EESA01 Introduction to Environmental Science Laboratory Manual Fall 2024 Lab 4: Causes and Consequences of Deforestation Introduction Forests globally have been disappearing at an alarming rate. These losses have had major consequences for Earth’s climate, biogeochemical and water cycles, and biodiversity. While deforestation and forest degradation are a global phenomenon, the loss of tropical forests has been particularly pronounced. For example, one of the most extensively forested countries in the world, and the focus of our assignment here, is Brazil: a country that has seen major forest loss within the Amazonian Forest region over the past several decades. One of the main causes of deforestation globally, and in Brazil particularly, is agricultural expansion: the conversion of natural forested landscapes into food production systems. Agricultural expansion can occur for multiple reasons, including subsistence livelihoods (i.e., small scale agriculture), though major forest loss is commonly attributable to very large-scale industrial agriculture. In the case of Brazil, two primary agricultural land-uses – namely cattle and soybean production – are a major cause of deforestation. Using Brazil as an example, the main learning objectives of this lab are to: 1) introduce students to reliable sources of open access environmental data; 2) learn how open access data can be used to answer scientific questions; 3) use open access data to quantify patterns of land-use change that are unfolding within countries and across the globe; 4) use Microsoft Excel software to understand and quantify how both forest land and agricultural land have changed in Brazil over the past 25 years, and 5) use open access environmental data, in conjunction with academic peer-reviewed literature, to discuss and better understand the role that cattle and soy expansion have in driving deforestation and its impacts. Open Access Environmental Data in Brief Our understanding of contemporary environmental issues has been greatly enhanced by greater accessibility to large, robust environmental datasets. Open access data is also often regarded as a means by which science may become more democratized and inclusive. Many open access data sources exist, including those focused on climate change and biodiversity. In this lab, we will focus on open access data from the United Nations Food and Agricultural Organization (the FAO). The FAO is among the world’s leading international organization that (among other tasks) monitors and measures relationships between land-use and land-use change, agricultural productivity, food security, and climate change. The FAO database—called FAOSTAT—is free to access and has this type of data for all regions and countries of the world (Figure 1). Figure 1. Landing page for the UN FAOSTAT website (left panel), alongside a snapshot of the multiple environmental datasets houses in the database. FAOSTAT houses a tremendous amount of data on everything from rates of CO2 emissions, to amount of land under forest cover, to agricultural production trends. All of this data, in turn, is reported by individual countries and consolidated in a single, easy-to-use database. As a result, the FAOSTAT represents a large, open access database that can be used to assess questions (as in this lab) focused on the causes and consequences of environmental change. Peer-reviewed Academic Literature in Brief In addition to open access data, the gold standard for scientific reliability remains peer-reviewed literature. In short, peer-review is a process by which any scientific article is critically evaluated by experts in field, prior to appearing in a scientific journal. This is quite different from media reports, popular scientific magazines like National Geographic, or (of course) social media; in these cases, information is not vetted by experts in the field prior to dissemination. The peer-review process is onerous and will be discussed in the lab. Though generally, peer-reviewed articles remain the most reliable source of scientific information. There are hundreds of peer-reviewed journals each with their own area of focus, though some are more general and “high profile.” Among the world’s most rigorous and influential peer-reviewed journals are called Science and Nature (Figure 2): these are the journals where major scientific breakthroughs are reported. At the same time, important scientific findings are also reported in “discipline-specific” journals, which tend to focus more narrowly on certain topics such as forest management, climate change, or food security. These are the types of journals that will likely be of most use, for our lab focused explicitly on land-use change and deforestation in Brazil. Figure 2. Covers of four peer-reviewed journals including high-profile general science journals (Nature, Science), and discipline-specific journals (Forest Ecology and Management, Journal of Applied Ecology). All of these journals are likely to contain information related to deforestation in the Amazon. Procedure for Laboratory 4 Part 1. Land-use change in Brazil since 1995. This is a multiple step process involving three different datasets from FAOSTAT; two of these datasets will be downloaded from an online source, and then the third will be created by merging these two downloaded datasets. Step 1. Visit the FAO data portal. Specifically, this link (www.fao.org/faostat) will take you to the home page of FAOSTAT. Step 2. Click on the “Explore Data” tab, which then accesses the specific data options. Here, you will see a number of different major themes. Step 3. Locate “Land, Inputs and Sustainability” section. Click to open the options within this theme. Once the options open, click on the “Land” data tab. Then, open the “Land use” option. Here you will note, this was updated in early July 2023. Step 4. A new page will open that allows you to download datasets for multiple indicators related to land-use, across different countries, at different time periods. Step 5. First, we will extract the amount of forest land in Brazil. Do so by requesting data for: A) “Brazil” (in the top left panel). B) “Area” (in the top right panel). C) “Forest Land” (in the bottom left panel). Note: updates to the FAO data differentiate “Forest Land”, “Naturally Regenerating Forest”, and “Planted Forest”. We will make use of “Forest Land” only (so you can deselect the others). D) Select years from 1995-2022 (in the bottom right panel; please note you have to select these years manually, by clicking/ highlighting each year individually). Step 6. Download the data and open it in Excel. Note the data will be downloaded as a comma separated file (“.csv”), but should open in Excel when you click on it. Step 7. From this “forest land” dataset, you will only need the columns entitled “Year”, “Unit”, and “Value”; rename the “Value” column to “Forest Area.” Step 8. Follow steps 5-6 above again. Except this time, in step 4C select “Agricultural Land”. Note: Agricultural land is also disaggregated in multiple categories. Simply select “Agriculture” or “Agricultural land” from the list (they are the same). Step 9. From this “agricultural land” dataset, you will only need the columns entitled “Year”, “Unit”, and “Value”; rename the “Value” column to “Agricultural Land.” Step 10. Merge these datasets together into a single excel file, so that you have one file with the following headers: “Year”, “Forest Land”, “Agricultural Land”, and “Units.” This is your working dataset for Part 1 questions, and will be expanded in Part 2, so review and save it carefully. Part 2. The role of cattle and soy production in driving land-use change in Brazil since 1995. Step 1. Again, visit the Food and Agricultural Organization of the United Nations data portal (www.fao.org/faostat). Step 2. Here, click on the “Explore Data” tab. This time, locate the “Production” section. Once expanded, click on the “Crops and Livestock Products” data tab. Step 3. Download the data for: A) “Brazil” (in the top left panel). B) “Stocks” (in the top right panel). C) Click the ““Live animals> (List)” tab in the bottom left panel. Then, in the expanded list, select “cattle.” D) Select years from 1995-2022 (in the bottom right panel). Step 4. Download the data, and open it in Excel. Note the data will be downloaded as a comma separated file (“.csv”), but should open in Excel when you click on it. Step 5. From this “cattle production” dataset, you will only need the columns entitled “Year” and “Value”; rename the “Value” column to “Cattle production.” Step 6. Add this data to your previous dataset (i.e., Created in Part 1, Step 10). Step 7. Go back to Part 2, Step 2. Step 8. Download the data for: A) “Brazil” (in the top left panel). B) “Area harvested” (in the top right panel). C) “Soya beans” (in the bottom left panel). Note: This is found by opening the sub-menus under the “Crops primary > (List)” tab. D) Select years from 1995-2021 (in the bottom right panel). Step 9. Download the data, and open it in Excel. Note the data will be downloaded as a comma separated file (“.csv”), but should open in Excel when you click on it. Step 10. From this “soy production” dataset, you will only need the columns entitled “Year”, “Units”, and “Value”; rename the “Value” column to “Soybean area.” Step 11. Add this data to your dataset (i.e., last updated in Part 2, Step 6). Tip: at the end of these data retrieval steps, you should have: · Requirement 1. A single merged dataset with all of the data columns from A) Part 1 Step 10, B) Part 2 Step 6, and C) Part 2 Step 11. · Requirement 2. Performed at least a cursory review the assignment questions below on Pages 9-10. Evaluate how your dataset will be used to answer these questions. Part 3. Interpreting your results with scientific literature. This step of the lab entails locating scientific papers that will further support your data analysis. In this section you will do a search of the peer-reviewed scientific literature to answer one final question on the implications of your findings. Step 1. Visit Google Scholar, an online scientific literature search engine (scholar.google.ca). Step 2. In the search bar, enter a combination of terms that are relevant to the overall theme of this lab (e.g., “deforestation”, “Brazil”, “agriculture”, “agricultural conversion”, “cattle”, “soy”, etc.). Individual search terms can be linked by including a “+” sign between them. Step 3. Refine the search to include only papers that have been published since 2015. Step 4. Note that for certain articles, to access these articles you will have to set up remote access through your UofT accounts. Information on this is accessible here: https://onesearch.library.utoronto.ca/faq-keywords/campus-access Step 5. Look through the paper titles, keeping assignment Question 10 (Page 10 below) in mind. Laboratory 4 Assignment Assignment 4 is 27 marks total and is worth 15% of your final grade. Please submit a PDF version of your assignment on Quercus under “Lab 4 submission”. Your lab 4 assignment is in 2 weeks (so please consult Quercus for the individualized deadlines). Part 1 Questions Question 1. Create a table in Microsoft Word that shows all your data from Part 1 of the assignment. This data table also should include a brief (i.e., one- or two sentence) title (1 mark). Question 2. Create a graph (namely, an XY Scatter Graph) that shows how forest area (on the Y-axis) has changed through time (on the X-axis) in