History 7B Oral History Assignment Fall 2024 For this assignment, you will conduct an interview of a resident of the United States about their historical experiences. This person could be a relative, friend, instructor, or colleague. The interviewee should have lived in the United States for several years. They do not need to be a U.S. citizen. What Is The Purpose of This Assignment? Historians use many different types of primary sources to understand the past. Oral histories are an important way to capture the experiences of individuals and the cultures in which they are embedded. In this assignment, you will interview someone who lives in the US in order to understand what life has been like for them. You will then write up the interview, and try to place the interviewee’s experiences in the larger context of U.S. history. This will help you to deepen your understanding of both the individual and of U.S. history. Finding a Person to Interview You will want to choose a subject who will have interesting things to say, and to develop questions that will bring out those points in which you are interested. If appropriate, I highly recommend interviewing a member of your family. An interview such as this can be a great opportunity to learn more about your own history, as well as U.S. history. After you have chosen your interviewee, you will need to ask permission to conduct the interview. Let the interviewee know that this is for a class assignment, and that you will be writing an essay to turn in to your professor. The interview will not be published or shared elsewhere; only your professor will read it. If you want to record your interview, please be sure to ask permission of your interviewee in advance (if they don’t give permission, don’t record). Set up an appointment for the interview, and be sure to show up on time. Your interview will probably take at least an hour of your subject’s time, depending on your questions. If you have difficulty finding someone to interview, please let me know. Developing Questions Your goal in the interview is to deepen your understanding of U.S. history by getting a personal perspective on historical events. Your interview questions should therefore focus on both the personal and the historical. Generally, you want to keep your questions fairly broad, so that your subject will be able to answer fully. Avoid yes/no questions. Your questions should be focused primarily on understanding how your interviewee has experienced historical events over the course of their lifetime. Your first questions should establish basic personal information about your subject. You should ask about demographic background, level of education, where the subject was born and raised, family background (economic class, number of siblings, parents’ profession and level of education) etc. Then, ask questions about their experiences with historical events and trends. Below are some suggestions for question topics. Please note that some of these questions are personal or sensitive; they may not be appropriate for a person you do not know well. In addition, if your subject does not want to answer a particular question, respect that. • Heritage from ancestors, and how that has shaped their lives • Raising a family, if relevant • Military service • Experiences around race and ethnicity. • Impact of religion on the subject’s life • If relevant, impact of immigration • Questions particular to the specific community to which your subject belongs • Impact of global events: World War II, Vietnam, the Cold War, the Gulf War, etc. • Participation in political events or parties • Participation in or perspectives on social movements, such as the Civil Rights Movement, women’s rights movement, queer rights movement, etc. • Changes in technology over the course of the subject’s life. • Changes in women’s roles observed in the subject’s lifetime • Changes in social values or norms over the course of the subject’s life. • Subject’s opinion of various presidents, governors, political parties, etc. • Changes in pop culture (radio, TV, music) over the course of the subject’s life • Differences between how young people live today and how they lived “back in the day” Conducting the Interview Before the interview begins, be sure to have your subject sign the release form attached. Also take time to set up your recording equipment, if you are using it (be sure your batteries are charged in advance). Even if you do record, you should take handwritten notes, in case your tech crashes. Please aware that you may be asking some personal, controversial and difficult questions. Please be sensitive to your subject, and be aware that things you think are straightforward may not be. Avoid loaded questions (“feminism is stupid, isn’t it?”) and save your most controversial questions for the end of the interview, so that the subject has had time to become comfortable with you. Also, monitor your own responses to questions, and be careful of your body language and facial expression to be sure you remain neutral. Your purpose here is to collect information and to learn from another person’s perspective, not to judge your subject. Remember at all times to be respectful, polite and objective. This interview is about your subject, not you. Remember that your subject has the right to not answer any questions they are not comfortable with. After the interview, you should send a thank you note to your subject, thanking them for their time and assistance. You might also share your write up of the interview with them. Researching Context After you have conducted the interview, spend some time researching the historical context of the events they described. For example, if your interviewee participated in the protests in Berkeley in the 1960s, do a bit of research on the history of that movement to understand what was happening in that community at that time. Or, if your subject was a member of a labor union, research the history of that union. Research skills will be taught during the course of the semester. Writing Up the Interview After you have conducted the interview and completed your contextual research, write up a five to six page essay in which you present the results of the interview. In your essay, please address the following three areas: Your Interviewee’s Story • Summarize the main points of the interview. • What about the interview surprised or intrigued you? What did you learn that you didn’t know before? The Historical Context of Your Interviewee’s Story • Place the events of your subject’s life in historical context. For example, if your subject lived in Berkeley in the 60s, give some background on what was happening in Berkeley during that period. • Consider how your subject’s life fits in to the larger context of women’s history. In what way are the events of your interviewee’s life similar to or different from other events of the period in which they lived? How did the “big” trends of women’s history impact your interviewee’s life? How did your interviewee help to shape history? Or were these “big” trends not relevant for your subject? • What historical factors shaped the choices and decisions that your interviewee made in their life? • Were the experiences of your subject typical of their times? How do you know this? • How do the experiences of an individual differ from the experiences of a generation or culture? Pros and Cons of Oral History • What are the benefits and pitfalls of oral history as a method of historical research? Outside sources used to explain context must be either primary or scholarly secondary sources. Be sure to document your sources using Chicago-style. footnotes. Be sure to include a bibliography at the end of the paper. Requirements (these count towards your grade): Oral History Check In ( 10 points) DUE: September 23 For this assignment, turn in a 1-2 page progress report on your interview. Include the following information in your progress report: • Who you intend to interview. • When and where you intend to conduct the interview. • A list of the questions you intend to ask. You should include around 15 –20 questions. Be sure your questions are focused on understanding your subject’s life experiences. Final Oral History Essay ( 50 points) DUE: December 2 For this assignment, turn in: • A copy of the signed release form (scan or take a photo and upload it). • Your 5-6 page essay. with content as described above. • Your essay should cover the content discussed in the “Writing Up the Interview” section of the Oral History Assignment. Be sure to read the full assignment. • Be sure your essay is properly formatted according to the requirements described in the class syllabus. • Outside sources used to explain context must be either primary or scholarly secondary sources. • Be sure to document your sources using Chicago-style footnotes, and include a bibliography. • You do not need to cite your actual interview. • For the final project, you do not need to turn in your questions and answers – just the essay. • NOTE: Late passes cannot be used on this assignment.
EEE60121 Antenna and RF Systems Lab 3: Microstrip Antenna Design This lab consists of designing a microstrip antenna operating at 24 GHz and evaluating its performance via CST Microwave Studio simulations. Following the steps given below, students are expected to realize the design and simulations of the antenna to find out the antenna parameters and answer the theoretical or practical questions related to the antenna design. Rectangular Microstrip Antenna Design Steps: 1. Run the CST Studio and select new project → Microwaves & RF/Optical → Antennas → Planar (Patch, Slot, etc) → Time Domain. • Save your design in C: drive due to performance problems of P: drive, and when you finish your work please copy your design to your P: drive. 2. Design the antenna microstrip antenna of which details are given in Figure 1 and Figure 2, where the antenna dimensions are specified as: • W = 4.08 mm • L = 3.08 mm • G = 1.54 mm • Width of the microstrip line = 0.2 mm • Substrate thickness = 0.25 mm • PEC thickness = 0.012 mm • The substrate is Rogers RO4350B (Lossy) • The antenna is made of PEC material • The bottom of the substrate is covered by the PEC material as a ground layer. 3. Change the substrate material properties- Change Epsilon to 3.66 as shown in Figure 3. 4. In the Modeling tab, click on the dropdown menu in Picks, and select Pick Face. Select the feed edge surface as shown in Figure 4. 5. Add a wave guide port and enter the values shown in Figure 5. These steps will add a waveguide port to the feed of the antenna. (Figure 3 shows how the port antenna should look after adding the waveguide port.) 6. Simulate the antenna. (Select normalize the impedance 50 Ohm). 7. Review the S11 parameters graph from the simulation results and find the frequency where the S11 has the minimum value. (Fmin). 8. Find the -6 dB and -10 dB bandwidths of the antenna. 9. Add far-field at Fmin frequency to observe the radiation pattern of the antenna. 10. Add H-field and E-field at Fminto observe the electric and magnetic fields of the antenna. 11. Find the input impedance of your antenna by following 2D/3D Results → Port Modes → Port1 → e1 in the left-hand side tree menu 12. Find radiation efficiency, total efficiency, directivity, gain and impedance of the designed antenna. 13. Set W=4 mm and repeat the steps given above. 14. Set W=4.2 mm and repeat the steps given above. Figure 1 Front view of the microstrip patch antenna. Figure 2 Side view of the microstrip antenna Figure 3 Side view of the microstrip antenna. Figure 4 Selected face for antenna feed Figure 5 waveguide port settings. Figure 6 Perspective view of the rectangular patch antenna including the waveguide port. Circular Microstrip Antenna Design Steps: 1. Run the CST Studio and select new project → Microwaves & RF/Optical → Antennas → Planar (Patch, Slot, etc) → Time Domain. a. Please save your design in C: drive due to performance problems of P: drive, and when you finish your work please copy your design to your P: drive. 2. Design the antenna microstrip antenna of which details are given in Figure 6 and Figure 7, where the antenna dimensions are specified as: • Radius of the circular patch = 1.87 mm • Slot width = 0.4 mm • Slot length = 0.85 mm • Feed line length = 2.08 mm • Feed line width = 0.2 mm • Substrate thickness = 0.25 mm • PEC thickness = 0.012 mm • The substrate is Rogers RO4350B (Lossy) • The antenna is made of PEC material • The bottom of the substrate is covered by the PEC material as a ground layer. 3. Follow the same steps in the previous section 4. Set Radius = 1.8 mm and repeat the steps given above. 5. Set Radius = 1.9 mm and repeat the steps given above. Figure 7 Circular patch antenna Figure 8 Perspective view of the circular patch antenna including the waveguide port.
CS 350—Database Management Systems Fall 2024 Phase five: Creating SQL Views to Answer Business Questions In this phase you will create several views that may be of interest to LeAnne Vineyards. Views will be stored in the team Oracle account. note regarding views · a view can be based on a single table or multiple tables · a view can be based on a table (or several) and a view · a view can be based on another view or multiple views Nomenclature: 1. v1Team# refers to the first View, for example. The # is your team number. 2. “Appropriate column headings” means instead of using the actual field names, such first_name, last_name, concatenate the two fields to result in “Client Name” or change how the column title will be displayed to be more “attractive.” Before each View, add the following comments: /*Team number*/ /*View Record Count*/ /*Question that describes the View (copy from below)*/ Required Views 1. Create a view named v1Team# that lists the vineyards, the grape types, and the years in which the grapes where grown in their respective vineyards. Use appropriate column headings in the resulting view, meaning use concatenated display names, if necessary. 2. Create a view named v2Team# that lists the employees and the vineyards they manage. List only those employees who are managing vineyards 3. Create a view named v3Team# based on three tables with two conditions. You may add more data to the tables to produce enough records. This view must have at least four columns with appropriate headings. 4. Create a view named v4Team# that demonstrates a full outer join. You may add more records to the tables in order to reflect the nature of that join. This view must have at least four columns with appropriate headings 5. Create a view named v5Team# that shows the total number of shipped customer orders Show two columns with appropriate headings. 6. Create a view named v6Team# that lists the wine name, vintage year, and bottle color for the wine. Show two columns with appropriate headings. 7. Create a view named v7Team# that lists the customer name, customer address, customer phone, and customer type. Show one column with an appropriate heading. Once this is done modify the view count the total number of customers. Deliverables: · Please ensure that above views are available in your team’s account by due date. Also, answer Phase Five questions on Blackboard (below the Instructions there is a Submission which is a “test” and has the questions you need to answer) and submit the following document there. · Copy your views, i.e. the CREATE VIEW statements, separated with the comments before each view (in order to see the results of the View, you will need to do a SELECT * from VIEWNAME): /* Question X */ /* Number of Records produced: XX Records */ into a Word document, and then take a screenshot of each question’s result and paste that under Question X heading in the word document as done for Assignments 4 and 5: Example: Question 1 Output: Title your submission SemesterProject5Views_groupX.docx in the appropriate question in the submission “test” where X is your team number.
