology, Systems, and Business are the three pillars of Transformation e. Technologies support Business activities, and Business activities support Systems 2. In class, we discussed that disruptive technologies “shake up” existing markets and often result in new markets. Businesses in the “shaken up” markets are forced to respond to remain competitive and sustainable. Businesses whose enterprise architectures are founded on the principle(s) of are best prepared to respond. a. Speed and quality b. Ease of use c. Scalability d. Data security e. Flexibility and agility 3. Consider the data mining techniques discussed in class. Cluster analysis and association detection are both algorithms that can be used for prediction. a. Sustainable b. Unsupervised learning c. Qualitative d. Visualisation e. Data warehousing 4. Consider the group project assignment in this course. In Project Management terms, the project planner document is an example of a and the video submitted is an example of a . a. Plan; project management triangle b. Project manager; phase c. Risk; project manager d. Phase; successful project e. Milestone; deliverable 5. Consider the group project assignment in this course. In System Development Life Cycle (SDLC) terms, the project planner document was completed in the phase, and the video was produced in the phase. a. Design; testing b. Investigation; analysis c. Testing; implementation d. Implementation; operation e. Analysis; design 6. Consider the INFOSYS 110 game, available at http://www.infosys110.com. There are activities that students can complete to test their understanding of Strategy, Value Chain, Business Processes, and other course topics. When the game was first released, only activities for two topics were available for play. Over time, the activities for other topics were included, and now there are six. In terms of the Systems Development Life Cycle (SDLC), this suggests that the game makers are: a. Using an agile methodology b. Using waterfall methodology c. Using FURPS d. Currently in the systems design phase e. Currently in the systems investigation phase 7. As Ron was typing up the INFOSYS 110 exam questions on his office PC, he wanted to keep the questions a secret. He achieved this by locking his office door and unplugging the network cables from his PC. In terms of information security, the exam’s information was protected from by locking the door, and from by unplugging the network cables. a. External misuse; internal misuse b. Physical threats; digital threats c. Paranoia; social engineering attempts d. Intentional misuse; accidental misuse e. Social engineering attempts; virtual threats 8. A sustainable business is one that is able to endure long-term in: a. Fulfilling its vision b. Technological research and development c. Being ethical d. Providing employment for society e. Satisfying its shareholders 9. Social computing is often associated with crowdsourcing, social networks, and user- generated content. In class we discussed that users are providing businesses with a plethora of data by: a. Clicking on advertisements b. Posting fake reviews c. Simply using their online systems d. Using mobile devices e. Agreeing to their terms and conditions 10. Extract Transform. and Load (ETL) is a process of transferring data from various sources into a data warehouse. In class, we discussed that ETL is deemed necessary to: a. Increase the quality of information entering the data warehouse b. Resolve inconsistencies before loading data into the data warehouse c. Ensure the data are uniform in the data warehouse d. All of the options e. Avoid “garbage” data entering the data warehouse 11. Consider the computation skills (such as writing JavaScript. code) and problem-solving techniques (such as using Solver in Excel) you learned in this course. How could they have been used to add value to your group project? a. To save time when creating the video b. To automatically generate a reference list c. To investigate the width and depth of the problem d. To produce a comprehensive problem tree e. To create the solution (or part of the solution) The following five questions refer to Crowdmark. Crowdmark is a marking management system used in INFOSYS 110 to scan, mark, moderate, and communicate your test and exam scripts. The most important information that Crowdmark manages are the marks, which is handled by its Database Management System (DBMS). 