Brazil. Include a main title, axes labels, and a linear trend line in your graph. In two or three sentences, explain what this graph is telling us. This explanation should explicitly identify which is the independent variable, and which is the dependent variable (3 marks). Question 3. Create a new graph (again, an XY Scatter Graph) that shows how agricultural area (on the Y-axis) has changed through time (on the X-axis) in Brazil. Include a title, axes labels, and a linear trend line in your graph. In two or three sentences, explain what this graph is telling us. This explanation should explicitly identify which is the independent variable, and which is the dependent variable (3 marks). Part 2 Questions Question 4. Create a table in Microsoft Word that shows your final dataset created in Part 2, Step 11. This data table also should include a brief (i.e., one- or two sentence) title (1 mark). Question 5. Create a graph that shows how cattle production has changed through time in Brazil. Include a title, axes labels, and a linear trend line in your graph. In two or three sentences, explain what this graph is telling us. This explanation should explicitly identify which is the independent variable, and which is the dependent variable (3 marks). Question 6. Create a graph that shows how soybean production has changed through time in Brazil. Include a title, axes labels, and a linear trend line in your graph. In two or three sentences, explain what this graph is telling us. This explanation should explicitly identify which is the independent variable, and which is the dependent variable (3 marks). Synthesis Questions Question 7. Create a graph that shows how forest land has changed in relation to cattle production through time in Brazil. Include a title, axes labels, and a linear trend line in your graph. In two or three sentences, explain what this graph is telling us. This explanation should explicitly identify which is the independent variable, and which is the dependent variable (3 marks). Question 8. Create a graph that shows how forest land has changed in relation to soybean area through time in Brazil. Include a title, axes labels, and a linear trend line in your graph. In two or three sentences, explain what this graph is telling us. This explanation should explicitly identify which is the independent variable, and which is the dependent variable (3 marks). Question 9. Based on the graphs created in Questions 7 and 8, which agricultural factor appears to have a more pronounced relationship with deforestation in Brazil (2 mark). Question 10. What are the likely short- and long-term environmental consequences of converting forest lands to either soybean/cattle production. Specifically, if Brazil’s forests continue to be converted/ lost, how can we expect biodiversity, climate, or other ecosystem services (such as freshwater provisioning) to change? To answer this question then, choose two papers from your search that address this question (note: these papers do not have to cover all the environmental consequences of land-use change, just one or two aspects is sufficient). Provide a full citation for these two papers, and use the findings from those papers to answer this question in detail. Your answer should be roughly 8-10 sentences (+ the two references; 5 marks).
SEMESTER 1 2024/25 INDIVIDUAL COURSEWORK BRIEF: Module Code: MANG6517 Assessment: Individual Coursework Weighting: 100% Module Title: Marketing in the Digital Age for Accounting and Management This assessment relates to the following module learning outcomes: A. Knowledge and understanding. Having successfully completed the module, you will be able to demonstrate knowledge and understanding of: A1. The impact of digital technology on marketing in the digital age. A2. The continuing importance of customer engagement. A3. Awareness of ethical issues arising from advanced technologies. B. Subject Specific Intellectual and Research Skills. Having successfully completed the module, you will be able to: B1. Evaluate and apply digital marketing principles and techniques. B2. Critically analyse and evaluate marketing concepts and approaches. C. Transferable and Generic Skills. Having successfully completed the module, you will be able to: 3 C1. Demonstrate effective written communication. Individual Coursework Brief This coursework enables you to bring together the research and analysis you have completed to produce an individual report for a British brand, Catalyse Life Drinks (https://catalyselifedrinks.com/). You will focus on the digital marketing strategies Catalyse Life Drinks uses in the UK. Your role is to act as a marketing consultant hired by the company to analyse the market and Catalyse's strategies for engaging with customers. You then need to advise them on how they could improve customer engagement. The key tasks involved in developing your assignment are: 1. Analyse and develop a brief overview of the company and the UK non-alcoholic beverages/soft drinks industry. 2. Identify the strengths, weaknesses, opportunities, and threats for Catalyse in the digital age. 3. Identify a specific segment to target and create a visual of the persona profile for Catalyse in the UK. 4. Conceptualise customer engagement. Then, considering the customer persona, evaluate the capacity for customer engagement found in the digital marketing strategies (e.g., content development strategy, customer experience strategy, social media strategies, etc.) used by Catalyse. 5. Recommend improvements to Catalyse’s digital marketing strategies to enhance customer engagement and increase sales. Structure for the assignment: Title page Introduction Analysis of the company and the UK non-alcoholic beverages/soft drinks industry. (Roughly 300 words) Conduct SWOT analysis Highlight the strengths, weaknesses, opportunities, and threats for Catalyse. (Roughly 600 words) Target market & Customer persona profile Identify and justify the segment to target (e.g., demographics, behaviours, attitudes, motivations, brands, etc.). Based on this segment, create a persona profile (visual format) for Catalyse in the UK. The persona profile should reflect an existing segment and be based on research. Justify your choices. (Roughly 600 words) Customer engagement: Conceptualisation and strategies Define customer engagement and its dimensions. Considering the customer persona, evaluate Catalyse’s digital marketing strategies (e.g., content development strategy, customer experience strategy, social media strategies, etc.) used in the UK to engage with customers in light of the digital customer literature. Practical observations and examples of Catalyse’s customer engagement should be used to justify the arguments. (Roughly 1000 words) Recommendations Considering existing literature/theories, the SWOT analysis, and the customer engagement strategies discussed in the previous section, suggest recommendations for Catalyse to enhance customer engagement and boost sales through digital marketing. Justify your suggestions. (Roughly 500 words) References Appendix (Including an appendix is not compulsory; use the appendix only to provide relevant additional details) * Please note word count for each section is a guideline only. _____________ Marking/Grading Criteria: Your work will be graded based upon: Introduction and analysis of SWOT: 25% Target market & Customer persona profile: 15% Customer engagement: Conceptualisation and strategies: 30% Recommendations: 20% Presentation, structure, writing style. and referencing: 10% ____________ Writing the report • Title page: It should include the module code and name (MANG6517 Marketing in the Digital Age for Accounting and Management), assignment title (Digital Marketing assignment for Catalyse Life Drinks), your student ID number and the word count (The word limit is 3000 +/- 10%). • Structure your assignment: It is essential to have a strong and coherent structure. Use numbered headings to break your report into discrete sections. Adding subtitles (if appropriate) will make the report more structured and easier to read and comprehend. • Avoid lengthy descriptions and lengthy paragraphs. Show that you can apply the digital marketing theories and concepts you have learnt. • The word count covers everything in the file (as per the word count function in the software package), including the title page but excluding the reference list and appendices. • All tables and figures should be labelled and numbered. The source(s) of the table/figure needs to be cited. • Follow Harvard Referencing System. The reference list (i.e. NOT a bibliography of everything that you have read) should be sorted alphabetically by first author’s surname: do not separate out different types of sources (books, journals, etc) into different lists. Do not number the list. • Use an appropriate writing style. This means avoiding informalities like “haven’t”, “can’t” and “isn’t”, and avoid slang unless you need to use it - in a quotation - to make a point. Do not use abbreviations such as “&” for “and”. Avoid using the first person (I, we). • The first time you use an acronym (e.g., NPD), put the acronym in parentheses after the full term (e.g., new product development (NPD)). Thereafter you can stick to using the acronym.
Math 3618 Homework (Yield Rates and Duration) Due November 25, 2024 1. You are given the following spot rates: You enter into a 3-year interest rate swap (with a notional amount of 100,000) to pay a fixed rate and to receive a floating rates. If the swap has annual payments, what is the fixed rate you should pay? 2. You are given the following spot rates: You enter into a 3-year interest rate swap to pay a fixed rate and to receive a floating rates. The notional amount increases over time, from 100,000 at time 1, to 200,000 at time 2, to 300,000 at time 3. What is the fixed rate you should pay? 3. The table below shows the spot rates for the given lengths of time. Use the spot rates to fill in the Pn values. Calculate the swap rate for a two-year deferred, three-year interest rate swap with settlement at the end of the year. The notional amount is level. 4. A four-year interest rate swap with annual settlement periods has a level notional amount of 5000. Two years have elapsed and you are given the following information at the start of year three: ❼ The price of the one-year zero-coupon bond is P1 = 0.962. ❼ The price of the two-year zero-coupon bond is P2 = 0.919. ❼ The swap rate (set at the initial agreement) is R = 4.25%. ❼ All rates are annual effective. (a) Calculate the remaining cash flow for the receiver of this swap. Express your answer in amounts and times. (b) Calculate receiver’s market value of the swap at the start of year three. 5. Company ABC has an existing debt of 2,000,000 on which it makes interest-only annual pay-ments at an annual effective rate of LIBOR plus 0.5% (50 basis points). ABC decides to enter into a separate swap contract with a notional amount of 2,000,000, on which it makes annual payments at a fixed annual effective rate of 3% in exchange for receiving annual payments at the annual effective LIBOR rate. The annual effective LIBOR rates over the first and second years of the swap contract are 2.4% and 4.3%, respectively. ABC does not make or receive any other payments. For years 1 and 2, calculate the net interest payment that ABC makes or (receives), including the payment on their loan and any net payment from the swap contract.