MATH1131 Assignment 1 Q1(8). Find two job listings for data science or statistics. The job listings do not need to be in Canada but must be written in English. Your submission must include the job title, company, job description, and job qualifications. Submit your job listings by taking screen shots(at least one screen shot must include the url). After you submitted your listings, answer the following questions: 1(2). List the statistical software skills required, combining all ads (e.g. Strong experience with Python or R). 2(2). List any specific statistics skills required, again combining all ads (e.g. Visualize data. You have working knowledge of one more visualization tools: Tableau, Excel,Power BI etc. and have the ability to quickly learn new tools.). 3(4). Write at least 100 but no more than 200 words relating these skills to the material we have covered in this course, as well as the material we will cover. In terms of future material, you do not need to consider anything other than (a) what has been discussed in lectures already, and (b) the table of contents for our textbook. Q2(10). In term of medical screen test terminologies. 1(2). Give a definition for specificity and sensitivity of a medical test (2-4 sentences). 2(4). Suppose your smart phone has facial recognition. What does specificity and sensitivity mean in this context? (2-4 sentences) 3(4). Find a resource that gives the specificity and sensitivity of Rapid Antigen Tests(RATs). Write 3-5 sentences explaining what these values mean with respect to public health policy. Submit a screen shot which includes these two numbers and the URL of your resource (if you find a medical journal then the include the screen shot of the front page and the two numbers). Q3(6). A woman brought a complaint of gender discrimination to an eight- member HR committee. The committee is composed of five females and three males. The vote result is that the five females voted “for” (in favor of the woman) and the three males voted “against” . Has the board been afected by gender bias? That is, if the members were not biased by gender and the vote result is five “for” and three “against”, what is the probability that all five females members voted “for” and all three males members voted “against”? Does this support the board being afected by gender bias? Q4(6). For people who fill the long income tax form with illegal deductions, every five out of seven know it is illegal, and the remaining two out of seven did it incorrectly because they are unfamiliar with income tax regulations. Among those who filled illegal deductions and know it is illegal, 80% will deny knowl- edge of the error if confronted by an investigator. Among those who filled illegal deduction because of unfamiliarity, 100% will deny knowledge of the er- ror if confronted by an investigator. If the filer of the long form includes illegal deduction and the filer denies the knowledge of the error, what is the probability that the filer knows it is illegal? Q5(6). I saw the following ad on the subway recently. Write at least 100 but no more than 200 words relating what you see in this ad to the ma- terial we have studied in this course regarding sampling and survey meth- ods. You will be graded on correctness, completeness, and quality of writing Q6(9). Use R to complete the following. R code and R output is requested for solution. R markdown is recommended. Please keep you solution clear and easy to read. Unclear solution will not be graded. 0 for manual solution. Given a data set below: -2, -6, 0, 6, 0, 7, 7, 2, 1, 12, -2, 7, 5, 10, -4, 0, -3, 0, 6, 4, 2, 3, -3, 10, 4, 6, 6, 5, 3, 8, 0, -1, 2, 7, 0, 9, 2, 9, -3, 5, 0, 1, -2, -4, 6, 6, 1, 4, -1, -4, 10, 9, 7, -3, 7, -3, -2, 7, 0, 6, 19, 24. 1(3). Calculate sample mean, sample standard deviation, first quartile, 3rd quartile, median. 2(2). Calculate the frequency (count) for the data. i.e. count for each unique values. 3(2). Use the data to do histogram plot, class boundaries: -6, -4, -2, ..., 20, 22, 24. i.e. class width is 2. 4(2). Use the data to do boxplot. Q7(6). A computer is used to generate ten random integers, each between 0 and 9 (with replacement). Let X equal the number of even numbers among the ten numbers picked. That is, if the ten random integers turn out to be 1324555779, then X= 2. 1(2). Find the probability that exactly one out of the ten random numbers is even. 2(4). Find the probability that seven or fewer even numbers are picked among the ten random integers. Q8(4). Read (or rather re-read) Section 7.7 of [UH-Mind on Statistics]. Write 100-200 words to comment on the following picture in light of the material in Section 7.7 (Lecture note 4.7). You will be graded on the quality of the writing and the appropriateness/relevance of your answer to the material of Section 7.7 (Lecture note 4.7).
BUSI 4624 – Programming for FinTech Coursework 2: Financial analysis with Python Answer all questions below in .ipynb file. In each question, 50 percent of the mark will be allocated to coding, and 50 percent of the mark will be allocated to the discussion (if asked in the question) and the script. explanation (for all questions, you are required to provide detailed explanation for each line of code in your script. to clearly illustrate the coding logics in solving the problems; the explanation should be specific and relevant to the question). Submission deadline: 3pm 11th December 2024 via Turnitin. Question 1 (5 marks) Set the random seed to be your student number (e.g., 20123456) and use random.sample function to choose a random set of 5 different companies among the following list: Apple Inc, Amazon.com Inc, Microsoft Corp, NVIDIA Corp, Ford Motor Co, Intel Corp, JPMorgan Chase & Co, General Electric Co, Walmart Inc, eBay Inc, Johnson & Johnson, Cisco Systems Inc, Exxon Mobil Corp, Bank of America Corp, Oracle Corp, Pfizer Inc, Tesla Inc, Broadcom Inc, Meta. Platforms Inc, Costco Wholesale Corp, Netflix Inc, PepsiCo Inc, Adobe Inc, QUALCOMM Inc, Texas Instruments Inc, Starbucks Corp, PayPal Holdings Inc, Electronic Arts Inc, Booking Holdings Inc, Comcast Corp, Honeywell International Inc, Amgen Inc, Intuit Inc, Synopsys Inc, CSX Corp, Advanced Micro Devices Inc, T-Mobile US Inc, Intuitive Surgical Inc, Applied Materials Inc, Vertex Pharmaceuticals Inc, Visa Inc, Procter & Gamble Company, Mastercard Incorporated, Home Depot Inc, Coca-Cola Company, Mcdonald's Corporation, Abbott Laboratories, Verizon Communications, Wells Fargo & Co, The Walt Disney Company. Question 2 (15 marks) Download the daily trading data from 01/01/2023 to 31/12/2023 for the selected stocks from https://twelvedata.com/ into separate pandas dataframes (one dataframe. per stock) with the following column names: date, open, high, low, close, volume. Use the stock ticker symbols (e.g., AAPL for Apple Inc.) as the names of the dataframes. The data should have observations of earlier dates at the top and later dates at the bottom. When searching for the tickers of the companies in https://twelvedata.com/, note that all of these are common stocks of companies in United States. Question 3 (70 marks) Using the close price of the last stock among your selected stocks above, perform. the following tasks in python: a. Calculate the daily returns of the stock in the last year. (5 marks) b. Estimate a suitable model for the return process of the daily returns calculated in the previous question. The model should be able to capture common features of stock returns documented in the literature, including autocorrelation, volatility clustering. The parameter setting of the model should be chosen by comparing the Akaike Information Criterion (AIC) of various settings. Your script. should obtain the AICs of various settings and select the best one for the model, and report the estimation result of only the best model. Does the estimated return process exhibit common features of stock return in the literature? (20 marks) c. Using the estimated return process of the above question, calculate the expected daily volatility in the first trading day in January 2024 using the estimated volatility and error term of the last trading day of 2023. (5 marks) d. Using https://www.marketdata.app/ , obtain information on December 29, 2023, about the put option with the strike price closest to the last closing price of the stock in your data, and with the expiration date of June 21, 2024. Please note that for stocks that have undergone stock-splitting during the January 2024 – June 2024 period, stock prices on twelvedata.com have been adjusted for the stock split, while those from marketdata.app have not. Using this strike price, and the estimated volatility above, calculate the Black-Scholes-Merton fair price of a 6-month put option. The current risk-free rate is 5.75% per annual. You can use the following formula to calculate the annualised volatility of a stock based on its daily volatility: Compare your estimated fair price with the trading prices of the option obtained above. (30 marks) e. Develop a trading strategy that buys 1 share of the stock at the opening price of the next trading day when the daily return of a day is less than or equal to the 10th percentile of the distribution of daily returns over the previous trading 100 days (excluding the signal day). The strategy will exit the position when the daily return of a day is greater than or equal to the 90th percentile of the distribution of daily returns over the previous trading 100 days (excluding the signal day). The maximum long position is 1 share. You should only use the data you have downloaded and processed (i.e., please do not re-download and process data again). You do not need to back-test or examine the performance of the strategy. (10 marks) Question 4 (10 marks) For the 4 other stocks selected in Question 1, using their close prices over time to obtain their expected daily return and covariance matrix (using sample average and covariance) and plot the efficient frontier of a portfolio invested in these stocks using optimisation approach. You can borrow up to 50% of portfolio value to invest in a stock, and can short-sell a stock with up to 50% value of your portfolio. (Note: Data for the stocks may have inconsistent observations, for example, there might be a stock that does not have observations in some trading days. You need to explicitly account for this when preparing the stock data.)
Homework 4: Research Brief Due Monday, December 9, 2024 at 11am hard copy in class and via Brightspace This assignment utilizes data from a dataset entitled: Voting Behavior, The 2016 Election (ICPSR 36853) and pushes students to use data to form. an evidence-based conclusion on a question of interest. Use these data to make an evidence-based argument for whether protests have changed (or remained constant) over time along some dimension that you feel is important. Evidence (30 points) 1. (10 points) Produce a descriptive table that shows means and standard deviations for continuous variables, and proportions for binary variables. Include sample sizes (N) as well. Categorical variables should be converted to binary variables. See the attached table shell. 2. Execute at least one inferential test from (A) and one inferential test from (B). a. (10 points) This can be a t-test, ANOVA, or analysis. b. (10 points) OLS regression or logistic regression. Subgroup analyses and regressions with interaction terms are also welcomed if they serve your research question. Please be sure that any relevant estimates, test statistics, and p-values are visible in your evidence. Include your evidence on the back of your write up. Evidence and code can be up to four pages. (30 points) Write Up: In one page max, size 12 font, Times New Roman, 1-inch margins. Single spacing. (3-point deduction for deviating from length or style. requirement). Briefly explain: o Paragraph 1: Briefly explain your research question. Explain which dependent and explanatory variables you chose to operationalize your concepts on interest. o Paragraph 2: Briefly discuss the measures employed in this work and their meaning/interpretation. Discuss results from your descriptive table. Mention any means/proportions that may be important, sample sizes, and any useful information about control measures. o Paragraph 3: Explain the idea(s) being tested. Explain which inferential tests were employed to test idea(s). Discuss the results of the inferential tests completed above in the evidence section. Summarize findings into an evidence-based argument on your central question. o Paragraph 4: Mention any limitations of the data/research that may affect the strength of the result. Are there analyses that you would have liked to complete that were not feasible?