12. Crowdmark is used in many courses across the University. It has successfully managed test and exam marks for a range of courses from small (30 students) to huge (over 2000 students). Course staff hence trust the system to manage marks securely: only staff with the correct permissions can see students’ scripts and marks; students can only see their own scripts and marks. This is an example of Crowdmark’s DBMS providing: a. Tables and fields b. An organised collection of logically related data c. Scalability and information security d. Hardware and networks e. Social and cloud computing 13. When a question is marked, Crowdmark automatically adds up the marks for each question on every student’s script. and perfectly calculates the total mark. Crowdmark can also alert markers to scripts which have missing pages or unmarked questions. Crowdmark offers these functionalities to support high-quality information by ensuring marks are: a. Accurate and timely b. Complete and timely c. Consistent and timely d. Accurate and consistent e. Complete and consistent 14. Students can view their marked scripts in Crowdmark using a web browser on a PC. Considering Crowdmark’s system technologies: the web browser is ; the PC is/are ; and scripts are received from Crowdmark’s DBMS using . a. Hardware; networks; software b. Software; networks; hardware c. All of the options are valid as software, hardware, and network components are interchangeable d. Software; hardware; networks e. Hardware; software; networks 15. Students log into Crowdmark using a password, and once authenticated, they can only view their own scripts. In terms of information security, the authentication process is a form of control to mitigate the risk of violating information . a. Access; confidentiality b. Physical; integrity c. Access; availability d. Communication; confidentiality e. Communication; availability 16. Every time a marker or a student uses Crowdmark on a web-enabled device, what type of connection is established in order to exchange digital information between the device and Crowdmark’s web servers? a. Protocol b. Ethical c. Physical d. Strategic e. Wireless The following nine questions refer to WaterWise Ltd., the company described in the case at the end of this question booklet. 17. WaterWise promote Hydrometer as a service that offers insight that no other water monitoring solution can. According to Porter’s Generic Strategy Model, WaterWise’s source of competitive advantage is: a. Low b. Generic c. Broad d. Differentiation e. High 18. In Auckland, the water consumption monitoring in most dwellings is performed by Watercare, the largest company in New Zealand’s water industry. Watercare installs and provides water meters for free as it needs the meters to measure and bill for water usage. When WaterWise entered the water monitoring service industry, the competitive force of buyer power , and the competitive force of substitute competition . a. Increased; did not change b. Increased; increased c. Did not change; decreased d. Did not change; increased e. Decreased; did not change 19. Smart water meters used in Hydrometer are a technology. a. Sustaining b. Social c. Mobile d. Disruptive e. Cloud 20. When a new Hydrometer user has smart water meters installed in their building, which value chain activity are they performing a business process in? a. All of the value chain activities b. All of the primary activities c. Technology development d. All of the support activities e. Firm infrastructure 21. The Internet of Things (IoT) is the technology that allows a “system of systems” to be created and used for business value. In the context of WaterWise, the single “system” is and the multiple “systems” are . a. WaterWise’s data server; the data analysis algorithms b. Hydrometer; their customers ’ buildings c. A building; smart water meters d. Technology; people, processes, and data e. Insight; integration 22. WaterWise has used the Internet of Things (IoT) technology to bring “automation and control” benefits to their customers via , and “information and analysis” benefits to their customers via . a. Optimised resource consumption; enhanced situational awareness b. Process optimisation; sensor-driven analytics c. Process optimisation; enhanced situational awareness d. Complex autonomous systems; tracking behaviour e. Optimised resource consumption; sensor-driven analytics 23. The “WaterWise world-wide” (W4) campaign suggests that WaterWise are operating at the level of the corporate social responsibility pyramid. a. Ethical b. Economic c. Philanthropic d. Sustainable e. Legal 24. One of Hydrometer’s functionalities is to “recommend water saving advice specifically tailored for each customer”. Recommendations about water usage are derived using AI technologies, such as the ones discussed in class. What will help produce recommen-dations that are indeed relevant and specific for each customer, rather than generic recommendations? a. All of the options b. Using unsupervised learning algorithms c. Using accurate algorithms from established industries such as autonomous vehicle producers d. New laws to ensure AI technologies are used ethically e. Large amounts of usage data for each customer on which to train the recommendation algorithm 25. Hydrometer’s recommendation functionality is specific to water usage and water saving advice. This means the AI technology used is an example of: a. Data mining b. IT infrastructure c. Narrow AI d. Unethical behaviour e. Putting the IoT to work SECTION B: SHORT ANSWER QUESTIONS Refer to the case attached to the end of this booklet to answer ALL the questions in this section. The roadmap is provided as a reference and you should use it as a guide when answering the questions: 26. Using evidence from the case, identify: a) Two of W2's suppliers, two of W2’s customers, and one