Phi 012/Intro to Symbolic Logic Writing proofs in Carnap Three pieces of advice on writing proofs in Carnap: 1. Entering proofs into Carnap can definitely be tricky. If you’re having difficulty have a read through the instructions and have a go at the examples here: https://carnap.io/assignments/UC%20Davis%20PHI012%20Fall%202024/Practice%20Problems%20IV.md 2. In Carnap a line will get a + next to it once you have entered a correct justification. If the justification is incorrect, you’ll get a ? (or a ! in a triangle) or a ✗. Carnap will try to tell you what’s wrong: hover the cursor over the ? or ✗ to see a hint. 3. Remember Carnap is a mindless machine, and so you need to be very explicit about why each step in your derivation is justified. So remember your rules, and make sure that when you try to apply them that you’ve got the correct premises/subproofs etc for a correct rule application. Some common problems you may encounter while writing proofs are the following: (a) Adding assumptions (including initial assumptions when you are proving that some sentence is a theorem): when you add an additional assumption, you have to start a new subproof. In Carnap, you start a new subproof by indenting the lines that make up the subproof (you can either use the tab key or the space bar for this): (b) Sometimes, you will have to make additional assumptions inside a subproof, which means you will have nested subproofs. Whenever this happens, you just have to indent the lines of the new subproof: (c) In some cases, you will have two consecutive subproofs, in particular when you are using ∨-Elimination or ↔-Introduction. To tell Carnap where one subproof ends and the next one starts, type -- on a line by itself. The -- should be indented the same amount as the sentences in the surrounding (sub)proof: (d) Notice that when you are justifying a line using some rule, there must be no space between the colon ‘:’ and the rule cited. If you leave a space, Carnap won’t recognize the rule:
ENGG1110 Problem Solving by Programming 2024-2025 Term 1 Project Due Date: 2024/12/06 (Fri) 23:59 1. Introduction Candy Crush is a popular match-three puzzle game in the world, originally released in 2012 for Facebook and later adapted for mobile platforms. In the basic gameplay, the gameboard consists of a grid filled with various types of candies, each represented by different shapes and colors. The player’s goal is to create matches of three or more identical candies by swapping adjacent one. When a match is made, the matched candies are cleared from the gameboard, and new candies will fall down to fill the empty spaces. This sometimes leads to “chain reactions”, where new matches are automatically created as the board refills. In this project, you will develop a Candy Crush game using the C programming language. The project is structured in two phases: Part I focuses on implementing the basic version of the game, while Part II builds upon the first part by adding advanced features and additional gameplay mechanics. You are required to complete the given source code main.c without modifying any existing code (except otherwise specified) or introducing new libraries. Marks will be deducted from every modification. 2. Program Flow Part I Part II 3. Suggested Project Schedule Part I (60%) Week 10 InitGameBoard(), printGameBoard() Week 11 AskForSwap()- Input/Validation, swap() Week 12 FindAndRemoveMatch(), isGameOver() Part II (40%) Week 13/14 File I/O, applyGravity, fillEmpty(),Cascade Week 14 Cascade 4. Sample Runs for Part I The following shows several examples of inputs and the resulting candy clearings. User inputs are indicated by bold, highlighted underlined text. The matches found by the function are in red font. ===== New Round: ===== | 0 | 1 | 2 | 3 | 4 | 5 | 0| # | % | @ | * | # | * | 1| @ | @ | * | # | # | % | 2| # | % | % | @ | % | * | 3| % | * | @ | # | * | @ | 4| # | * | @ | % | % | @ | 5| % | @ | # | * | % | % | Enter the coordinate (row, column) of the candy:5 2 Enter the direction to swap (U for Up, D for Down, L for Left, R for Right):L Vertical Match found at column 2! ===== | 0 | 1 | 2 | 3 | 4 | 5 | 0| # | % | @ | * | # | * | 1| @ | @ | * | # | # | % | 2| # | % | % | @ | % | * | 3| % | * | | # | * | @ | 4| # | * | | % | % | @ | 5| % | # | | * | % | % | ===== New Round: ===== | 0 | 1 | 2 | 3 | 4 | 5 | 0| # | % | @ | * | # | * | 1| @ | @ | * | # | # | % | 2| # | % | % | @ | % | * | 3| % | * | | # | * | @ | 4| # | * | | % | % | @ | 5| % | # | | * | % | % | Enter the coordinate (row, column) of the candy:0 2 Enter the direction to swap (U for Up, D for Down, L for Left, R for Right):D Horizontal Match found at row 1! ===== | 0 | 1 | 2 | 3 | 4 | 5 | 0| # | % | * | * | # | * | 1| | | | # | # | % | 2| # | % | % | @ | % | * | 3| % | * | | # | * | @ | 4| # | * | | % | % | @ | 5| % | # | | * | % | % | ===== New Round: ===== | 0 | 1 | 2 | 3 | 4 | 5 | 0| # | % | * | * | # | * | 1| | | | # | # | % | 2| # | % | % | @ | % | * | 3| % | * | | # | * | @ | 4| # | * | | % | % | @ | 5| % | # | | * | % | % | Enter the coordinate (row, column) of the candy:0 0 Enter the direction to swap (U for Up, D for Down, L for Left, R for Right):L Move Out of Bound. Please try again. ===== New Round: ===== | 0 | 1 | 2 | 3 | 4 | 5 | 0| # | % | * | * | # | * | 1| | | | # | # | % | 2| # | % | % | @ | % | * | 3| % | * | | # | * | @ | 4| # | * | | % | % | @ | 5| % | # | | * | % | % | Enter the coordinate (row, column) of the candy:1 2 Empty Cell Selected. Please try again. ===== New Round: ===== | 0 | 1 | 2 | 3 | 4 | 5 | 0| # | % | * | * | # | * | 1| | | | # | # | % | 2| # | % | % | @ | % | * | 3| % | * | | # | * | @ | 4| # | * | | % | % | @ | 5| % | # | | * | % | % | Enter the coordinate (row, column) of the candy:4 5 Enter the direction to swap (U for Up, D for Down, L for Left, R for Right):D Horizontal Match found at row 4! ===== | 0 | 1 | 2 | 3 | 4 | 5 | 0| # | % | * | * | # | * | 1| | | | # | # | % | 2| # | % | % | @ | % | * | 3| % | * | | # | * | @ | 4| # | * | | | | | 5| % | # | | * | % | @ | ===== New Round: ===== | 0 | 1 | 2 | 3 | 4 | 5 | 0| # | % | * | * | # | * | 1| | | | # | # | % | 2| # | % | % | @ | % | * | 3| % | * | | # | * | @ | 4| # | * | | | | | 5| % | # | | * | % | @ | Enter the coordinate (row, column) of the candy:2 3 Enter the direction to swap (U for Up, D for Down, L for Left, R for Right):R Horizontal Match found at row 2! ===== | 0 | 1 | 2 | 3 | 4 | 5 | 0| # | % | * | * | # | * | 1| | | | # | # | % | 2| # | | | | @ | * | 3| % | * | | # | * | @ | 4| # | * | | | | | 5| % | # | | * | % | @ | ===== New Round: ===== | 0 | 1 | 2 | 3 | 4 | 5 | 0| # | % | * | * | # | * | 1| | | | # | # | % | 2| # | | | | @ | * | 3| % | * | | # | * | @ | 4| # | * | | | | | 5| % | # | | * | % | @ | Enter the coordinate (row, column) of the candy:0 4 Enter the direction to swap (U for Up, D for Down, L for Left, R for Right):R Horizontal Match found at row 0! ===== | 0 | 1 | 2 | 3 | 4 | 5 | 0| # | % | | | | # | 1| | | | # | # | % | 2| # | | | | @ | * | 3| % | * | | # | * | @ | 4| # | * | | | | | 5| % | # | | * | % | @ | ===== New Round: ===== | 0 | 1 | 2 | 3 | 4 | 5 | 0| # | % | | | | # | 1| | | | # | # | % | 2| # | | | | @ | * | 3| % | * | | # | * | @ | 4| # | * | | | | | 5| % | # | | * | % | @ | Enter the coordinate (row, column) of the candy:1 5 Enter the direction to swap (U for Up, D for Down, L for Left, R for Right):U Horizontal Match found at row 1! ===== | 0 | 1 | 2 | 3 | 4 | 5 | 0| # | % | | | | % | 1| | | | | | | 2| # | | | | @ | * | 3| % | * | | # | * | @ | 4| # | * | | | | | 5| % | # | | * | % | @ | Game Over! No more possible moves. 5. Detailed Program Design Flow – Part I In this project,you are required to follow exactly the output format specified. Using other output formats will jeopardize your mark. This program will 1. Read and initialize the game board from source 2. Display the game board 3. Allow the player to select a candy to swap a. The player can only swap two candies at a time b. The player will choose a candy by entering the coordinates (row, column) c. The player will also input a direction (U for Up, D for Down, L for Left, R for Right) to specify where to swap the selected candy. 4. Find and remove matches a. After each swap, check for matches of three or more identical candies in a row or column. b. If a match is found, display a message indicating the match’s location, remove the matched candies, and update the game board. 5. Check for a game-over condition a. Check if no further matches are possible on the gameboard. b. If the board has no possible moves left, display the message and end the game. 5.1. Header files, Functions, and Variable Declarations At the beginning of the main.c file, we include two headers, and . No other header files or library are allowed in the project. We define several macros after the header line. Macros are identifiers defined by #define, which are replaced by their value before compilation. The first two are H and W. #define H 6 // height #define W 6 // width H is the height of the game board, while W is its width. Therefore, our Candy Crush game board is a 6x6 square. In our test cases, we do not have any test cases with varying board size. You may try it if you are interested. Each cell on the game board stores a candy, with different types of candies represented by numbers. To assist in converting these numbers into their corresponding candy representations, the following global variable is provided. char candies[] = {'*', '#', '@', '%'}; No other global variables are permitted. All variables you define must be declared within functions and passed as parameters or return values as necessary. Violations of this rule will result in a deduction of marks. Also, there are a number of helper functions declared in the project. You can add new functions to aid your work, but you CANNOT modify (function signatures – function names, return type, parameters), or delete the given functions. 5.2. Main Function The main function is given to control the game flow. There are some local variables already declared for you. You can declare your own local variables for your use. Variables Usages int board[H][W] Stores the candies on the game board. The main function controls the gameplay as follows: 1. Call initGameBoard() to load the initial game board. 2. Enter the main game loop. The loop should continue until the game is over. Here are the tasks in the loop. a. The loop should start by printing five equal signs (=====) as a separator for each round, as follows: ===== New Round: b. Then, call printGameBoard()to display the current game board. ===== | 0 | 1 | 2 | 3 | 4 | 5 | 0| # | % | @ | * | # | * | 1| @ | @ | * | # | # | % | 2| # | % | % | @ | % | * | 3| % | * | @ | # | * | @ | 4| # | * | @ | % | % | @ | 5| % | @ | # | * | % | % | c. Call askForSwap() to execute the swapping logic. If the askForSwap() returns zero (0), indicating the swapping is unsuccessful. In this case, print the following error message: Please try again. d. Call isGameOver()to check if any moves are possible. If no valid moves remain, display a game over message and exit the game loop. In this case, print the following error message: Game Over! No more possible moves. 