BEX3131 - ASSIGNMENT Due date: Friday, 20 Dec 2024, 11:59 PM Weighting: 60% This is an individual assignment. Note: The final submission should be in Word or PDF format. You also need to submit the Excel if you use it. If any two submissions from different students are the same, both will get zero points. Use of ChatGPT or other AI composition software is not permitted. The extra documents provided to work on this assignment: 1. Excel file with multiple indices for Question 2 2. Member guide from Hostplus and Unisuper for Question 3 Question 1 (35 points) You will build a strategic asset allocation consistent with your risk profile. Each of you will be assigned a risk profile. Find your assigned level of risk tolerance from the following table: your risk tolerance is assigned based on your first name. Risk Tolerance Level Student whose first name begins with the following letters. Very low A, B, C, D, E, F, G Low H, I, J, K, L Moderate M,N, O, P, Q, R High S, T, U, V, W, X Very high Y, Z You are required to use this risk profile and assets from the Capital Market Assumptions given in Appendix 1 to create your strategic asset allocation. You have been assigned an investor profile that describes your risk tolerance. You must answer the following questions based on the risk tolerance level assigned to you. Risk tolerance is defined in terms of the maximum acceptable loss (maximum drawdown) ofyour portfolio you are comfortable with, as shown in Table 1. Table 1: Risk tolerance Risk Tolerance Maximum acceptable loss Very low 10% Low 15% Moderate 25% High 30% Very high 40% A fund manager has provided you with five different defensive/growth asset combinations related to five different levels of risk: Conservative, Moderate, Balanced, Growth and High Growth. The portfolios are constructed from the inputs from Capital Market Assumptions (CMAs): asset class long-term return and risk assumptions in Appendix 1. Table 2: SAA for different investor profiles a) Based on your allocated risk tolerance from Table 1, choose the portfolio that fits your assigned risk profile. To calculate the maximum drawdown of a portfolio, use this rule of thumb: Maximum drawdown = 3xVolatility. The volatility of the portfolios is provided in Table 3. Please mention your risk tolerance level when you answer this question. Explain why you selected this portfolio (i.e. how the chosen portfolio is consistent with your risk profile and others are not). (4 points) b) Use these CMAs in Appendix 1 and Carver’s method to create your own SAA instead of using manager’s SAA. Follow these rules while creating your portfolio. i) Keep the cash allocation as it is in the portfolio suggested by your manager. ii) Keep the total allocation to Equity, Alternatives and Fixed Income as they are in the portfolio suggested by your manager. For example, if you selected the conservative portfolio, your allocation to Equity, Alternatives, and Fixed Income should be kept at 14%, 11% and 40%, respectively. iii) Use Carver’s method to allocate for allocation withinEquity, Alternatives and Fixed Income. For example, if you selected the Conservative portfolio in part (a) then 14% of your portfolio should be allocated between AU Equity, DM ex-AU equity and EM equity using Carver’s method. And will do the same for Alternatives and Fixed Income assets. iv) There are several ways to distribute your portfolio withinEquity and Fixed income using Carver’s method. For example, you can allocate within equity using the method i) one-step approach: AU Equity, DM ex-AU Equity and EM Equity in one step or method ii) top-down approach: DM or EM in the first step and then AU Equity, DM ex-AU equity and EM equity in the second step. Similarly, you can allocate within fixed income using the one-step or top-down approach. Please show the SAA using either method i) the one-step approach or ii) the top- down approach. Explain why you prefer the method you used. (2 points) You need to show the details of the steps and formulas and how you work out the allocations of your SAA. If you use Excel, please also provide the template with formulas and show a screenshot of your Excel worksheet in your submitted answer workbook. (9 points) c) Compare the expected rate of returns of the portfolios suggested by your investment manager and the one you created. Which one would you prefer? Why? (4 points) d) From the table below, estimate the Sharpe Ratio of the portfolio created by Carver’s method and your investment manager. Which portfolio would you choose? Explain your selection. Use your estimates from the previous question for portfolio returns in columns (2) and (5) of Table 3 (You need to do this exercise only for the portfolio you selected from Table 2, not all the portfolios listed in the Table 3.). (4 points) Table 3: Performance of the portfolios e) Will you change your allocation if you have twice the amount of wealth you have now? (2 points) f) Suppose you are 45 years old. How would your portfolio strategy change if you were instead a recent university graduate just starting to invest? Would you adjust your portfolio? If yes, how and why? If no, why not? (2 points) g) Suppose you are 45 years old. How would your portfolio strategy change if you were nearing retirement? Would you modify your portfolio? If yes, how and why? If no, why not? (2 points) h) What adjustments would you make to your portfolio if inflation were significantly higher than its long-term average? Why? (2 points) i) How would you rebalance your portfolio in response to market volatility exceeding your assigned maximum drawdown? (2 points) j) How might behavioural biases, such as loss aversion or overconfidence, influence your portfolio decisions during a significant drawdown? (2 points) Question 2 (10 points) You are provided with two sets of daily values of the following indices between 2015 and 2023 (attached): • S&P/ASX200 Total Return Index • S&P/ASX200 Franking Credit Adjusted Annual Total Return Index Tax Exempt Further information about the indices is available here: https://www.betashares.com.au/wp-content/uploads/2020/03/Betashares-SP-ASX-Australian-Technology-ETF-ATEC-Index-Methodology.pdf https://www.spglobal.com/spdji/en/documents/additional-material/faq-asx-franking-credit-adjusted-indices.pdf a) Please calculate the annualised return of the two indices over the last nine years (using the data file provided) (3 points) b) Explain what franking credit is and explain the difference (if any) between these two returns you calculated (3 points) c) Suppose a retiree who retired on Jan 1, 2023, with a portfolio of 1 million invested in 20% Global Shares (MSCI World Index, daily values are attached), 20% Australian Shares (ASX 200 Index), and 60% Global Bonds (Barclays Global Aggregate Bond Index, daily values are attached). The retiree can receive the full franked dividend. Please calculate the portfolio value at the end of 2023 and the value added from franking credits. (4 points) Question 3 (15 points) Students will assume the role of a financial advisor and recommend investment options to a client assigned to you. The age of your client and their risk tolerance are based on the following table: Age of your client and risk tolerance Students whose last name begins with the following letters 20, Low A, B 20, Moderate C, D, E 20, High F, G 28, Low H, I, J, K 28, High L 40, Moderate M, N, O, P 40, High Q,R, S, T 55, High U, V, W, X, Y, Z Background Suppose you are a financial advisor. You have a PhD in finance, specialising in investments, and are familiar with all the complexities of advanced investment strategies. Through twenty years of practical experience working with clients, however, you have concluded that simple heuristics work best most of the time. One such heuristic you rely upon is the client’s age as the starting point for the percentage invested in defensive assets as the basis for choosing an investment option for a client saving for retirement. So, a 25-year-old client would be advised to invest in an option with at least 25% in defensive assets. You then adjust this percentage upward to Age minus ten if the client is more tolerant of risk and increase it by ten per cent if the client is less tolerant. Your clients are considering Hostplus and Unisuper. Read the Member Guide from HostplusandUnisuper(also attached) to answer the following questions. a) Which of the Core options would you recommend from Hostplus? Why? (2 points) b) Which of the pre-mixed options would you recommend from Unisuper? Why? (2 points) c) You want to evaluate the options you recommended for your client from a) and b). Based on past performance, which one of these two options would you choose? Explain your recommendation. (5 points) d) Your client has reviewed the recommendation from part a) and requested you recommend a strategy with exposure to socially sustainable investing from Hostplus. Given your heuristic-based process for recommending options, is there a suitable sustainable investment diversified option? If not, what should you recommend? Explain your answer. (3 points) e) Your client has also considered Hostplus Life option because he/she is not actively engaged with the super and doesn’t often switch investment options as age grows. Will you recommend the Hostplus Life option? Explain your answer. (3 points)
ECONOMICS 211.02: INTRODUCTION TO MACROECONOMICS Fall 2024 Required Text: Gwartney, et al., Macroeconomics; Private and Public Choice (17th ed., 2022) ISBN# 978-0-357-13400-9. Macroeconomics is the study of the larger scale aggregates in the economy, such as unemployment, output and the price level, and their determinants and interactions. To study macroeconomics, we will build the necessary basic microeconomic tools; expand those tools’ application, including related measurement issues, to the economy as a whole; use those tools to investigate the effects of fiscal policy--government purchases, net taxes, and effects on deficits and debt--and monetary policy; deal with stabilization policy and expectations, economic growth, and aspects of international trade and finance. After completing this course, students will be able to: understand and apply the core principles of economics, including opportunity cost, marginal thinking, comparative advantage, gains from voluntary exchange, and supply and demand; understand and apply the aggregate supply and demand model, particularly with regard to effects on the price level and inflation, real and nominal output, employment and unemployment; understand and apply the analysis of fiscal policy (government tax and expenditure policy) and monetary policy in the aggregate supply and demand model; and understand differences between schools of macroeconomic thought and the difficulties of stabilization policy, particularly problems of measurement, forecasting, lags, and expectations. Class meetings will be Tuesdays and Fridays in BPC 189. For each class meeting, students should have read the assigned material and should have the text and other readings and relevant handouts with them. I may also send you Messages (via Courses and/or email) before some class sessions about the material and our class