of W2’s partners. (5 marks) b) Which value discipline W2 primarily focusses on, and a corresponding Value Chain Activity W2 should invest in to excel in the discipline. Justify your answers. (3 marks) c) How W2 adds value for their customers. (2 marks) (10 marks) 27. Consider the model of the W2’s “Hydrometer smart meter installation process” provided below to answer this question. a) For any two steps of the process model, suggest a specific information system that could be used to support the step. Draw your answers on the model provided in your answer booklet. (2 marks) b) For any two steps of the process model, suggest a department within W2 that would perform. the step. Draw your answers on the model provided in your answer booklet. (2 marks) Note: the steps you choose for questions a) and b) may be the same steps; you may choose any two steps for either question. c) Our definition of a business process stated it “achieves a specific outcome” . What is achieved in this process? (2 marks) d) Suggest one way Business Analytics could be used to improve this process for either W2 or its customers. (4 marks) (10 marks) 28. Information Systems consist of interwoven components that deliver value. Using evidence from the case, identify examples of the components of Hydrometer. Hydrometer is W2's water usage monitoring and management system. For each example, briefly explain why it is necessary for the overall Information System to function and deliver value. (10 marks) 29. Before W2 can run their “WaterWise world-wide” (W4) campaign, some preparation is required. The necessary activities will be performed in a project named “Prep for W4” . Some details about Prep for W4: • It is scheduled to start at the beginning of January 2019. • All activities must be completed before the end of July 2019, around two weeks before International Water Week. • A crucial activity is to finalise agreements with the charities involved. • Another crucial activity is to correctly calculate the benchmark water consumption quantity. • The lead project manager is Nat Dean. • Including Nat, there are six members of W2 staff working on this project. Nat is assigned full time (approximately 40 hours per week), all other staff are allocated half-time (approximately 20 hours per week per person). a) What is the time constraint of the Prep for W4 project? (2 marks) b) What is the cost constraint of the Prep for W4 project? (2 marks) c) Assume the project experiences delays, and with the deadline imminent, both the crucial activities have yet to be completed. Suggest one way Nat can “balance” the constraints of this project. Also explain the impact of your suggestion on the “quality” of the Prep for W4 project. (4 marks) (8 marks) 30. In this course we have frequently discussed how information systems (IS), information technologies (IT), and operations management (OM) techniques, when used well, generate business value. For EACH of the categories of value below: • Describe how W2's use of IS or IT or OM generate value for itself. • For your answer above (the value generated for W2), provide a specific key performance indicator (KPI) to measure it. • For your answer above (the KPI), state whether W2 would want its figure to increase, decrease, stay the same, or to be ignored completely. Briefly justify your choice. a) Reduce costs b) Increase customer satisfaction c) Create competitive advantages (12 marks)
Lecture 8: Data Analysis Example: Exploring UK Travel-To-Work Patterns ECON10151: Computing for Social Scientists November 17, 2024 In this lecture, we’ll walk through an informal example of what you’re expected to do in your second assessment, the "Integrated Excel Assignment". The aim of this assignment is to apply the skills you’ve learned to analyse data effectively. 1 Choosing a Topic for Data Analysis A critical part of the assessment is selecting the right topic for your analysis. Here’s how to choose one that is both interesting and feasible. • Start with a research question: Begin by identifying a research question that interests you, or even just some key terms or concepts you’d like to explore. This will serve as the foundation for your analysis. • Check data availability and relevance: Before you settle on a specific topic, make sure relevant data is accessible and comprehensive enough to support your analysis. – Data Availability: Make sure that sufficient data for your chosen topic is available through the ONS (Office for National Statistics) website. The ONS provides trusted, government-collected data on a wide range of topics, including economics, demographics, and social factors. Check if the data is up-to-date and whether it directly aligns with your research question. – Scope of Topic: The scope of your topic should align with the assignment’s constraints. If the topic is too broad, you might struggle to focus your analysis. Conversely, a very narrow topic might not have enough data to explore thoroughly. • Refining your question: After confirming a general topic, refine your specific research question to ensure it is clear, achievable, and researchable with the available