5.3. Initializing Game Board The main() function will first call the initGameBoard()function, which initializes the board[] array for the later gameplay. In Part I, the content of the array should be read from another hard-coded arrays – board_samples[]. 5.4. Print Game Board The given printGameBoard() is useful throughout the program to show the current game board status to the user. You are required to implement this function and print the game board on the screen based on the following format, where ␣ represents a space character that should appear as an actual space in the program output. First, print a line of five equal signs (=====) as a separator. Then, display the game board with row and column numbers labeled. Each cell should be separated by spaces and vertical bars to clearly distinguish rows and columns. ===== ␣␣|␣0␣|␣1␣|␣2␣|␣3␣|␣4␣|␣5␣| ␣0|␣#␣|␣%␣|␣@␣|␣*␣|␣#␣|␣*␣| ␣1|␣@␣|␣@␣|␣*␣|␣#␣|␣#␣|␣%␣| ␣2|␣#␣|␣%␣|␣%␣|␣@␣|␣%␣|␣*␣| ␣3|␣%␣|␣*␣|␣@␣|␣#␣|␣*␣|␣@␣| ␣4|␣#␣|␣*␣|␣@␣|␣%␣|␣%␣|␣@␣| ␣5|␣%␣|␣@␣|␣#␣|␣*␣|␣%␣|␣%␣| There are two types of elements displayed on the grid: • Candies: Use the candies[] character array to convert the numerical values stored in board[][] into the corresponding candy symbols. • Empty Space: Display the space character (' '), which is stored in board[][] as ASCII 32 (space). It is crucial that your output format follows the example exactly, including the number of spaces and any other formatting details, as the program will be graded using an autograder. Any deviation in the format could result in a loss of marks.
MAN1146 Assessment Strategy 1-09-2024 Individual assignment (Addresses LOs 1, 2 and 4) which aims to provide students with the opportunity to analyse contemporary global issues in the creation of innovative sustainability practices for implementation of businesses and reflecting on their own understanding and knowledge of sustainability and its related impact. 1,000 word essay. Due in last teaching week (17th of December) Task: Reflect on the concept of the triple bottom line (also known as the three Ps of sustainability: People, Planet, Profit.) To what extent do you believe that companies have a duty to meet all three Ps? Do you see these being in conflict; if so, why or why not? Use relevant examples and references/ sources you encountered throughout the course to support your answer. A minimum of seven references are required, one of which should be from an academic journal and three from the module. Support for the students: - Consider whether the three Ps are in conflict with one another, or can be synergistic - Consider how the 3Ps apply to different types of firms: large MNEs versus SMEs; new firms (which may incorporate the 3Ps into their business model) versus established players (We call them ‘incumbent’ firms) - Consider the role and influence of new technologies such as AI allowing firms to better meet all 3Ps. Suggested structure: Intro (50 words): · What are the three Ps and where do they come from? · Why do they matter? · What is this essay about? Main body (900 words): · Duty (220 words; one paragraph) – goes back to week 3 on ethics (yes or no) · How they are in conflict or not (680 words>> use examples and other relevant module content here; students should really apply here what we have learned in the module) Conclusion (50 words): · What was this essay about? · What was your stance/ key message in terms of the question asked?
IFB113TC Programming for Business Application 1. Project Background In the rapidly evolving e-commerce landscape, understanding sales trends is crucial for businesses aiming to optimize their strategies and drive growth. Your client, an e-commerce company specializing in a diverse range of products, faces challenges in efficiently analyzing and visualizing their sales data. Currently, the company relies on manual processes and basic spreadsheets, which limits their ability to quickly generate insights and make data-driven decisions. To address these challenges, the company has commissioned the development of a user-friendly data analysis application. This application is designed to provide comprehensive insights into their sales data, enabling the company to make informed decisions about product strategies, marketing efforts, and inventory management. 1.1 Key Objectives: 1. Sales Data Visualization: The company requires dynamic and interactive visualizations to better understand sales trends. The application should generate bar charts to compare sales across different product categories and line charts to illustrate trends over time. These visualizations will help identify peak sales periods, emerging trends, and areas needing attention. 2. Data Summary and Reporting: The application should provide essential statistical summaries of sales data, including total sales, average sales per category, and highest sales values. This will help the company quickly grasp key metrics and performance indicators. The ability to generate and export these summaries in a structured report format is crucial for presenting findings to stakeholders and making strategic decisions. 3. User Interaction Features: To ensure ease of use, the application must allow users to upload sales data files in CSV format, select the type of analysis they wish to perform, and view results in an intuitive interface. Features like file upload dialogs, analysis selection menus, and result displays are essential for facilitating smooth and efficient data handling. 1.2 Challenges and Considerations: • Data Integrity and Quality: Ensure the application handles various data formats and potential data quality issues effectively. Users may upload data with inconsistencies or errors, so the application should include basic validation and error handling mechanisms. • Scalability and Performance: As the company’s sales data grows, the application should be able to handle large datasets efficiently. Performance optimization techniques should be considered to ensure quick data processing and visualization. • User Experience: The user interface should be designed with simplicity and functionality in mind. It should accommodate users with varying levels of technical expertise, providing clear instructions and feedback throughout the data analysis process. • Integration with Existing Systems: While the application will be standalone, consider potential future integrations with the company’s existing systems or platforms for seamless data transfer and enhanced functionality. 1.3 Deliverables: The final deliverables will include the fully functional data analysis application with the aforementioned features, a detailed project report documenting the development process and showcasing the application’s capabilities and applications in real-world scenarios. This project aims to empower the company with a robust solution for data analysis, helping them leverage their sales data to drive strategic decisions and enhance overall business performance. 2. Project Requirements 2.1 Requirements Analysis and Design Documentation (20 points) Task Description Points Requirements Analysis Write a detailed requirements analysis document that defines the functional requirements and objectives of the application. Describe how to extract useful information from the data and how these features will help the company. Include user needs, functional requirements, and performance requirements. 10 Design Documentation Create a comprehensive design document that includes the basic architecture and design of functional modules. Include system architecture diagrams, functional module diagrams, use case diagrams, class diagram etc.. Explain the design approach and implementation steps for each module. 10 2.2 Programming Implementation (60 points) Task Description Points Sales Data Visualization Data Reading Write a Python program using pandas to read the CSV file data which is provided on Learning Mall individual assignment section and display the first few rows of data. Include screenshots showing the codes. Description of the Data The CSV file contains transactional data with the following columns: • Invoice ID: Unique identifier for each transaction. • Branch: The branch of the store where the transaction took place. • City: The city where the branch is located. • Customer type: Type of customer (e.g., Member or Normal). • Gender: Gender of the customer. • Product line: Category of products purchased. • Unit price: Price of a single unit of the product. • Quantity: Number of units purchased. • Tax 5%: Tax applied to the transaction (5% of the subtotal). • Total: Total amount of the transaction including tax. • Date: Date when the transaction occurred. • Time: Time when the transaction occurred. • Payment: Payment method used for the transaction. • cogs: Cost of goods sold. • gross margin percentage: Percentage of gross margin in the transaction. • gross income: Gross income from the transaction. • Rating: Customer rating for the transaction. 5 Bar Chart Generation Write code using matplotlib or seaborn to create bar charts showing total sales amounts for different product categories. Include a title, X-axis label, and Y-axis label. Include screenshots showing the codes. 5 Line Chart Generation Write code to generate line charts showing sales trends over time (monthly or quarterly) using matplotlib or seaborn. Include a title, X-axis label, and Y-axis label. Include screenshots showing the codes. 5
Part I For the first four questions, show the starting material, reagent, and product. No arrows or intermediates are required. Keep it simple! 1.Give an example of a reaction that would have an SN1 mechanism 2.Give an example of a reaction that would have an SN2 mechanism 3.Give an example of a reaction that would have an E1 mechanism 4.Give an example of a reaction that would have an E2 mechanism Part II Nomenclature 5.Supply the missing name or structure Part III Mass spectroscopy 6.An alcohol of unknown structure has been analyzed as C14H22O and is suspected of being a tertiary alcohol. a) What are the degrees of unsaturation (HDI) for this formula? Show your calculation. b) Which one unsaturated group (considered a standard functional group) does this HDI suggest? c) The most prevalent fragmentation peaks for this alcohol in El MS are M-29, M-57, and M-91. Identify the free radical that is lost to form each of these fragments d) Give any one of the possible structures for this alcohol consistent with this data. e)Show the mechanism for the fragmentation of the radical cation of this alcohol to give any one of the possible fragments that is detected in the mass spectrum of this alcohol. 7. Provide reagent for each transformation 8. Give the product to each of the following transformations 9. 10. Give the seven possible isometric products of the following reaction Give the detailed mechanism for the following reaction 11. 12. 13.