discussions. Be sure to pay close attention to the handouts and the extensive review questions and answers, which increase in frequency and importance as we proceed. They often go substantially beyond the text’s discussion both in organization and application and provide the best idea of what to expect will be emphasized on exams. COURSE OUTLINE Topics Chapters 1. The Economic Approach 1 2. Introduction to Basic Economic Tools 2, 18 3. Supply, Demand, and the Market Process 3, 4 4. Output and Prices: Theory and Measurement 7 5. Macroeconomic Fluctuations, Unemployment 8 and Inflation 6. The Basics of Macroeconomics 9 7. Aggregate Supply and Demand 10 8. Fiscal Policy and Economic Growth 11, 12, 16 9. Money, the Banking System and Monetary Policy 13, 14 10. Stabilization Policy and Expectations 15 Exams will be objective and heavily focused on application; rote memorization of definitions will not be sufficient to do well on the exams. Because of that focus on application, questions are often more difficult than memorization questions, grade cutoffs will reflect that. My expected course grade cutoffs will be roughly 80% for an A; 70% or for a B; 50% for a C; 46% for a C-; 42% for a D. That will apply to each exam and overall in the course. COURSE SCHEDULE 1. Tuesday 8/20 Introduction; Economic Paradigm Handout 2. Friday 8/23 Ch. 1 3. Tuesday 8/27 Ch. 2, Ch. 2 Addendum 4. Friday 8/30 Ch. 2, Ch. 18 (360-362) 5. Tuesday 9/3 Ch. 3 6. Friday 9/6 Ch. 3, Supply and Demand Handout 7. Tuesday 9/10 Ch. 4 (70-72, 80-85, 88-91) 8. Friday 9/13 Ch. 4 (72-80), review 9. Tuesday 9/17 Exam 1 (Chapters 1-4, 18) 10. Friday 9/20 Ch. 9 (175-178), Ch. 7 (132-140), Circular Flow Handout 11. Tuesday 9/24 Ch. 7 (140-151), Ch. 7 Addendum 12. Friday 9/27 No class. Faculty Staff Leadership Conference 13. Tuesday 10/1 Ch. 8 (156-162), Measurement Review Handout 14 Friday 10/4 Ch. 8 (162-172) 15. Tuesday, 10/8 Ch. 9 (178-187), AS/AD Basics Handout 16. Friday 10/11 Fall Break 17. Tuesday 10/15 Ch. 9 (187-195), AD Shifts Handout 18. Friday 10/18 Ch. 10 (197-201, 205-208, 210-214), AD Shifts Handout 19. Tuesday 10/22 Ch. 10 (201-204, 208-210), Special Topic 7, review 20. Friday 10/25 Exam 2 (Chapters 7- 10, Special Topic 7) 21. Tuesday 10/29 Ch. 11 (217-222), Expenditure Multiplier/Crowding Out Handout 22. Friday 11/1 Ch. 11 (222-229) Multiplier/Crowding Out Review Questions 23. Tuesday 11/5 Ch. 12 (231-237, 241-246) Multiplier/Crowding Out Quiz 24. Friday 11/8 Ch. 12 (237-241), Ch. 4 (85-87), Ch. 16 (311-321), Fiscal Policy Review & Quiz 25. Tuesday 11/12 Ch. 13 (248-259) 26. Friday 11/15 Ch. 13 (259-268), Money Supply Handout 27. Tuesday 11/19 Ch. 14 (270-279), Money Supply and Demand Review Questions 28. Friday, 11/22 Ch. 14 (279-290), Money Supply and Demand Quiz 29. Tuesday 11/26 Thanksgiving Holiday 30. Friday 11/29 Thanksgiving Holiday 31. Tuesday 12/3 Chapter 15 (291-299), Stabilization Handout 32. Friday 12/6 Review 33. Wed.,12/11 Final Exam (cumulative after first exam), 10:30 a.m. The indicated readings are to be completed in advance of each class. Do not be surprised if they require more than one reading to be mastered. If you have questions before class, please email them to me. Also please ask them when they arise in class. EXAM DATES AND COVERAGE Midterm 1 Chapters 1-4, 18 (Tuesday, 9/17).................................................................100 points. Midterm 2 Chapters 7-10, Special Topic 7 (Friday, 10/25)............................................150 points. Final Exam Cumulative after Midterm 1 (Wednesday,12/11; 10:30 a.m………………….200 points. GRADING Grades will be based on the total points earned out of 450 possible points on the exams, although substantial improvement after the first exam will also be taken into account. Course Policies and Disclosures Student Learning Objectives: The student learning objectives in this course, provided on the first page of the syllabus, are in support of the following learning objectives of the economics major: Relate the core intuitions of economics – marginal analysis, supply, demand, Nash equilibrium, quantity theory, etc. – to economic and social phenomena, in order to produce sound economic analysis. Use formal (mathematical) theoretical models to illustrate economic concepts. Explain show the foundational insights of the economics of micro and macro policy. The student learning objectives in this course, provided on the first page of the syllabus, are in support of the following General Education Learning Outcomes: Critical thinking--Students analyze issues, ideas, behaviors, and events to develop opinions, solutions, or conclusions; Quantitative reasoning--Students reason and solve quantitative problems and explain mathematical concepts and data; Scientific reasoning--Students use the scientific method to investigate the natural or physical world; Human institutions & behavior--Students describe the major concepts of economics, psychology, or sociology to explain institutional and human behavior. Online Evaluations: Students are expected to complete the online evaluation of the course and teacher at the end of the semester.
IERG3080 Fall 2024 - Group Project Due: 23 Dec 2024 Instructions: ● This project takes 30% of the course total. ● Your group needs to use Visual Studio to implement a game using WPF in C# described in this specification, and also write a 5-page report with details on your system structure (class design, class reuse, software patterns used), the testing plan, and the difficulties you have overcome during your project. ● You must demonstrate the ability to self-learn the details about programming, and provide a list of references of online resources in your report, either integral or supplementary to the completion of the project. ● Every group has to submit a zip file to the Blackboard consisting of the whole visual studio project, a standalone playable (your exe and other needed resources files), a report in pdf format, and a 1-min demonstration video capturing the losing (and winning, if any) moments of the game. ● Your project is expected to be run correctly on the Windows machines in ERB1004. ● You are required to use Agile methodology in your project. Grading scheme (max 30%). Only consider submissions that work properly. ○ Fulfilling the requirements in the implementation, and the releasable status of the project (user-friendliness, robustness, etc.) (5%) ○ Goodness of the design, including class reusability and design patterns (10%) ■ Describe these in the report. ● Advanced features (optional) ○ Feature 1 ■ Fulfilling the requirements (2%) ■ Goodness of design (4%) ○ Feature 2 ■ Fulfilling the requirements (4%) ■ Goodness of design (8%) ● Written report (mandatory) (5%) ○ Using proper modeling languages for describing the design ■ Do NOT put your source code directly in the report! ○ An appropriate list of references in the report The final score is the minimum of 30 and the sum of the obtained scores. No score is given to the advanced features if the mandatory parts are not finished. Background Tetris is an old but popular puzzle video game with many variants. In the game, there is a rectangular field. Game pieces, known as tetrominoes, drop from the top of the field, one at a time. The player can move the falling piece horizontally or rotate it before it lands. The player can also accelerate the falling speed of the piece. When a row is completely filled, the row will be eliminated. In this project, you need to implement a simplified Tetris game. Extra features other than those described below are welcome, but not necessary. Baseline Requirements The baseline of the project is to implement a single-player version of the game which is similar to the one in the following website: https://tetris.com/play-tetris There are 7 types of tetrominoes in the game as shown in the figure below. Source: https://en.wikipedia.org/wiki/Tetris The falling piece can be: ● Rotated 90 degree clockwise (or anticlockwise) by the player if the piece after rotation does not overlap with other landed pieces; ● Moved horizontally by the player if the new location does not overlap with other landed pieces. The falling speed depends on the number of eliminated rows. The player can accelerate the falling speed of the piece (soft drop), or land the piece directly (hard drop). The game is over when the landed tetrominoes have some blocks outside the game field. The score earned for eliminating n rows follow the formula 100 × 2n. Once a row is eliminated, the upper rows shift down to replace the eliminated row. The following is a list of features that are NOT required to be implemented: ● Play by mouse control ● Hold a piece (swap to the on-hold state for future use) ● T-spin ● Levels (that multiples the score and increases the falling speed) The UI should show at least the following components: ● The game field (20 rows, 10 columns) ● The score ● The next tetrominoes (at least 1) For user-friendliness, a simple main menu before gameplay, a game-over message, the pausing feature, and the ability to start a new game without re-launching the program are necessary. Advanced Features The following two advanced features are optional. You can implement both features if you want to. Advanced gameplay involves two players. When a player clears more than one row at a time, some garbage rows will be sent to the game field of the other player. More specifically, when n > 1 rows are eliminated, 2n−1 garbage rows will be sent. The garbage rows always appear from the bottom and raise the other existing rows. Every garbage row consists of garbage blocks and a single hole. When the hole is filled by landed tetrominoes, i.e., the row is completely filled, the row will be eliminated. An example of garbage rows is shown in the figure below. Source: https://harddrop.com/wiki/Tetris_Battle#Normal_Garbage Feature 1 Implement the battle mode of a local 2-player Tetris game (2 players play on the same computer). That is, your product supports both single-player mode and battle mode. Except the extra rule for garbage rows, the remaining rules are the same as that in the baseline requirements. When a player loses the game, the other player wins and the game session is ended. If both players lose at the same time, then it is a draw. The following is a list of features that are NOT required to be implemented: ● Computer player (AI) ● Control settings (you can pre-define the controls) The UI should show at least two sets of ● The game field (20 rows, 10 columns) ● The score ● The next tetrominoes (at least 1) One set for each player. That is, the two players are playing in their own individual game field. Feature 2 Implement the battle mode of an online 2-player Tetris game (2 players play on different computers). That is, your product supports both single-player mode and battle mode. The requirements are the same as those in Feature 1, except that the players are playing on separate computers. To initiate the network connection, one of the players is the host while the other one is the client. The client inputs the host’s IP address to attempt the connection (assume IPv4). You can pre-define a port for the communication purpose.