data. This step often involves narrowing the focus of a broader question or shifting to a more specific aspect of the topic. Key takeaway: While it’s important to choose a topic you’re genuinely interested in, also ensure it’s relevant to the course content. A topic that ties in with your studies will make the project both more engaging and academically valuable. Today, we’ll explore an example related to urban planning or environmental studies — travel-to-work methods and dis- tances in the UK. 2 Navigating the ONS Website and Accessing the Dataset 1. Access the ONS Website: Go tohttps://www.ons.gov.uk. 2. Select Data Category: For our purpose, we will use the census 2021 data. Click on Data and analysis from Census 2021. You can also use specific search terms related to your topic to find relevant data. For example, if you’re interested in commuting patterns, you could search for terms like "method of travel to work" or "distance travelled to work". Using precise search terms will help you narrow down the datasets that are most relevant to your analysis. 3. Find the Specific Data: Navigate through the following options: • Census 2021 dictionary > Variables by topic > Travel to work variables > Method of travel to workplace. 4. Understand the Data: Review the definitions and explanations of the variables to ensure you fully understand the data before proceeding. 5. Download the Data: • For pre-set data, simply click on get the method of travel to workplace dataset. • For custom data, click create a custom dataset, and follow these steps: (a) Select population type: Choose your desired population, for example, All usual residents, and click Continue. (b) Add Variables: Select Add a variable > Browse available variables > Method used to travel to workplace > Continue. (c) Customise Your Data: Use the Change button to adjust options such as area types (e.g., Regions instead of Lower tier local authorities) or the number of categories (e.g., 5 categories instead of 12 categories). (d) Finalise and Download: Click Get the data and select the Excel (XLSX) format for download. 3 Method of Travel to Work In this analysis, we will explore the various methods of travel to work across the UK, focusing on how different transporta- tion modes are used in different regions. By comparing travel frequencies and regional variations, we can gain insights into transportation trends and regional differences in commuting behaviour. This analysis can inform decisions on transportation planning, environmental policy, and infrastructure investment. 1. Preserving Original Data: • Open the downloaded Excel file and name the sheet containing the data Travel Method Data. • Create a duplicate sheet called Travel Method Data_Raw to preserve the original dataset. 2. Data Cleaning and Preparation: • Remove duplicated entries or irrelevant data. For instance, category code 5, which represents "Not in employment or aged 15 years and under", is not relevant for our analysis, as we are focusing on the workforce. • To remove this category: – Convert the range containing data into a table by selecting Insert > Table. A window will appear asking you to confirm the data range and whether the table has headers. Ensure the correct range is specified and tick the box if the table has headers. – Sort the dataset by the Method of travel to work code in ascending order, then filter for rows where the code is 5. Select and delete those rows (ensure only the correct rows are deleted). 3. Data Analysis: For example, use a PivotTable to summarise the data and identify trends in commuting methods: (a) Select any cell and click Insert > PivotTable. (b) By default, Excel will use the entire table. Choose where to place the PivotTable, such as in the existing worksheet (e.g., cell H1). (c) A Field List will appear on the right, displaying all columns from the table. (d) To analyse regional differences, we need a two-way table: • Drag Regions to the Rows area and Method used to travel to workplace (the text variable, not the code) to the Columns area. • Drag Observation to the Values area to display total observations for each commuting method by region. (e) By default, the PivotTable shows sum totals. However, we are more interested in relative figures, such as percent- ages, rather than the absolute total observations. For example, instead of the total number of people driving a car to work in the East Midlands, we want to know the percentage of people in the East Midlands who drive to work. • Right-click a value in the PivotTable > Summarise Values By > More Options. • Click on Show Data As and select % of Row Total from the dropdown list, then click OK. 4. Visualising the Data: To further analyse the data, we can insert a Pivot Chart: (a) Click any cell in the PivotTable to activate the PivotTable Analyse tab. (b) From there, select Pivot Chart, which will create a bar chart for each commuting method, grouped by region. (c) Customise the Chart: • Add data labels by clicking Chart Design > Add Chart Element > Data Labels. Choose the desired position (e.g., Outside End). • Give the chart an appropriate title, such as Methods of Travel to Work by Region. (d) To add interactivity, insert a Slicer for a more detailed view of each region by selecting Insert Slicer from the PivotChart Analyse tab. 4 Distance to Work vs Working Hours In this analysis, we will examine the relationship between the distance travelled to work and working hours. This information is crucial for studying work-life balance and urban planning. 