Lab 7: Four-Function Calculator Sequential Design III Total Points: 150 Overview We are all familiar with the basic four-function calculator which has evolved over the years from the ancient two-function (addition and subtraction) abacus to today's ubiquitous app on our mobile devices (check out this history of the calculator (https://www.thecalculatorsite.com/articles/units/history-of-the-calculator.php)). The goal of this project is to emulate a four-function calculator on the DE2-115 board. This is essentially an example of Register Transfer Level (RTL) design in which the overall funtionality is fairly simple to state: you perform. a sequence of computations by entering decimal numbers and arithemtic operations on a numeric keypad and observe the results on a numeric display (typically an LCD screen). Emulating this functionality on the DE2-115 board poses a couple of challeneges. · Unless we connect a keypad to the board (future project!) we have to figure out a way of using the 4 push-buttonn keys and the slider switches to enter numbers and operations. · Until we figure out how to use the LCD display (future project!) we must settle for displaying the results on the 7-segment HEX displays. Preparation · Review the lectures on RTL design (https://umich.instructure.com/courses/700375/pages/session-17-register-transfer-level-rtl- design)and Sequential Multiplication (https://umich.instructure.com/courses/700375/pages/session-19-sequential-multiplication)and use the included Verilog specifications for the Cash Register and Booth Multiplier projects to practice debugging and verifying functional correctness using ModelSim. · Review the included starter and helper Verilog modules. Design Specification The calculator performs addition (+), subtraction (-), multiplication (x),and quotient (/) operations on 11-bit two's complement integers (full-fledged division requires introducing floating- point numbers which are beyond the scope of EECS 270!) I/O Interface Figure 1 shows the datapth/control decomposition and the DE2-115 interface of the calculator. · Entering and displaying numbers: Signed-magnitude numbers, in the range [-1023,1023], can be entered using SW[10:0] and should be displayed on {HEX7, HEX6, HEX5, HEX4}. Operation results should be displayed on {HEX3, HEX2, HEX1, HEX0}. Numbers outside the range [-999,999] should be displayed as indicating "can't be displayed'. · Entering operations: The four arithmetic operations can be entered by pressing a pushbutton KEY with SW[17] set to 0. Refer to the mapping in Figure1. · Entering commands: Besides entering numbers, two KEYs are used to enter the following commands when SW[17] is set to 1: 。= (equals): Pressing KEY[3] displays the result of the operation on {HEX3, HEX2, HEX1, HEX0}. 。C (clear): Pressing KEY[0] clears the result display and returns the calculator to its initial state. · Overflow indicator: Overflow should be indicated by LEDG[8] if any operation result is outside the range of 11-bit two's complement numbers, ie., [-1024,1028] (would have been better if this was a red LED because of its location between the HEX displays!) The calculator uses the built-in 50MHz CLOCK_50 which may need to be slowed down, using the Clock_Div module (https://umich.instructure.com/courses/700375/files/38114943?wrap=1) (https://umich.instructure.com/courses/700375/files/38114943/download?download_frd=1) , to eliminate potential timing errors. Figure 1: Four-Function Calculator Interface and Datapath/Control Decomposition Operation
Assignment FIN 6126 Suppose you are a hedge fund manager. Your intern finds that sorting individual stock’s trailing 12-month returns (i.e., 12-month cumulative stock returns) and hold the portfolio for the next three months makes great money in US, which is the main result in the seminal paper by Jagadeesh and Titman (1993). You are skeptical about the application in China. So, you would like to test the usefulness of (12,3)-momentum strategy in China. You first download a sample of Chinese A-share stocks, excluding those with ST/ST* and firms in the financial industry. Then you define the momentum trading signal as cum returni,t−11→t = (1 + returni,t−11) × (1 + returni,t−10) × ⋯ × (1 + returni,t ) − 1 where returni,t is stock’s monthly return, and cum returni,t−11→t is the 12-month cumulative return (which includes current month). After you calculate the momentum trading signal, cum returni,t−11→t, in each month, you rank all firms accordingly. You calculate the average excess returns in the top 30% and bottom 30% extreme portfolios with three-month holding period. where p represents the extreme portfolios, and return is the average portfolio returns. Lastly, you generate the time series of long-short portfolio returns. returnLS,t+1 = return3,t+1→t+3 − return1,t+1→t+3 (Note that due to the limitation of Excel, we select a subsample of 20 stocks with balanced panel. Thus, the top 30% portfolio contains the top 6 stocks and the bottom 30% portfolio contains the bottom 6 stocks.) Questions 1. In the attached Excel spreadsheet, please generate a time series of returns in the LS portfolio. 2. Calculate the annual average returns, standard deviation of returns, and the Sharpe ratio of the LS portfolio returns. 3. Please calculate the annual CAPM alpha and the annual FF4 alpha (using MKTRF, SMB, HML, and MOM), as well as the CAPM beta. 4. Assume that your initial wealth is $100 in all three portfolios (Top 30%, Bottom 30%, and LS). Please draw the time series graph of the cumulative NAV in the sample period. 5. What is your conclusion about the effectiveness of momentum strategy in China?