MECH5900M Assignment 2024 Autumn Assignment Guideline • Poor visualisation of the results will be penalised. See the bad & good examples on the next page. • This is an individual assignment. You are not allowed to discuss the assignment with anyone. Do not share or discuss the assignment, results or codes with anyone. • The total mark of this assignment is 100%, which is 50% of the total module mark. • The submission link will appear on the Minerva module website. • The report file format to be submitted is pdf. Use the pdf generation function in MS Word or print it in PDF format. Or use LaTeX. • In the report, use 11pt font size and single line space. The maximum page is 6 pages excluding the appendix. The report beyond 6 pages will not be marked. • Include all Matlab m-scripts and Simulink blocks used in the report in the appendix. The appendix is not included in the page limitation. • Questions for the assignment would be answered only if the questions were to clarify the tasks. The questions about how to do it will not be answered until the report is submitted. Bad & Good Visualisation Examples Figure 1: Bad Example: Screenshot of a scope block (dark background), no units, no labels, too small fonts to read, figure size too small Figure 2: Good Example: draw the plot using ”plot command”: units, labels, good font size and figure size, legends In line with the University guidance on the use of generative-AI, all written reports on MECH5900M are categorised as AMBER. The only ways in which Generative-AI is acceptable for these written reports are: • as a search engine to help you to find sources of information, • providing ideas or inspiration, • to summarise or translate source documents to aid reading, • as a grammar checker. The University recommended tool is https://copilot.microsoft.com/, where the data you input is private (when logged in through your University IT account) and the original sources of the information are given. Remember that you are responsible for the content of any reports submitted and any material taken from another source should be clearly acknowledged. Any text which is not in quotation marks must be written by you. You should always take a critical approach to the use of any output from a gen-erative AI tool, as these tools can generate superficial, inaccurate and unhelpful outputs. More guidance is available here: • https://generative-ai.leeds.ac.uk/ (Including how to acknowledge the use of generative-AI) • https://generative-ai.leeds.ac.uk/uol-genai-guidance-for-taught-students/ (stu-dent guidance PDF) • https://students.leeds.ac.uk/info/1000127/artificial-intelligence-ai (student web pages) Please seek guidance from your module leader if you are unsure about appro-priate use of generative-AI tools. Task 1. Active Nutation with Gas Thruster [60%] The moment of inertia of a rocket is given by and the initial angular velocity at time t = 0 is given by The desired angular velocity is equal to The rocket is equipped with thrusters for b1 and b2 axes, where the torque is either +0.5, 0.0 or -0.5 Nm for each axis. For b1 and b2 body axes, the linearised dynamics can be written in the following state-space form. as follows: • Define x and u and obtain the numerical values for A and B for the active nutation damping control and check the stability without any feedback control. [10%] • The active nutation control is to be designed using the LQR (Linear Quadratic Regulator) control algorithm with the ideal actuator assump-tion providing varying magnitude torques. Determine Q and R in the LQR design to satisfy the following requirements: – both |ω1| and |ω2| shall converge to the values less than 0.0001 rad/s in less than 50 seconds [10%] – the magnitude of all the elements of u from the LQR controller shall be always less than 0.5 Nm [10%]. Show the simulation results satisfying the above two requirements using the nonlinear dynamic simulator implemented in Simulink [10%]. • Determine the on and off values of the Schmitt trigger for the LQR de-signed to use the gas thrusters satisfying the following requirements: – both |ω1| and |ω2| shall converge to the values less than 0.0001 rad/s in less than 50 seconds [10%] Show the simulation results satisfying the above two requirements using the nonlinear dynamic simulator implemented in Simulink [10%]. Task 2. Robustness Analysis [30%] The controller designed in Task 1 with the Schimitt trigger is to be tested for its robustness with respect to the uncertainties in the moment of inertia, J. The true J is now perturbed as follows: All the other simulation parameters including the LQR and the Schmitt trigger and the initial angular velocities remain the same as ones in Task 1. Let the uncertainty be in the ranges of the following inequalities: −0.1 ≤δ1≤ 0.1 −0.1 ≤δ2≤ 0.1 −0.05 ≤δ3≤ 0.05 −0.05 ≤δ12≤ 0.05 −0.05 ≤δ13≤ 0.05 −0.05 ≤δ23≤ 0.05 Generate random δ1, δ2, δ3, δ12, δ13 and δ23 uniformly distributed in the inter-vals given in the above and perform. 1000 simulations. From each simulation, calculate the settling time, ts, which is defined by |ω1(t)| ≤ 0.0001 [rad/s] and |ω2(t)| ≤ 0.0001 [rad/s], for t ≥ ts (6) and draw the plot ts (the vertical axis in the plot) with respect to ∥δ∥ (the horizontal axis in the plot), where and [30%] Task 3. Limitations & Presentation [10%] Explain the limitations of the controller designed and verified in Tasks 1 and 2 to general audiences. [10%]
CS10 Python Programming Homework 5 20 points (OOP) 1. You must turn in your program listing and output for each program set. Each program set must have your student name, student ID, and program set number/description. Late homework will not be accepted for whatever reasons you may have. *********for this homework, you are to submit your Program sets to Canvas under Homework 5 link********* a. Name your files : HW5_PS1_ lastname_firstinitial.py for Program Set 1 and so on. PS means program set. Example if your name is Joe Smith then the filename will be HW5_PS1_smith_j.py b. You must submit your homework by the deadline at the specified upload link on Canvas under homework 5. Late Homework submission will not be accepted. Homework submitted via email attachment, comment in Canvas, Canvas message, or by any other method is not accepted and will be given a zero for no submission. c. if you do not follow instructions on file naming provided in this section you will receive a zero for the question you did not correctly name the file. d. It is your responsibility to check if your homework is properly submitted to Canvas . 2. Please format your output properly, for example all dollar amounts should be printed with 2 decimal places when specified. Make sure that your output values are correct (check the calculations). 3. Use only the 'tools' in the topics we covered from lesson 1 to lesson 68 only. 4. Each student is expected to do their own work. IF IDENTICAL PROGRAMS ARE SUBMITTED, EACH IDENTICAL PROGRAM WILL RECEIVE A SCORE OF ZERO. Grading: Each program set must run correctly both syntactically, logically, and display the correct output exactly as specified. If the program set does not run and does not display the output exactly as specified, shown in my sample test run, a zero will be given. If the program executes properly with proper syntax, logic, and displays the correct output with proper formatting as specified in the program set, you will receive the full points for that question. Then points will be deducted for not having proper: a. Comments ( 1 pt. deducted for each occurrence) • Your name, description at the beginning of each program set. Short description of the what each section of your codes does. b. Consistency/Readability (2 pts deducted for each occurrence) • Spacing(separate each section of codes with a blank line) but separate each function with 2 blank lines • Indentation • Style (proper naming of variables no a, b, c – use descriptive and mnemonics) • include docstrings for every function c. Required elements (2 pts deducted for each occurrence) • Use only 'tools' in the topics that have been covered in class. • proper formatting for output when specified d. Output • if no output(test runs) are provided for the uploaded file, a zero will be given for that program set. • Test runs must to be displayed at the end of the program listing(codes), if it not displayed at the end of the program listing it is equivalent to no output. • must use test run when provided in the Program set question. The minimum test cases you must provide is 5 or more. If you provide less than 5 test cases per Program Set then that program set will receive a zero grade. Points will be deducted from grading items a. to d. above until your Program Set reaches zero points. Program set 1 – OOP (20 points) Write a program to calculate and display the loan for buying a car. 1. Create a class call Loan. Data fields in the Loan class include: 1 Annual Interest Rate (Float) 2. Number of years of loan (int) 3. Loan Amount (Float) 4. Borrower’s Name (string) 2. Create the initializer or constructor for the class with the above data fields. Make the data fields private. 3. Create accessors (getter) for all the data fields(there should be 4 getters). 4. Create mutators (setters) for all the data fields(there should be 4 setters. 5. Create a class method - getMonthlyPayment where monthlyPayment = loanAmount * monthlyInterestRate / (1 - (1 / (1 + monthlyInterestRate) ** (numberOfYears * 12))) note: that the monthlyInterestRate = annualInterestRate / 1200 (this line of code must be before the monthlyPayment calculation formula) 6. Create a class method - getTotalPayment where totalPayment = getMonthlyPayment() * numberOfYears * 12 7. Write a test program (main function) to allow the user to enter the following: 1. Annual Interest Rate 2. Number of Years of Loan 3. Loan Amount 4. Borrower’s Name 5. Allow the user to change the loan amount and reprint the new loan information. **use same object instantiated to change the loan, not allowed to create a new object. Note : you are not allowed to use the break or continue statement for this program set 1. Using a break or continue statement will result in a zero score for this program set. Sample Test Run (use this sample test run data and provide 4 more test runs using your own data). user input in red Test run 1 Enter yearly interest rate: 2.5 Enter number of years as an integer: 5 Enter loan amount: 1000.00 Enter a borrower's name: John Jones The loan is for John Jones The monthly payment is 17.75 The total payment is 1,064.84 Do you want to change the loan amount? Yfor yes or enter to quit y Enter new loan amount 5000 The loan is for John Jones The monthly payment is 88.74 The total payment is 5,324.21 Do you want to change the loan amount? Yfor yes or enter to quit Enter >>> Test run 2, 3, 4 and 5 using your own input data Hints: Use the circle program with private data fields(members) to follow along. The circle’s constructor or initializer has only one data member radius but the loan has 4, so you must put all 4 data members in your initializer. def __init__(self, annualInterestRate = 2.5, numberOfYears = 1, loanAmount = 1000, borrower = " "): you should also have 4 accessors(getters) and also 4 mutators(setters) for each of the data member. You also need to write methods getMonthlyPayment() and getTotalPayment().
FINANCE 407 Multinational Financial Management Fall 2024 Course Description: This course will familiarize students with financial decision making in an international environment. Major topics covered include exchange rate risk and hedging, international debt and equity financing, and international investment decisions. FIN 305W is a prerequisite. Materials: (1) Textbook: “International Financial Management”, Tenth Edition, by Eun, Resnick, and Chuluun. ISBN: 978-1-264-41309-6. You may also use an older edition. (2) Lecture notes will be available for download on Canvas. I recommend you print them out and write on them, by hand, during lectures. Lecture notes are incomplete – you will need to take notes during class. (3) Top Hat. We will use Top Hat for in-class questions. Instructions to follow. Answering for someone else is a violation of academic integrity. This activity will result in an Academic Integrity Incident Report and zero credit for class participation and class performance for the entire semester. (4) One business calculator. You should bring your calculator to class each day because Top Hat questions and in-class exercises are often quantitative. Evaluation: Homework (0%): Questions and problems will be posted on Canvas for practice. Homework is not collected. Quizzes (70%): There will be six quizzes over the semester. The first five quizzes are worth 15% each. The sixth quiz is worth 10%. The date for the final quiz will be announced later in the semester. Of the first five quizzes, your lowest quiz score will be dropped at the end of the semester. Excused absences for quizzes include illnesses, family emergencies, military service, and religious observance. If you are ill, you must provide a note from a doctor indicating you were advised to take rest on the day of the quiz. A note indicating you visited a clinic is insufficient. You must notify me prior to the quiz if you are unable to take a quiz for your absence to be excused. Class Participation (15%): To receive full credit for class participation, you must answer at least 50% of in-class questions. There are no makeup opportunities for class participation. Class Performance (15%): To receive full credit for class performance, you must answer correctly at least 50% of in-class questions. There are no makeup opportunities for class performance. It is your responsibility to maintain the Top Hat app and use it correctly. Problems with your device (broken, dead battery, etc.) are not grounds for makeup opportunities. There maybe times when missing class is unavoidable, due to illness, interviews, etc. You will not be explicitly penalized for missing class, but the more classes you miss, the more difficult it will be to earn full credit for class participation and class performance. Please inform me of any extenuating circumstances that may affect your class attendance. Community Help Board: Please visit the “Discussions” tab in Canvas. Here you can post questions related to the course and receive feedback from other students. The purpose of this board is to create collaboration and group learning across sections ofFIN 407. Grading: The standard grading scale applies (93%+ = A, 90%-92% = A-, 87%-89% = B+, 84%- 86% = B, etc.). If necessary, grades will be curved such that the class average across all sections is at least a B+. Class Etiquette: I ascribe to the golden rule of classroom etiquette: Your behavior. should not distract me or, more importantly, your fellow students. Feel free to impress the class with your maturity. Please arrive early for class to allow yourself time to get settled so we can begin class promptly. Also, please turn off cellphones and other electronic devices during class. Laptop computers are not needed during lectures and are a distraction to both the user and other students in the class. As such, my recommendation is that laptop computers should be closed during lectures. Miscellaneous: Announcements about the class and various course materials will be posted on Canvas, so be sure to check Canvas regularly. It is your responsibility to keep apprised of important developments pertaining to the course. The course outline is tentative. Do not be concerned if we get a little ahead or behind the schedule. Changes to the schedule, if necessary, will be announced in class and on Canvas. This is a challenging course. You should expect to invest two hours outside of class studying for every one hour we spend together in class. The most effective way to learn the material is to complete each chapter’s homework questions and problems immediately after we have covered the material in class. Do not wait to study the material until just before a quiz.