1. Data Download: Go back to the ONS website to download the dataset for the relevant variables. (a) Select Population Type: Choose your desired population, for example, All usual residents, then click Continue. (b) Add Variables: Select Add a variable > Browse available variables, then add Distance travelled to work and Hours Worked. Click Continue. (c) Customise Your Data: Use the Change button to adjust options such as area types (e.g., select Regions instead of Lower tier local authorities). (d) Finalise and Download: Click Get the data and choose the Excel (XLSX) format for download. Note that, in practice, you should download data for all the variables you’re interested in analysing in a single dataset. However,for the purpose of this lecture and to make it easier to follow, I have downloaded the data for "method of travel to work" as well as "distance travelled" and "working hours" separately. 2. Preserving Original Data: • Open the downloaded Excel file and copy the dataset into your previous workbook on a new spreadsheet. Name the sheet Distance and Hours. • Create a duplicate sheet named Distance and Hours_Raw to preserve the original dataset. 3. Data Cleaning and Preparation: (a) Removing Irrelevant Data: Remove irrelevant categories, such as code -8 ("Does not apply") for Hours Worked, and codes -8 ("Does not apply") and 7 ("Works mainly at an offshore installation, in no fixed place, or outside the UK") for Distance travelled to work. • Click any cell in the dataset. • Go to the Data tab and click on Filter to enable filtering. • Sort the dataset by the Hours Worked column in ascending order, then filter for rows where the code is -8. Select and delete these rows (ensure only the correct rows are deleted). • Repeat the process to remove rows where Distance travelled to work is coded as -8 or 7. (b) Data Recoding: The variables in the dataset are categorical, which means their codes don’t represent quantitative values. To perform meaningful analysis, we need to recode these variables into numerical values. • For Hours Worked, the data is binary: full-time (2) or part-time (1). We can convert this into a 0/1 format using the IF function for easier analysis. Recall that the IF function performs a conditional test, returning one value if the condition is TRUE and another if it is FALSE: = IF(logical_test,value if true,value if false) To create a binary variable for Hours Worked, where 1 represents full-time and 0 represents part-time, enter the following formula in a new column (e.g., cell H2): = IF(C2 = 2, 1, 0) Label column H as Full Time Dummy. • For Distance travelled to Work, the data is categorical but has an inherent order. We can recode these cate- gories using meaningful numeric values, such as midpoints. – For instance, category 1 ("less than 5km") can be recoded using the median value between 0 and 5. First, filter the rows where the distance is coded as 1, then in a new column (e.g., I), enter: = MEDIAN(0, 5) – Apply the same method for categories 2, 3, and 4. – For category 5 ("60km and over"), recode it as 60. For category 6 ("Works mainly from home"),recode it as 0. – Label column I as Distance. (c) Conditional Formatting: To visually distinguish between part-time and full-time observations, we can use conditional formatting to highlight the relevant cells. i. Select the Range of Cells: Highlight the cells you want to apply conditional formatting to, e.g., column H. ii. Open the Conditional Formatting Menu: Navigate to Home → Conditional Formatting. iii. Create a Rule for Part-Time Observations: Select New Rule... from the drop-down menu, then choose the Classic style. Select Only format cells that contain and choose Specific Text. In the text box, type 0. iv. Choose a Format: In the Format with dropdown, choose a fill colour (e.g., Green Fill with Dark Green Text) to highlight part-time entries. Click OK to apply the rule. v. Create a Rule for Full-Time Observations: Repeat the steps for full-time observations (Full Time Dummy=1), but select a different fill colour (e.g., Red Fill with Dark Red Text) to distinguish them from part-time entries. 