CENG0035 Minerals usage, extraction, and processing Coursework – 30 % of the module. To be submitted via Moodle before 09:00 on Wednesday 4th December 2024 GenAI Category 2. GenAI tools can be used in an assistive role for research. Students are permitted to use GenAI tools in a limited, critical and responsible way. The student should still be the author of their own work – in other words, GenAI should be limited to supporting and assisting the student in completing the assessment, and should not be completing the assessment (entirely or only in part) on the student’s behalf. Students may not use GenAI to gain unfair academic advantage. Coursework outline The industries considered within this module all have a range of unit operations and processes that transform natural resources into usable products. This coursework looks at questions, both qualitative and quantitative that discuss the refining of these natural resources in the mining and nuclear sectors. You must show your working out in each question to gain full marks, correct answers will only receive a single mark without it. Please note. In order to randomise each of your coursework, each coursework will be linked to your student number, which is an eight-digit number; The fourth and fifth digits correspond to XX, the sixth and seventh to YY and the eighth to W; E.g.: 22163849; XX = 63 and YY = 84 and W = 9. Please write your student number and the XX, YY and W values at the start of the coursework. 100 Marks Coursework – Part 1 In this part, we examine two different process flows for metalliferous ores: froth flotation and heap leaching/solvent extraction. Variations on these two processes are used to concentrate metals derived from their host minerals. 1) PROCESS MANAGEMENT a) Why do we need to decrease the size of our ore particles down, regardless of whether we follow the froth flotation route, or the heap leaching/solvent extraction route? (2 Marks) b) If we are to follow the froth flotation route, what would be an appropriate cut size be for our feed particle size to fall below, and why? Use an example to help explain your answer. (3 Marks) 2) COMMINUTION MASS BALANCE The flow-rate of ore into your comminution stage is 1YY5 t hr-1 . This ore is crushed, and then milled. There is a single stage of milling, followed by a hydrocyclone. The hydrocyclone underflow (particles that are too large) is returned to the mill. 2W % of the solids that leave the mill (and enter the hydrocyclone) go to the underflow and are recycled for further milling. a) Draw the process flow diagram. (4 Marks) b) What is the total flowrate of solids through the mill? Show your working. (3 Marks) c) What is the purpose of the hydrocyclone in this circuit? (2 Marks) d) Would we normally expect just one mill and one hydrocyclone at a mine site? Explain your answer. (3 Marks) 3) FROTH FLOTATION A bank of three flotation cells (as part of a larger flotation facility) cumulatively recovers a proportion of tin bearing cassiterite from the milled ore. a) Calculate the cumulative grade-recovery from the following data for a bank of three flotation cells. The flotation feed rate is 1YY5 t hr-1 solids, with a grade of 0.5W % tin. You must show your calculations for the marks. Remember that grade is the proportion of metal in ore in this case, and recovery is the proportion of metal recovered to the concentrate. Cell 1 Cell 2 Cell 3 Concentrate flowrate t hr-1 13 9 15 Concentrate grade % 20 16 9 N.B., in reality, the tin bearing cassiterite is concentrated over numerous banks of cells that perform. different functions to maximise recovery. b) Is your cumulative recovery value realistic? Explain you answer. (2 Marks) c) A section of the plant treats 160+XX0 t hr-1 of ore containing 0.W7 + 0.60 % tin (which is still associated with cassiterite), and quartz-feldspar gangue. There are no other minerals in the ore. The plant can be operated at two conditions: • Condition 1: A tin recovery of 8W % and a concentrate grade of 38.1 % (high grade, low recovery). • Condition 2: A tin recovery of 93 % and a concentrate grade of 2W.8 % (low grade, high recovery). The smelter pays 83 % of the market price for the mass of tin in the concentrate, and charges $ 1200 per tonne of concentrate as a treatment charge (for removing the associated gangue). The current tin price is $ 22500 per tonne. Calculate: i. How many tonnes of tin enter the plant every hour? (2 Marks) ii. How many tonnes of tin and total concentrate are produced every hour for each of the two conditions? (4 Marks) iii. What is the concentrate value per hour for each of the two conditions? (4 Marks) iv. If the tin price increases (say to $ 3W400 per tonne), should the plant operate at a higher or lower recovery condition? Explain and justify your answer. (5 Marks) v. In terms of environmental issues, is a higher tin price favourable or unfavourable? Explain your answer. (2 Marks) 4) SOLVENT EXTRACTION A solvent extraction (SX) plant comprises 1 extraction stage and 1 stripping stage. The flowrate of pregnant leach solution (PLS) into the plant is 1500 m3 hr-1 , with a Tin (Sn) content of 6 kg/m3 solution. The loaded electrolyte feed to the EW plant has a Sn content of 6W kg/m3 solution. The organic phase consists of extractant LIX900 in kerosene. a) Draw the flowsheet and label all streams with all the information provided. (6 Marks) b) The efficiency of the extraction stage is 92-W %. The ratio of the organic phase (m3) to aqueous (m3) phase across the extraction stage is 1.4:1. An extractant, contained within in the organic phase is used to strip (collect) the tin from the PLS. A 1 % solution of the extractant in the organic phase can collect 0.1+0.XX kg Sn from the PLS, for every 1 m3 of the organic phase. What percentage concentration of extractant is required in the organic to receive the tin transferring from the PLS? As part of your answer, you should calculate the volume of the organic phase. (5 Marks) c) The depleted electrolyte from the electrowinning circuit contains 40 kg m3 solution. What is the flowrate of the loaded electrolyte stream? (4 Marks) d) What happens to the tin in the electrolyte solution? Describe the process and the outcomes. (4 Marks) 64 marks in total for part 1 Coursework – Part 2 In this part, we examine the production of nuclear power and the nuclear fuel cycle. 1) NUCLEAR POWER a) Write out the decay reaction series for uranium-235 going through one stage of alpha (α) decay followed by one stage of beta (β-) decay. (1 Marks) b) Describe the process of producing uranium fuel from mined uranium. (4 Marks) c) Describe the process of producing electrical energy from uranium fuel. (4 Marks) d) Choose two of the aspects you have described in parts b) and/or c); highlight one safety concern for each and then explain what technique(s) can be used to mitigate the risk. (4 Marks) 2) URANIUM FUEL PRODUCTION The burning of fuel is not 100 % efficient, a typical reactor will burn 7W % of the U235 in the fuel, 2 % of the U238 in the fuel will also be burnt. In this question consider a reactor that uses uranium fuel with an enrichment of 2.1+0.YY % and a tails assay of 0.25 %. a) How much uranium feed to the enrichment plant is required to produce 1 kg of uranium fuel? (3 Marks) b) What percentage of this uranium feed is burnt for conversion into electrical power, assuming no losses in the fuel rod fabrication? (3 Marks) c) The uranium deposit at Cigar Lake (Canada) has an average grade of 15 % U3O8 , how much of this ore needs to be mined for the reactor to have burnt 10 kg of uranium? (4 Marks) d) Comment on your answer to part c). (1 Mark) 3) NUCLEAR PLANT DESIGN AND SAFETY The Finish company, TVO, is considering restarting plans to build a fourth reactor at Olkiluoto. The two designs currently under consideration for the fourth reactor are an Evolutionary Pressure Vessel Reactor (EPR) and an Advanced Boiling Water Reactor (ABWR). a) Describe the technical similarities and differences between these two reactors. (4 Marks) b) Which of the two you think would be the best option for TVO and why? Consider financial, social and safety elements as well as technical differences (8 Marks) 36 marks in total for part 2 100 marks in total for the coursework.
Big Data Analytics SUMMATIVE ASSIGNMENT Introduction In the past decade, executive compensation has become a contentious issue, particularly in light of recent financial crises and debates over excessive remuneration packages. Critics have pointed out that some executives have received disproportionately high compensation, even when corporate performance and stock prices have been on the decline. Effective corporate governance mechanisms are crucial in influencing the level of executive compensation. The board of directors, and more specifically the remuneration committee, plays a vital role in determining both the amount and the structure of these compensation packages Data Sets For this assignment, you are provided with a dataset titled Determinants of Remuneration Data Set. This dataset will serve as the foundation for both your descriptive and predictive analytics. Descriptive Analytics You are required to conduct a thorough descriptive analysis of all variables in the dataset. The analysis should cover key statistical measures, including: • Mean • Standard deviation • Range • Skewness • Kurtosis In addition, you should visualise the trends over the three years covered in the data. You can employ various graphical techniques to present these trends. Tools like Tableau can be useful for generating heat maps and other visualisations to support your analysis. Diagnostic Analytics You are required to conduct a thorough diagnostic analysis using the two types of correlation models, briefly discuss which model is the most appropriate and why, and comment on multicollinearity. Predictive Analytics Using panel data regressions, you are required to develop and analyse two models. For each model, firstly, you need to conduct OLS to comment on multicollinearity, Secondly, determine whether to use fixed effects or random effects as the main test, while employing the Hausman test to choose between them and conduct sensitivity analysis. Additionally, you will need to evaluate the models’ sufficiency and strength by using appropriate statistical measures and discussing the significance of the relationships between dependent and independent variables. Model 1: Total calculated compensation = Y0 + Y1 Board size + Y2 Board External Members + Y3 cEO & chairDuality + Y4 Remuneration committee size + Y5 Remuneration committee Number of Meetings + Y6 Duality of chairman of the Remuneration committe & chairman of the board + Y7 chairman compensation + Y8Total Members compensation + εit Model 2: Total Annual cash compensation = Y0 + Y1 Board size + Y2 Board External Members + Y3 cEO & chair Duality + Y4 Remuneration committee size + Y5 Remuneration committee Number of Meetings + Y6 Duality of chairman of the Remuneration committe & chairman of the Board + Y7 chairman compensation + Y8Total Members compensation + εit Additional Instructions • STATA must be used for all statistical analysis, unless otherwise specified. • You are required to include screenshots of STATA outputs in your appendices. • Ensure that any Tableau visualizations you create are effectively integrated with and discussed alongside the results obtained from your STATA analysis. • Make sure to reference appropriate academic literature or reports to support your findings and interpretations.