Lecture 1: Basic Data Analysis using Excel ECON10151: Computing for Social Scientists September 22, 2024 In this lecture, we’ll introduce some key features of Excel that are especially useful when working with social science data. Excel has a variety of tools designed to make data analysis quicker and more efficient. Today, we’ll focus on essential functions and techniques that will help you clean and format datasets, create new variables, carry out basic statistical calculations, and generate simple visualisations. By working through practical examples, you’ll gain hands-on experience, equipping you to apply these tools to your own data with confidence. 1 Data The dataset we will be working with contains the average price and quantity of hand washing products sold in the UK each month during 2020. This data was sourced from the Kantar FMCG Purchase Panel. For this exercise, we will assume: • The firm’s variable cost is £3 per unit of quantity. Variable costs are expenses that fluctuate with production or sales volume. Common examples include: – Raw materials: The cost of materials required to produce each unit. – Direct labour: Wages paid to workers based on the number of units produced or hours worked. – Packaging: Costs associated with packaging each product. • The firm’s fixed cost is £8,500. Fixed costs remain the same, regardless of production levels. Typical fixed costs include: – Rent payments: The cost of leasing a building or office space. – Insurance: Premiums paid for coverage, which do not vary with output. – Depreciation: The gradual reduction in the value of fixed assets like machinery or equipment. Please download the spreadsheet titled ‘raw data’ from Blackboard to get started. 2 From Raw Data to Profit Analysis We’ll follow a step-by-step approach to analyse the profit from sales. 2.1 Cleaning Data Properly organising your data is the first crucial step in preparing it for analysis. Sometimes, we deal with imported or unstruc- tured data where multiple pieces of information are combined into a single cell, which needs to be split for proper analysis—just like the raw data we’re working with. In Excel, the Text to Columns function is an effective data-splitting tool for separating data contained in one column into multiple columns, based on a specific delimiter (such as a comma, space, or tab). Here’s how to use it: Step 1 Select the Data: Highlight the cells containing the text you want to split. Step 2 Open ‘Text to Columns’: Go to the Data tab and select Text to Columns. Step 3 Choose ‘Delimited’ : In the dialog box, choose Delimited, as our data is separated by commas. Step 4 Set Delimiter: Check the Comma option as the delimiter (since the values in the data are comma-separated). Step 5 Finish: Excel will show a preview of how the data will look. Once you’re happy with the result, click Finish. After using Text to Columns to split the data, you might notice that some of the headers are spread across multiple columns. In such cases, manually adjust the headers by combining the text and labelling them appropriately (e.g., “Quantity Sold (Litres)” or “Price per Litre”). Ensure that each row of data aligns correctly with its respective column before proceeding with further analysis. 2.2 Transposing Data Sometimes your data is organised horizontally, but you need it vertically—or vice versa. For example, your headers may be in a row when you need them in a column, or data may be listed in columns but would be more useful in rows. Transposing data in Excel means flipping the orientation, converting rows into columns or columns into rows. This can be very useful when the data’s current format doesn’t suit the analysis or visualisation you’re aiming for. We’ll explore two methods to transpose data in Excel during this lecture. 1. Paste Special Transpose: Step 1 Select the Data: Highlight the range of cells you want to transpose, including headers if necessary. Step 2 Copy the Data. Step 3 Choose the Destination: Click the cell, e.g. A7, where you want the transposed data to appear. Ensure there’s enough space, as transposing will expand the data either vertically or horizontally. Step 4 Paste Special: Navigate to Home tab → Paste → Paste Special, or right-click on the destination cell and choose Paste Special. Step 5 Transpose the Data: In the Paste Special dialog box, select Values (to paste only the values) and check the Transpose option at the bottom. Then click OK. Your data will now be flipped between rows and columns. 2. TRANSPOSE Function: The TRANSPOSE function is another way to transpose data, and it differs from the Paste Special method in that it creates a dynamic link. This means that if the original data changes, the transposed data will update automatically. The syntax is: = TRANSPOSE(array) Here, the array represents the range of cells to be transposed. Follow these steps: Step 1 Choose the Destination: Again, make sure there’s enough space. Step 2 Enter the Formula: In the selected range, type the formula = TRANSPOSE(A1 : N4) where A1 : N4 is the range of your original data. Step 3 Press Enter. Note: If you’re using older versions of Excel, press ‘Ctrl + Shift + Enter’ (Windows) or ‘Command + Return ’ (Mac), as the TRANSPOSEfunction requires this to work as an array formula. - Summary: • Use TRANSPOSE if you need a live link between your original and transposed data. This is ideal for datasets that are regularly updated. • Use Paste Special when you need a one-time, static rearrangement of your data and don’t require it to update automati- cally. 2.3 Removing Duplicates When importing data from external sources such as CSV files, databases, or surveys, it’s common to encounter duplicate entries. Redundant data can skew your analysis, so it’s essential to remove any duplicate values before proceeding. Manually identifying and removing duplicate rows can be time-consuming, especially with large datasets. Fortunately, Excel’s Remove Duplicates feature helps you quickly find and eliminate duplicate entries, ensuring your dataset remains accurate and free of redundancy. Follow these steps to remove duplicates in Excel: Step 1 Select the Data Range: Highlight the range of cells where you want to remove duplicates. This can be a single column or an entire table, depending on what you need. Step 2 Open the ‘Remove Duplicates’ Tool: Go to the Data tab and click on Remove Duplicates. Step 3 Choose Columns to Check for Duplicates: A dialog box will appear showing all the columns in the selected range. Tick or untick the boxes to specify which columns should be checked for duplicates. • If you select just one column, Excel will remove rows where the value in that column is repeated, even if other values in the row differ. • If you select multiple columns, Excel will treat rows as duplicates only if the combination of values in those columns is identical. Step 4 Click OK: Once you’ve chosen the columns to check, click OK. Excel will display a message showing how many duplicates were found and removed, and how many unique entries remain. - Important Notes: • Removing duplicates is permanent. Consider creating a backup of your dataset before using this tool to prevent accidental data loss. • The Remove Duplicates tool is case-insensitive, meaning it treats ‘Judith’ and ‘judith’ as duplicates. 2.4 Creating New Variables Often, creating new variables is essential for deeper analysis. In this section, we will create three new variables: Total Revenue (TR), Total Cost (TC), and Profit. Additionally, we will categorise the data by creating a dummy variable and a string variable to indicate whether a profit was made. 1. Calculating Total Revenue, Total Cost, and Profit We will start by calculating Total Revenue (TR), Total Cost (TC), and Profit using simple Excel formulas. Step 1 Total Revenue (TR): This represents the total income from sales and is calculated as: TR = Quantity Sold × Price In Excel, you can enter this formula in a new column. For example, in cell E8, type: = C8 * D8 where C8 contains the quantity sold, and D8 contains the price for January. Step 2 Total Cost (TC): Total Cost is the sum of variable and fixed costs: TC = (Variable Cost ×Quantity Sold)+Fixed Cost Recall that the variable cost is £3 per unit, and the fixed cost is £8,500. Enter these values in cells B21 and B22 respectively. In Excel, you can enter the formula as follows in cell F8: = (3*C8)+$B$22 Here, $B$22 locks both the column and row reference to cell B22, which contains the fixed cost (£8,500), ensuring that the reference cell doesn’t change when copying the formula down to other rows. Step 3 Profit: Profit is calculated as the difference between Total Revenue and Total Cost: Profit = TR−TC In Excel, type the formula in cell G8 as: = E8 − F8 where E8 contains TR, and F8 contains TC. 2. Categorising Profit with a Dummy Variable Next, we will categorise profit by creating a dummy variable. A dummy variable is a numeric variable that takes the value 1 or 0. Here, we shall use 1 to represent a positive profit, and 0 will represent no profit or a loss. We’ll use Excel’s IF function to create this variable. The IF function performs a conditional test and returns one value if the condition is TRUE and another if the condition is FALSE. The syntax is as follows: = IF(logical_test, value if true, value if false) where: • logical_test: The condition to check (e.g., G8 > 0 to test if profit is positive). • value_if_true: The value returned if the condition is TRUE (e.g., 1). • value_if_false: The value returned if the condition is FALSE (e.g., 0). In this case, to create the dummy variable, type the following formula in a new column (e.g., cell H8): = IF(G8 > 0, 1, 0) This formula assigns a value of 1 if the profit (in G8) is positive, and 0 if it is zero or negative. 3. Creating a String Variable for Profit To make the data more descriptive, we can create a string variable that labels whether a profit was made. Instead of using numeric values, we will use "YES" for profit and "NO" for no profit. In a new column (e.g., I8), use the following formula: = IF(G8 > 0, "YES","NO") This formula will display "YES" if the profit is positive and "NO" if it is not. Note: When using text values in Excel formulas, always enclose them in quotation marks (" "). If you don’t, Excel will return an error (#NAME?). 2.4.1 Applying Formulas Across Rows Using the Fill Handle Once you’ve entered your formulas, you can quickly apply them to the entire dataset using the Fill Handle. To do this: • Select the cell(s) containing the formula(s) you want to copy. • Hover over the bottom-right corner of the selected cell(s) until a small square appears—this is the Fill Handle. • Click and drag the Fill Handle down or across to fill the formula into the adjacent cells. This method allows you to efficiently apply the formulas to all relevant rows or columns. 2.5 Conditional Formatting Conditional formatting is a powerful tool in Excel that helps you visually emphasise specific values in your dataset. In this exercise, we’ll use it to highlight the cells that display "YES" or "NO" for profit,making patterns easier to identify at a glance. Step 1 Select the Range of Cells: Highlight the cells where you want to apply conditional formatting, e.g. I8:I19. Step 2 Open the Conditional Formatting Menu: Navigate to Home → Conditional Formatting. Step 3 Create a Rule for "YES": Select New Rule... from the drop-down menu, then choose the Classic style. Next, select Only format cells that contain from the list of rule types. In the options, choose Specific Text, select containing, and type YES in the text box. Note: You can choose from a variety of pre-defined rules or create your own custom rule for more specific needs. Step 4 Choose a Format: In the Format with drop-down, select a fill colour to highlight the cells containing "YES" (e.g., Green Fill with Dark Green Text). Click OK to apply the rule. Step 5 Create a Rule for "NO": Repeat the process for the cells that contain "NO", but choose a different fill colour (e.g., Red Fill with Dark Red Text) to distinguish them from the "YES" entries. 2.6 Data Analysis Functions To wrap up, we’ll use some of Excel’s built-in functions to summarise and analyse our data. These functions will allow us to quickly count, calculate, and identify key metrics related to our profit data. Step 1 Counting Profitable Months: To count the number of months where profit was made, we can either use the COUNTIF function or sum the Profit dummy variable. • Using COUNTIF: This function counts the number of cells that meet a specific condition. To count the months with profit, use the following formula: = COUNTIF(I8 : I19, "YES") This counts the number of cells in the range I8:I19 that contain "YES". • Using SUM: If you’ve created a dummy variable for profit (1 for profit, 0 for no profit), you can use the SUM function to count the number of profitable months: = SUM(H8 : H19) This adds up the values in the dummy variable column (H8:H19), effectively counting how many months were profitable. Step 2 Calculating the Average Profit: To find the average profit, use the AVERAGE function. This will calculate the mean of the profit values in your dataset. Enter the following formula in a new cell: = AVERAGE(G8 : G19) This formula calculates the average profit from the values in the range G8:G19. Step 3 Finding the Minimum and Maximum Profit: You can quickly identify the lowest and highest profit using the MIN and MAX functions: = MIN(G8 : G19) and = MAX(G8 : G19) These functions provide a quick and efficient way to summarise your data and gain insights into overall performance. 2.7 Plotting a Line Graph for Monthly Profit Visualising data is a key part of analysis, as it allows you to easily identify trends and patterns. Lastly, we’ll create a line graph to display the monthly profit using Excel’s Insert tab. Step 1 Select the Data: Highlight the range of cells containing the profit values, e.g., G7:G19, including the headers. Step 2 Open the Insert Tab: Go to the Insert tab, where you’ll find various charting and graphing options. Step 3 Choose a Line Graph: Click the Line Chart icon and select the basic line chart option from the available choices. Step 4 Customising the Chart: After the graph is created, you can format it to make it more informative and visually appealing: • Add Axis Titles: Navigate to Chart Design → Add Chart Element → Axis Titles, and then label the horizontal axis as “Month” and the vertical axis as “Profit” . • Title the Chart: Provide an appropriate title for the chart, e.g., Monthly Profit for 2020. • Customise the Line and Data Markers: To customise the line’s appearance, double-click on it to open the Format Data Series pane. In the Fill & Line tab, click Marker, expand Marker Options, and choose Built-in to select the desired marker type. You can also adjust the marker size for better visibility. • Fade Out Gridlines (Optional): To soften the gridlines, double-click on any gridline to select them. In the Format Major Gridlines pane, under the Fill & Line tab, adjust the transparency level to your preference. • Add a Trendline: A trendline can represent the overall direction of the data over time. To add a trendline, go to Chart Design → Add Chart Element → Trendline, and select Linear. In this example, a trendline with a positive slope is added, showing that monthly profits are trending upward. To distinguish the trendline from the data line, you can add a legend: Go to Chart Design → Add Chart Element → Legend, and select the desired location (e.g., Bottom). This process offers a simple way to visualise monthly profit using a line graph, making it easier to spot trends and patterns over time. Now that you’ve learned how to create and customise a line graph, try experimenting with other types of charts, such as bar or pie charts, to visualise different aspects of your data on your own.