4. Data Analysis: (a) Compute the Average Distance Travelled for Each Work Mode i. First, create a column to compute the total distance travelled for each category. This is calculated as: Total Distance = Number of observations × Distance i.e., we calculate the total distance travelled for each category by considering how many observations fall into that category and multiplying by the distance associated with that category. In cell J2, enter the formula: = G2 * I2 Then, drag the cell down to copy the formula for all rows. Label column J as Total Distance. ii. Next, create a summary table that shows the total number of observations for part-time and full-time work modes,along with theirrespective average distances: • In cell N2, compute the total number of part-time observations using the SUMIF function. The SUMIF function takes three inputs: SUMIF(range, criteria, sum_range) Range refers to the cells you want evaluated by criteria, for example, where the values in H2:H121 equal 0 for part-time workers. The sum_range is the range of values to sum, in this case, column G. In cell N2, type: = SUMIF(H2 : H121, “0” , G2 : G121) In cell N3, do the same for full-time workers, replacing the criteria "0" with "1". • In cell O2, compute the average distance travelled for part-time workers. Use the SUMIF function to sum the total distances for part-time workers, and then divide it by the total number of part-time observations. In cell O2, enter: = SUMIF(H2 : H121, “0” , J2 : J121)/N2 Similarly, in cell O3, calculate the average for full-time workers. (b) Analysis ToolPak: We can compute the correlation between work mode and distance travelled using the Correlation tool in the Analysis ToolPak. i. Open the Data Analysis dialog box: • Mac: Go to Data > Data Analysis. • Windows: On the Data tab, in the Analysis group, click Data Analysis. ii. Select Correlation from the list and click OK. iii. In the Correlation dialog box, set the following options: A. Input Range: Select the range of data you want to analyse. Note that only adjacent columns can be selected, so copy the values from column H (Full Time Dummy) into column K to make the columns adjacent. Then select the range J1:K121. B. Grouped By: Set this to Columns. C. Labels in First Row: Tick this box if the first row contains column headers. D. Output Range: Choose where you want the results to be displayed (e.g., M8), ensuring there is enough space for the output. E. Click OK. Excel will generate a table showing the correlation coefficients between the variables. (c) PivotTable and Pivot Chart: We can use PivotTables and Pivot Charts to explore the relationship between distance travelled to work and work mode. i. Select any cell and click Insert > PivotTable. ii. Ensure the correct data range is selected and choose where to place the PivotTable, such as in the existing worksheet (e.g., cell M16). iii. To analyse differences by distance travelled, create a two-way table: • Drag Distance to the Rows area and Full Time Dummy to the Columns area. • Drag Observation to the Values area to display the total number of observations for each work mode and distance category. iv. Again, we are more interested in relative figures, such as percentages, rather than absolute totals. For example, we want to know the percentage of part-time workers who work from home. • Right-click a value in the PivotTable > Summarise Values By > More Options. • Click Show Data As and select % of Column Total from the dropdown list, then click OK. To insert a Pivot Chart: i. Click any cell in the PivotTable to activate the PivotTable Analyze tab, and select Pivot Chart. ii. Customise the chart: • Add data labels by clicking Chart Design > Add Chart Element > Data Labels. Choose the desired position (e.g., Outside End). • Title the chart appropriately, such as Distance to Work and Work Mode. • To make the distance categories on the x-axis clearer, click anywhere in the chart to activate the PivotChart Fields, and drag Distance travelled to work (the text variable, not the code) to the Axis area. You can also drag Hours worked (the text variable, not the code) to the Legend area to differentiate between 0 and 1. 5 Creating a Dashboard in Excel to Present Results To create a clear and effective dashboard in Excel, follow these steps to summarise your findings and visualise the key results: 1. Create a New Worksheet: Start by creating a new worksheet to serve as your dashboard. 2. Remove Gridlines: To give the dashboard a clean, professional look, remove the gridlines. Go to the View tab and uncheck the Gridlines box under the Show group. 3. Add a Title: Insert a text box for the title of your dashboard. Go to the Insert tab and click on Text Box. A suitable title could be UK Travel-To-Work Patterns or something relevant to your analysis. 4. Insert Key Tables, Figures, or Charts: To make your dashboard more visual, copy key tables, results, or charts from other worksheets. Simply select the chart or table, right-click, and choose Copy. For tables, format them as needed and use the Copy as Picture option. Then paste these elements into the dashboard. 5. Add Descriptive Text: Insert additional text boxes to describe and explain the chosen topic and data analysis, while summarising and discussing the key findings. Keep the text concise, focusing on the most important insights from the data. 6. Format the Dashboard: Organise the dashboard by grouping related content together. Adjust the font sizes, styles, and the size of the text boxes, tables, and charts to ensure everything fits neatly. To improve the layout and make it visually appealing, remove the outlines from charts and text boxes by selecting the element,right-clicking, and choosing Format Shape > No Line.