AS 3429/9429 Long Term Actuarial Math II Assignment Instruction 1. Students could work individually or in a group (of maximum two members) to complete the Assignment using Excel (or other mathematical software). 2. Each student must submit the following two files via Assignments on OWL: • One solution report with the formulas and methods explained, required graphs, and appendix (if needed, e.g., R codes). • One Excel spreadsheet showing all the calculations. *Note: If you work in group, please state clearly the group members at the beginning of your report. 3. The assignment is due on Friday, Dec 6, by 11:59pm. For late submission, a penalty of 50% mark per day will be applied on an hourly basis. 4. Evaluation: The assignment will be graded out of a total mark of 50, with weights 40% Excel 60% Report Assignment 1. Construct a special select and ultimate survival model based on the SSSM (Standard Select and Ultimate Survival Model). Recall that the ultimate part of SSSM assumes Makeham’s Law with: µx = A + B · Cx , where A = 0.00022, B = 2.7 × 10−6, C = 1.124. For this new model, you are given: • The select period is three years. • Functions for this model are denoted by an asterisk, * . For all values of x, q*[x] = 0.97q[x]; q*[x]+1 = 0.98q[x]+1; q*[x]+2 = 0.99q[x]+2; qx(*) = qx. Construct a new table for this special select and ultimate survival model with the values of p*[x] , p*[x−1]+1, p*[x−2]+2, px(*) , l*[x] , l*[x−1]+1 , l*[x−2]+2 and lx(*) . Also,¨(a)x(*) , Ax(*) , 2 Ax(*) ,¨(a)x(*): 10 , Ax(*): 10 , ¨(a)x(*): 20i ,Ax(*): 20i , 5Ex(*) , 10 Ex(*), 20Ex(*) , ¨(a)x(*)(: , Ax(*)(: , as well as ¨(a)*[x] , ¨(a)*[x(]4) , A*[x(]4) , A*[x] , 5E] , 10 E] , 20 E] , at integer ages, with limiting age ω = 130. Assume l2(*)0 = 100, 000 and interest rate i = 5%. Use UDD for fractional ages where applicable. Use the special select and ultimate survival model in Question 1 for Questions 2–4. 2. An insurer issues a 20-year term life insurance policy to a select life [35]. The sum insured of $200,000 is payable at the end of the year of death, and premiums are paid annually throughout the term of the contract and calculated using equivalence principle. The basis for calculating premiums and policy values is: • Interest: 5% per year effective; • Initial Expenses: $200 plus 25% of the first premium; • Renewal Expenses: $25 plus 5% of each premium after the first year. (a) Calculate the gross premium policy values at each time t, for t = 0, 1, . . . , 20, and plot them on a graph. Is there any negative policy value? If so, explain the reason. (b) Now consider that the insurer earns an actual interest of 6% each year (mortality and expenses are as assumed). Assume that 80% of the profit is distributed as cash dividends to policyholders who are still alive at the end of the year. Calculate the EPV of the profit to the insurer per policy issued. (This is a participating life insurance.) (c) Now assume that the premiums are now paid quarterly for maximum 5 years, and the death benefit is paid at the end of month of death. Ignoring the expenses, calculate the premium policy values at each year and each premium payment time, and plot them on a graph. *Note that the policy values have jumps at the premium payment time. 3. Suppose a 20-year endowment insurance with sum insured $20,000 and survival benefit $10, 000 issued to a select life [35]. Assume the death benefit is paid at the end of year of year, while the level premiums are paid annually throughout the term of the contract and calculated using equivalence principle. The basis for calculating premiums and policy values is: • Interest: 5% per year effective; • Initial Expenses: $200 plus 25% of the first premium; • Renewal Expenses: 5% of each premium after the first year. (a) Calculate the gross premium policy values, net premium policy values and FPT policy values at each year. Plot them on a graph, and briefly discuss your conclusion by comparing their values. (b) Discuss why the premium basis and policy value basis might be different in practice. 4. Consider a continuous 10-year deferred 10-year term life annuity of $2,000 per year on a selected life aged [35]. A level premium of P is payable continuously each year during the first 10 years. Assume the interest rate is i = 5% and death are uniformly distributed (UDD) within each year of age. (a) Calculate the exact premium rate P. (b) Write out the Thiele’s differential equation for t ∈ (0; 20), and give any relevant boundary conditions. (c) Determine the premium rate P by solving Thiels’s differential equation using Euler’s method, with a time step h = 0:05. (d) Recalculate Part (c) using a time step h = 0:025, and compare the result with Part (a) and Part (c). (e) Plot the graph of tV for t ∈ (0; 20). *You may need the “Goal Seek” function in Excel. 5. Consider the following model for an insurance policy combining disability income insurance benefits and critical illness benefits. The transition intensities are as follows: 01 x = a1 + b1 exp{c1 x}; x(02) = a2 + b2 exp{c2 x}; 12 x = x(02) ; x(32) = 1:1 x(02) ; 10 x = 0:1 x(01) ; x(03) = 0:05 x(01) ; x(13) = x(03) ; where a1 = 4 × 10−4; b1 = 3:5 × 10−6; c1 = 0:14; a2 = 5 × 10−4; b2 = 7:6 × 10−5; c2 = 0:09: Using Euler’s method with a step size of h = 0:05, calculate values of 20p30(ij) for i = 0; 1 and j = 0; 1; 2; 3.
Making Art and Understanding Tech & Imgs ART 1TI3 Digital Creative Challenge 3 (DCC3) Virtual Mural Project Project Code: DCC3 This capstone project is worth 25% of your overall grade. Review the DCC3 project board on Miro for diagrams and examples. In DCC3, your group will collaboratively conceptualize, design, and create a virtual mural that reflects themes or concepts covered in course lectures. This theme should be inspired by course content beyond superficial qualities (e.g.,using layers and colour). Each group member will design and integrate a 4,000 x 1686 pixel section of the mural forming a visually unified and thematically cohesive composition. Every group member will create their own Animated GIFs with transparent backgrounds will overlay their mural section, adding a pop of visual interest. The completed mural will be displayed and collaboratively be assessed in-class exhibition on December 5. This project has two main components - the virtual mural (often thought of as the background) and the time-based, animated component. The time-based animated component will be an animated gif - there will be an in-class animated gif workshop on Week 11. COLLABORATIVE RESPONSIBILITIES Digital Creative Challenge 3 is a collaborative project. Depending on how your group works together, there may or may not be a need to meet outside class time. Each group (formed on November 7) will complete a Collaborative Agreement Form. outlining logistics and responsibilities. Each group will have 5 people, however, depending on the class size, there may be some groups of 4. Each group member is responsible for creating their own 4000 x 1686 px at 72 dpi section & animation. As a group, you will all be responsible for the following: • Determining you content and intentions when choosing a theme and formal approach for the virtual mural. • Create a visually unified on Miro, with each section positioned side-by-side hopefully creating a seamless look. • Decide on an approach to immaterial such as image asset types, animation approaches, and colour schemes. Individual immaterial and palette choices should complement the group's overall vision. • Decide on the order of sections early and coordinate with adjacent creators to design and negotiate visual transitions. • Ensuring that each section is a composite image made from 11 original assets, including photography/ virtual photography and generative AI. • Animated GIFs with transparent backgrounds, at least 100 x 100 px, consisting of a minimum of 3 frames. • You will design and place your animated GIFs over the mural in a meaningful manner. • Embrace the immateriality of the animated GIF. • A 400-word group project statement covering the content and intentions, the group's formal strategy, section integration, and cover design. A printed copy must be presented in class. • Properly installing all sections and animated components onto the Miro Gallery Board before the final class meeting. • Participate in the Class exhibition and Community Assessment INDIVIDUAL COMPONENTS Each group member will be responsible for writing their own Project Statement (200 word minimum) for the section they created and completing their own Group Survey (DCC3GS). This individual project statement is different from the group statement and should address the content in your section of the mural, how these ideas are visually expressed, and how the group approached integrating your ideas into the collective mural. Also, in your statement, discuss your group's approach to integrating your animated component and summarize your involvement. Each individual virtual mural section should: • Creation of virtual mural section (background) that measures 1686 x 4,000 px at 72 pixels/inch. Submit an unflattened work file to Avenue and post jpeg the jpeg to Miro. • The creation and use of the minimum of 10 original photographic image assets. Any drawn/painted layers do not count toward this total. • In GIMP, your work file should be an XCF (eXperimental Computing Facility) file. • In Photoshop, your work file document should be a PSD (Photoshop Document) file. • The creation and use of at least one Generative AI image asset(s) in this project. • One animated GIF comprised of at least 3 cels, has a transparent background, and that is not part of the same file as the mural section (background). The GIF met the minimum size of 100 x 100 px, 72 dpi. • On the Miro board your animated gif will be placed on-top of the mural and visually integrate well into the section it was designed for. The animated gif can be larger than the minimum image size and the gif must include transparent areas. Be artistically unified in terms of form, subject matter, and content, • Have a sense of visual unity (balance), or, a productive sense of visual imbalance, • Install your mural section as a jpeg and animated gif to the Miro Class Gallery following the posted installation template. • Include a 200-word project statement that describes the concept behind and your approach to your mural section. Project Materials • Camera Phone or Digital Camera • Laptop • GIMP or Photoshop • Animated Gif - These can be made using readymade images and/or drawing/painting. • Photography - Use your own images. These can be new or old images. • Virtual Photography - Virtual photos or screenshots taken in Virtual Reality Applications, Virtual Reality Installations, and Games like Second Life, WoW, Animal Crossing, etc. • Generative AI - To generate image assets using text-to-Image prompts. • MIRO Gallery Board Individual Submission Checklists • Miro Uploads • Mural Section JPEG: YourLastName_YourFirstName_DCC3a.jpeg • Animated GIF: YourLastName_YourFirstName_DCC3c.gif • Post only the text from your Project Statement. • Post separately all virtual photographs used in your composite & a note of where they were taken, • Post separately all AI images used along with the text prompts your used to make them, • Avenue to Learn Uploads • Upload the work file for your mural section, work file for your animated gif, project statement, and survey. • Unflattened Mural Section Work File: YourLastName_YourFirstName_DCC3a.PSD/XCF • Unflattened Animated GIF Work File: YourLastName_YourFirstName_DCC3c.PSD/XCF • If you used Procreate to create your animation, show your animation work file on your device to member of the instructional team in the weeks before the final class. • Project Statement: YourLastName_YourFirstName_DCC3e.doc • Group Survey: Complete the posted Microsoft Form. • Group Assessment Spreadsheet: TBA Group Submission Checklist • A complete ‘installation’ of the group's virtual mural on the Miro Gallery board according to the template instructions posted within the Miro Gallery. • This will include a 400 work group project statement, answering the board questions, and didactic information for each group member. • Ensuring that there are no gaps within your mural. • Full participation in the Collaborative Assessment Activity.