Department of Electrical Engineering EE E4321. Problem Set #8. Memory design. PLAs. Due: November 26, 2024, 5 PM EST by electronic submission Please carefully follow these instructions. Please submit your solutions to Problem 1 below as a single PDF file attachment through Courseworks. For Design Project Part III, please submit your writeup as a single PDF file attachment submitted by only one person of your two-person team. Please note clearly in the document the name of the two team members in your group. To submit the layout, please stream out your design according to the instruc- tions on the class website and attached to your submission as well. 1. (This problem should be completed individually.) In this problem, I want you to consider the implementation of a controller using PLAs. We will take advantage of the tool espresso to optimize our logic. Consider a controller defined by the following VHDL description: architecture rtl of controller is subtype state_type is std_ulogic_vector(0 to 3); constant s0: state_type := "0001"; constant s1: state_type := "0010"; constant s2: state_type := "0100"; constant s3: state_type := "1000"; signal state, next_state: state_type; signal con1, con2, con3: std_ulogic; signal out1, out2: std_ulogic; signal clk; begin state_logic: process(state, con1, con2, con3) is begin out1
INT401: Fundamentals of Machine Learning Fall Semester Lab 6: Naive Bayes Classifier 6.1 Objectives • Understand the knowledge on Naive Bayes classifier. • Learn how to create a Naive Bayes classifier to solve a toy problem on prediction. 6.2 Dataset Description This is atoy dataset, which contains 21 attribute feature columns and one class label column. The dataset is a two-class classification problem, where the first column is the class label. All attributes have been mapped from text descriptions to numbers, where the same numbers in the same column represent the same attribute values. The dataset is divided into a training set toy train.csv and a test set toy test.csv, where the training set and the test set contain 7600 samples and 524 samples respectively. 6.3 Naive Bayes Classifier 6.3.1 Load dataset • (10 marks) Read the training dataset into a dataframe. • (10 marks) Read the test dataset, which will be used to estimate the classification accuracy. 6.3.2 Maximum Likelihood Estimation When X contains M attributes which satisfy the conditional independence assumption, we have where Xi is the i-th attribute and Y is the class label. Our goal is to train a classifier that will output the probability distribution over possible values of Y , which will take on its possible value k = 1, 2, ···,K is Note that for any example X, the probability P(X) = P(X1 , X2, ···, XM ) is constant. We can estimate these parameters using maximum likelihood estimates. • (20 marks) Estimate the prior probability • (30 marks) Estimate the conditional probability It is noted that the #D{x} operator denotes the number of elements in the set D that satisfy property x and Nj means that attribute Xj has Nj different values. 6.3.3 Model Inference • (20 marks) For K categories, we calculate the posterior probability of each category separately for X = [x1 , x2, ···, xM ]T and get Note: If the conditional probability P(ˆ)(Xj = xj |Y = yk ) that does not appear in the training set is needed in the test set, then the conditional probability under class k should be • (10 marks) For each X, we assign X to the class with the largest posterior probability logP(ˆ)(Y = yk |X). 6.4 Lab Report • Write a short report which should contain a concise explanation of your implementation, results and observations. For the score of each step, such as 15 points, the proportion of the three parts to the total score is as follows: – Explanation of the execution of this step ( 50% ): how to design the data structure, how to design the algorithm to realize this step; how do you think about this problem – Code and comments ( 30% ): Whether the code is correct, attach comments to help understand the code – Results and interpretation ( 20% ): Whether the running results are correct, explain the results to a certain extent, or what you find from them. Please insert the clipped running image into your report for each step. • Submit the report and the python source code with the suitable comments electronically into the learning mall. • It is highly recommended to use the latex typesetting language to write reports. • The report in pdf format and python source code of your implementation should be zipped into a single file. The naming of report is as follows: e.g. StudentID LastName FirstName LabNumber.zip (123456789 Einstein Albert 1.zip) 6.5 Hints Please refer to the lecture slides. • Latex IDE: texstudio • Python IDE: pycharm or vscode • Use the python numpy and scipy library flexibly.
ELEC 6221 “Power Generation: Technology and Impact on Society” Coursework 2 (2024-2025) Steam Plant Analysis (worth 20% of ELEC6221 mark) Aims: to analyse steam cycle of a given power plant and to propose a most feasible and practically sound design for the plant using steam-water thermodynamic tables, including online calculators. Assignment on steam plant analysis The initial set-up proposed for a steam plant is schematically shown in Figure 1. Through individual study find out whether there are any technical problems with this proposed configuration. Explain your findings. Figure 1. Flawed proposed steam plant for a combine cycle power plant A revised system was proposed. It is shown in Figure 2. The flaws were corrected. Figure 2. Revised steam plant – with reheat and de-aerator The International Association for the Properties of Water and Steam offers a free on-line calculator https://steamtables.online/ Draw the T-s diagram of the revised plant and explain in some details the processes of this plant. E.g. you may comment on isentropic efficiency of the units and the losses. Using the values shown in Figure 2, calculate the output power of the turbines assuming that both turbines are approximately adiabatic and there are minimal losses of enthalpy within the turbines. Calculate the power needed to drive the condensate and feedwater pumps (both pumps are considered to be approximately adiabatic). Find out what is the total heat transfer to the steam generator (including the reheat system). Determine the thermal efficiency of this cycle. Compare this efficiency with those of the Carnot cycle for the same maximum and minimum temperatures. Compute the heat rejected to the cooling water in the condenser. All this heat will be absorbed by cooling water from the river Test. Knowing that to prevent thermal pollution the cooling water is not allowed to experience a temperature rise above 10oC, determine the required minimum volumetric flow rate of the cooling water (the steam leaves the condenser as saturated liquid at 40oC). A modified single regenerative reheat cycle plant based on the initial system is depicted in Figure 3. Note that regeneration process was implemented by “bleeding” steam from the low pressure turbine at 800 kPa. This steam is then fed at the same pressure into the de-aerator thus converting it into an open feedwater heater. Draw the T-s diagram for this reheat regenerative plant. Explain why such an arrangement would be useful. Determine the mass fraction of steam y required to be extracted from the low pressure turbine such the fluid in the de-aerator is in saturated state. You can assume that the open FWH is adiabatic. Figure 3. Supercritical steam power plant with open feedwater heater Recalculate for this system the thermal efficiency. It is expected that your report will show in details all the stages in your calculations. Determine the power output of both turbines. How this value compares with the previous cases, comment on your result? Calculate the power necessary to drive both pumps. As before you can assume that the pumps and turbines are approximately adiabatic. Find out what is the total heat transfer to the steam generator (including the reheat system), and calculate the heat rejected to the cooling water in the condenser. Calculate the flow rate of the cooling water in the same condition as before (40oC and Δt≤10oC). Determine the thermal efficiency of this cycle. How this value compares with the previous cases, comment on your result? In many situations the flow of water near a steam plant may not be suitable to provide all the cooling necessary without thermal pollution. In such situations a cooling tower should be provided, hence part of the heat will be dissipated into atmosphere and the stringent requirements for thermal pollution of the river are fulfilled. Through individual study find out what is the procedure to compute the volumetric flow rate of air necessary to cool the water of the condenser of the plant showed in Figure 3 (this type of calculation is usually used to size the cooling tower). Using the flow rate of the cooling water (dmwater/dt) that you have calculate in your previous set-up (Figure 3) compute the volumetric flow rate of dry air required to cool this water from 40oC to 11oC (11oC is an average temperature of river Test, ignore the fact that in previous calculation Δt≤10oC was assumed). Determine also the mass flow of the makeup water required from the river Test. Comment on your results. All the necessary starting information for this calculation is given in Figure 4. The psychrometric chart given in Figure 5 should be used to obtain the specific humidity, specific volume and specific enthalpy of the air flowing in the cooling tower. Figure 4. Cooling tower sketch Figure 5. Psychrometric chart at 1 atm Some reference books are listed below; however you are not limited to these resources only. Use any resources (books, magazines, web sites) that you might need but make sure that all the cited information is properly referenced in your report. Use an IEEE reference style. References: 1. Yunus A. Cengel, Michael A. Boles, Thermodynamics An Engineering Approach, McGraw-Hill, 2006. 2. Balmer, R.T. Modern engineering thermodynamics, Elsevier, 2011. https://www.sciencedirect.com/book/9780123749963/modern-engineering-thermodynamics 3. Haywood, R. W. Analysis of engineering cycles : power, refrigerating, and gas liquefaction plant, Elsevier, 1991. https://www.sciencedirect.com/book/9780080407388/analysis-of-engineering-cycles Deadline Please note that you are expected to submit your report by 16:00 Wednesday, 11 December 2024. Any delay in handing in the report will incur a penalty in the form. of a reduced final mark (at the rate of 10% reduction for each day of late submission –up to five working days. No submission is allowed after that). Report The report must be submitted electronically via the ECS Hand-in system in Adobe Acrobat .pdf format. There are no other specific requirements on the format of the document or the page limits. But all calculation steps must be shown and explained (or referenced). The text of the assignment can be hand written, scanned and converted into pdf. The breakdown of the marks is given on ECS Handin system for the assignment.
Module code and Title DTS202TC Foundation of Parallel Computing School Title School of AI and Advanced Computing Assignment Title Individual Assessment 2 Submission Deadline Friday Dec. 20th, 2024 @ 11:59pm Final Word Count N/A DTS202TC Foundation of Parallel Computing Individual Coursework 2 Assessment Overview The purpose of this assignment is to provide hands-on experience with parallel programming and performance analysis. You are expected to implement two C programs that apply a blur effect to a grayscale image using two distinct parallelism techniques. The goal is to understand the differences between the techniques in terms of implementation complexity, execution speed, and scalability. Through this exercise, you will develop skills in writing parallel code, optimizing algorithms for parallel execution, and analyzing the performance gains achieved by parallelizing computational tasks. Learning Outcomes . C. Devise and implement parallel algorithms . D. Acquire basic software development skill using MPI . E. Analyze and implement common parallel algorithm patterns in a parallel programming model such as CUDA. . F. Design experiments to analyze the performance bottlenecks in their parallel code. . G. Apply common parallel techniques to improve performance given hardware constraints. . H. Use a parallel debugger to identify and repair code defects; Use a parallel profiler to identify performance bottlenecks in their code. . J. Demonstrate understanding of the major types of hardware limitations that limit parallel program performance. Avoid Plagiarism . Do not submit work from others. . Do not share code or work to other students. . Do not read code or work from others, discussions between teams should be limited to high level only. . Do not use open-source code. Tasks Image blurring is one of the most common image processing algorithms (right plot). A simplest way to blur an image is to set each pixel to the mean of its neighbour pixels. One of the problems of this algorithm is that the effect may not be visible for large images, to solve this, we can repeat the process multiple times. For our coursework, please repeat the mean process 20 times. Reading and Writing Image You will need to read a PGM image, process the blurring, then write the blurred PGM image back to the file system. Plain PGM format is a simple grayscale graphic image format, each pixel is represented by its grey value number, with 0 being black and Maxval (defined in the PGM file) being white. The below image.pgm is given as an example, more detail pgm specifications can be found at http://davis.lbl.gov/Manuals/NETPBM/doc/pgm.html image.pgm P2 24 7 15 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 3 3 3 3 0 0 7 7 7 7 0 0 11 11 11 11 0 0 15 15 15 15 0 0 3 0 0 0 0 0 7 0 0 0 0 0 11 0 0 0 0 0 15 0 0 15 0 0 3 3 3 0 0 0 7 7 7 0 0 0 11 11 11 0 0 0 15 15 15 15 0 0 3 0 0 0 0 0 7 0 0 0 0 0 11 0 0 0 0 0 15 0 0 0 0 0 3 0 0 0 0 0 7 7 7 7 0 0 11 11 11 11 0 0 15 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 1 Parallel implementations (25 points for each implementation) Each student is required to implement two different parallel programs: one using MPI and the other using a different parallel technique such as Pthreads, OpenMP, or CUDA. It is important to note that you only need to focus on optimizing the core algorithm for speedup. 2 Performance analysis (30 points) Analyse the performances of two parallel implementations, including speedup and efficiencies (15 points). You should provide line plots to represent the results, including serial runtime, runtime of different processes, speedup and efficiencies. (5 points). Compare and contrast the two implementations (Performance Metrics, Hardware limitation, Ease of Debugging and Testing, Communication and Synchronization, or any other aspects you can think of), choose your preferred parallel technique and justify your choice (10 points). 3 Reflection (10 points) Did you face any challenges during the implementation? How did you solve them? 4 Submission (10 points) You should submit the following files in a zip: . blur_mpi/pthread/openmp.c Your parallel implementations. . A Makefile that will compile your code, make sure the output executable names are correct. . A pdf file contains all the source code and the report, you should put the Cover Page in the first page of the report. Once you have all the files, please put them in a single directory (named A2) and compress it to a zip file. You must follow the following structure: The assignment must be submitted via Learning Mall to the correct drop box. Only electronic submission is accepted and no hard copy submission. All students must download their file and check that it is viewable after submission. Documents may become corrupted during the uploading process (e.g. due to slow internet connections). However, students themselves are responsible for submitting a functional and correct file for assessments. Please note that quality of report and correctness of submission will also be marked (10 points, 5 points for the quality of report, 5 points for the correctness of submission).
Mini-MIPS CPU COMP 273 Project Due: December 8, 2024, on MyCourses Submission instructions You can do this project on your own or in a team of 2 students. All work must be your own and must be submitted to myCourses. Include your name(s) and student number(s) in a comment at the top of your Logisim circuit. Submit only one file: project-miniCPU.circ per group. Check your submission by downloading it from myCourses to verify that it was correctly submitted. You will not receive marks for work that is incorrectly submitted. You must enroll yourself in a group on MyCourses to be able to submit the project. If you are working on your own, you must still enroll yourself in a group on MyCourses. Purpose • Understand how CPUs function. • To understand how the CU coordinates the different machines that make the CPU. Helpful • The lectures on Datapath and CU. • Optionally you may use your A2 solutions for ALU and RAM (the graded version) in this project. Figure 1 - Mini-MIPS architecture Overview Mini-MIPS is a CPU that executes only one instruction at a time. This means it executes the instructions sequentially, one by one. The Mini-MIPS CPU diagram, Figure 1, is the basic CPU architecture that everyone’s project must adhere to. It represents the basic architecture. The TA will make sure that your CPU looks and behaves as like the above diagram. You are permitted to build the entire CPU on the same circuit page, or you can create subcircuit pages to mimic the above diagram’s look. If you build your CPU on a single page, it is important to label each part of the circuit and to leave empty spaces to separate the parts. This will both help you while debugging and help the TA understand what you have built. If you chose to use subcircuits you will need to take care of the time delays that Logisim adds to subcircuits. The more subcircuits you nest the more delays are added. The execution of a single instruction requires multiple tricks. The CU, not shown, controls each section of the instruction execution cycle. The execution cycle constitutes of the fowllowing stages: Stage 0: Loads an instruction from the instruction RAM using the address stored in PC into IR (notice RAM and not cache – we are using your A2 RAM to make things easier). PC is incremented to the next address (circuit not shown in diagram). This completes Stage 0. Stage 1: Uses the Register file to output the values for the ALU’s input registers (not shown in the diagram). Bits from the IR will address the specific Register file registers. Stage 2: The ALU performs the selected operation updating the status register and ALU output register (not shown in the diagram) and sending values to intermediate registers (not shown in diagram) for the multiple data paths that are possible at this point in execution (to prepare for: an overwrite of the PC, or overwrite Data RAM at a specific address, or overwrite a specific register in the Register file). Stage 3: Completes what was prepped by Stage 2: either write into Data RAM at a particular address or loads a value from Data RAM into the input of the Register file or overwrites the PC, etc. Stage 4: Completes the write to Register file from stage 3 (if needed) and then the CU loops back to Stage 0. The CU operates as an infinite loop until the program asks the computer to shutdown. Your final submission must run by auto ticking at the default Logisim Evolution 1 Hz rate. When you test your circuit, you can manually click on the clock, but the final submission must auto tick. You can set this up through the menu option Simulate, see Figure 2. Make sure “Auto-propagate” is check marked. Make sure “Auto Tick” is check marked. Make sure “Auto tick frequency” is set to 1 Hz. If you circuit runs at 1 Hz it will run at higher frequencies as well. But the TA will test your circuit with the default speed. From the Simulate tab you can start and stop the ticking, see Figure 3. The play and pause buttons can be pressed to start and stop the ticking of the clock. When you pause the clock, you can manually tick the clock. When you press play, it will resume ticking where you left of. Figure 2 Figure 3 Implementation Using Logisim Evolution create the following Mini-MIPS CPU: • To make things easier: everything is a nibble in size. All data area nibble (4-bits). The IR must be able to address a maximum of 8 nibbles. • Your circuit must have the following components: o A clock o The CPU-parts depicted in figure 1 and described in Overview. o The Register file only has two registers: R0 and R1. o The CU controls everything inside the CPU. o The Status register flags: Sign overflow, zero, and negative. o Instruction RAM stores 8 nibbles of data. o Data RAM stores 2 nibbles of data. o The CU must implement the Fetch and Execute instruction. o You can add additional components to help you. See the list of legal components. • You are permitted to ONLY the following Logisim pre-built elements: o Clock o Wire and splitters. o D-Flip-flop and Register. o AND, OR, NOT, XOR, Buffer, and controlled buffer gates o Pins and probes o Subcircuits (optional) o Tunnelling (optional) o Multiplexer o Decoder NOTE 1 : The TA must be able to change and see the bits of RAM and registers before and after execution. Provide away for this to happen (this is especially important for those of you using subcircuits). NOTE 2: Your final circuit must use designs we covered during class. You cannot use any outside (other sourced) circuit designs. Instructions • The Instruction RAM has 8 nibbles. These nibbles will be used to store the machine codes of your assembler instructions. Algorithms must fit within this space and terminate with HALT. • The Data RAM has 2 nibbles and will store the program’sdata. • To run a program, you will need to first input the instructions into the Instruction RAM, the data in the Data RAM, and set the PC pointing to the first instruction in the Instruction RAM. All other registers are assumed to be zero or overwritable. Then the auto-clock is turned on and the programs runs. Make sure to place the clock on your circuit. • LOAD REGISTER, RAM_ADDRESS o 1st 2 bits : LOAD = 00 o 3rd bit : REGISTER = 0 for R0, 1 for R1 o 4th bit : RAM_ADDRESS = 0 for address 0 in RAM, 1 for address 1 in RAM o Example: LOAD R1, 0 0010 o Example: LOAD R0, 1 0001 • SAVE REGISTER, RAM_ADDRESS o 1st 2 bits : SAVE = 01 o 3rd bit : REGISTER = as in LOAD o 4th bit : RAM_ADDRESS = as in LOAD o Example: SAVE R0, 1 0101 • ADD REGISTER1 REGISER2 o 1st 2 bits : ADD = 10 o 3rd bit : REGISTER = as in LOAD o 4th bit : REGISTER = as in LOAD o The solution to the addition is saved in REGISTER1. o Example: ADD R1 R0 R1 = R1 + R0 1010 o Example: ADD R0 R0 R0 = R0 + R0 1000 • SUB REGISTER1 REGISTER2 o 1st 2 bits : SUB = 11 o 3rd bit : REGISTER = as in LOAD o 4th bit : REGISTER = as in LOAD o The solution to the subtraction is saved in REGISTER1. o Example: SUB R1 R0 R1 = R1 – R0 1110 o Example: SUB R0 R0 R0 = R0 – R0 1100 • HALT o All four bits are 1. o Example: HALT 1111 o This marks the end of the algorithm. The clock’sticking does not affect the circuit anymore. The PC no longer increments. • Bonus instruction: o JUMP Use machine code 0000 for jump “j” instruction. PC is updated with whatever is in R0. • Your circuit must be able to execute any program set in the RAM with the PC pointing to the first instruction of that algorithm. The PC can be set to any starting address. Execution Your CPU circuit must be able to do at least the following algorithms: 1. Execute a program that loads two numbers, performs an ALU operation, and then saves the solution. 2. Execute aprogram that has only the HALT instruction. Note: The TA will test your CPU by first entering a starting address in the PC and loading a program in your Instruction RAM and data in your Data RAM. Then, they will start the clock and see the result display in the Data RAM. Note: Your CPU does not need to be optimized, therefore it does not matter the number of clock ticks it needs to execute your instructions. Marking • Bonus points for JUMP +3 • Maximum 100 points o +10 Reusing A2 circuits. o +20 Using one common clock for the circuit o +20 Complete Datapath implementation (including buses between the different components) o +10 CPU Registers R0 and R1. o +10 PC Increment. o +30 CU and execution of instructions. • -20 points for not using the clock.