QIM512E Multimedia-based Instructional Design Assignment 1: Needs Assessment Report Due: 1 December 2024 Purpose: This assignment is designed to equip students with the skills to conduct a needs assessment. In groups, students need to select an educational context to conduct the needs assessment. This serves as the fundamental steps towards the rest of the other assignments, which will build up to the final project of this course. Therefore, please make sure that you have discussed and decided the topic thoroughly with your group members. Learning Objectives: This assignment will be used to assess your performance on CLO1: Design a multimedia-based instructional material involving needs assessment, content-, learner, and context analyses, learning outcomes, assessment instruments and instructional strategies. Guidelines: 1. Select an educational context: Students should discuss and decide a specific educational setting (e.g., a classroom, training program, or online course) in which they wish to conduct a needs assessment. It is crucial to ensure that the chosen context is feasible for data collection and analysis. 2. Data Collection: Students need to design and implement data collection methods, which may include surveys, interviews, observations, or a combination of these. The data collected should be relevant to the instructional context. 3. Data Analysis: After collecting data, students will analyze the information to identify the instructional problem/gap/needs. This analysis should be evidence-based. 4. Reporting Findings: Students will prepare a formal report that includes the following components: ● Introduction: Provide an overview of the instructional setting and the purpose of the needs assessment. ● Data Collection and Analysis: Describe the instrument(s) and procedure of data collection, and present the findings. ● Problem Identification: Clearly state the identified instructional problem(s) and provide supporting evidence. ● Recommendations: Offer initial suggestions of a lesson or training module for addressing the identified problem based on the data analysis. ● Conclusion: Summarize the key findings and write a clear and specific instructional goal statement (one statement only). This goal should be directly related to the identified problem.
BU.510.650 Data Analytics Group Project Assignment 1 Group Project Each group contains x students. Each group identifies a problem of interest and collects relevant data. The collected data set should contain at least 500 observations and 6 variables. The task is to develop a series of research hypotheses based on theory or past empirical evidences and then apply some of the techniques covered in class (or not covered) on such data for testing. 2 Data Sets Students are encouraged to collect data by themselves. Students can collect data from any sources such as the following, but not limit to, (1) UCI Machine Learning Repository: http://archive.ics.uci.edu/ml/datasets.html (2) Kaggle: https://www.kaggle.com/datasets (3) World Bank: http://data.worldbank.org/ (4) U.S. open government data: http://www.data.gov/ (5) US Census Bureau: http://www.census.gov/main/www/access.html (6) Data from your work (7) Or others 3 Analysis and Report Students should work closely in a group on data collection, data analysis and result interpretation, report writing, etc. In the project report, students are supposed to describe the results and con- clusion of their analysis. Keep in mind that plots, tables and other visual representations of data are useful in conveying your conclusions. In addition, you may want to include the following parts in your reports. (1) Questions/Hypotheses. Write one or multiple questions or hypotheses you want to explore with the data sets. After each question, state your expected answers, which may be different from your data analysis because you have not yet analyzed the data. (2) Data Description. Describe the data sets. What is the data, e.g., variables and results? How was the data collected? Briefly summarize the data. Provide the URL link if available. (3) Methodologies. Write a complete, clear description of the analysis you performed. This should be sufficient for someone else to write an R program to reproduce your results. It should also likely be helpful to people who read your code later. This section should tie your computations to your questions/hypotheses, indicating exactly what results would lead you to what conclusion. You may want to provide the key statistics, e.g., t-statistic, z-statistic, p-values, R2 and the adjusted R2, etc. (4) Results and Conclusion. Discuss your results. Focus in particular on the results that are most interesting, surprising, or important. Discuss the consequences or implications. Interpret the results: if the answers are unexpected, then see whether you can find an explanation for them, such as an external factor that your analysis did not account for. You may also want to make prediction for new scenarios. (5) Appendix. Put plots, tables, technical details or other results in appendix if necessary. This part is optional. You may want to have a title for your project report. At the beginning, use one sentence to summarize each group member’s contribution. 4 Present Presentation and Competition All group members are encouraged to present their projects in class. The presentation for each group should be no longer than 10 minutes. It is encouraged to use slides (e.g., MS PowerPoint, etc). The slide deck should summarize the main points of your project, including motivation, research questions, and results. During the presentations, all students from not-presenting groups, including the instructor and perhaps teaching assistants, should actively ask questions, which is considered part of class partic- ipation. Each member of the presenting group, not only the presenters, can answer the questions or give comments. All students evaluate other groups’ presentation. The evaluation link will be sent out before the presentation starts. The peer evaluations will be used to choose winning team for the project competition. More details will be shared later. 5 Project Submission Each group submits only once. Your submission should include a project report, data set, R script. and the slides. It is suggested that the project reports should be 6 – 10 pages (1.5 space) long, excluding appendix. 6 Important Dates (1) 11:59pm of Two Days after Class Day of Session 6: Each team should submit a short paragraph via Course Website that briefly describes the collected data sets. You may want to include a URL link if available. (2) 11:59pm Before Class Day of Session 7: Please submit your project via Course Website including everything, e.g., report and presentation slides, data sets and R scripts. If your data set is too big or sensitive, a sample subset should be fine. (For example, if you have Session 8 class on December 22, this part is due at 11:59pm December 21.) (3) Class Day of Session 7: In-Class Project Presentation and Competition.
Department of Electronic and Information Engineering EIE2111 Lab 4: Control Statements (Part 2) Introduction This laboratory exercise is designed to give you hand-on experience in Control Statements (Part 2). Questions 1. Write a program that uses a for statement to calculate and print the average of several integers. Assume the last value read is a sentinel value of-100. 2. Write a program that uses a for statement to find the smallest integer among several integers. Assume that the first value read specifies the number of integers remaining. Note that the first number is not one of the integers to compare. 3. Write a program that uses for statements to print the following patterns. Note that all asterisks (*) should be printed by a single statement of the form cout
Final Project Proposal Project Descriptton Our project involves creattng an innovattve card fusion game, named “2048 Fusion Card Game”, using MATLAB's App Designer. This game combines the logic of the classic 2048 game with card game mechanics, with the objecttve of achieving a 2048 card in all ffve columns of the game board. Game Rules: 1. Card Generatton and Dragging: o The game interface is divided into two secttons: ▪ Bottom Card Tray (3 slots): Three random cards will be generated, with values 2, 4, 8, 16, 32, or 64. ▪ Top Game Board (5 columns x up to 10 rows): Players can drag cards from the bottom tray to any of the ffve columns on the game board. o Each ttme a card is placed in the top board, a new random card is generated in the bottom tray. 2. Card Fusion Rules: o When two adjacent cards on the top board have the same value, they will automattcally fuse into one card with a value equal to the sum of the two original cards. o Cards with higher values cannot be placed directly on top of cards with lower values. For example, an 8 card cannot be placed on top of a 4 card; the player must ffrst fuse two 4 cards to form an 8 card before proceeding. 3. Winning Conditton: o The player wins when each of the ffve columns on the top board contains at least one card with a value of 2048. 4. Losing Conditton: o The player loses if any column on the top board exceeds 10 cards. o General Descriptton of Implementatton We will use MATLAB's App Designer to develop the game. The main functtonalittes include: 1. Card Generatton and Dragging: o Implement a random number generator to control card creatton in the bottom tray. o Create drag-and-drop functtonality to allow players to move cards from the bottom tray to the top game board. 2. Card Fusion and Placement Rules: o Develop a fusion logic functton to detect and merge adjacent cards with the same value. o Enforce placement restricttons to ensure proper gameplay mechanics. 3. Winning and Losing Condittons: o Conttnuously monitor the top game board to determine if the player wins (2048 in all columns) or loses (a column exceeds 10 cards). 4. Game Interface Design: o Design a user-friendly graphical interface using App Designer, complete with animattons and nottffcattons. Reach Goals 1. Add animatton effects for card generatton and fusion to enhance the visual appeal. 2. Include sound effects, such as card drag sounds, fusion sounds, and victory/defeat alerts. 3. Introduce difffculty setttngs, such as: o Increasing the probability of generattng higher-value cards. o Adding pre-existtng cards on the top board at the start of the game.
