Project in Advanced Algorithms and Data Structures COMP4134 Overview For this project, you are tasked with solving a real-world transportation problem. Formally speaking, it is called the pickup and delivery problem with time windows (PDPTW). The pickup and delivery problem (PDP) is a type of vehicle routing problem in which customers are paired together, and a pair must be serviced by the same vehicle, seehttps://developers.google.com/optimization/routing/pickup_delivery for example. In other words,a load must be collected from one location and delivered to another location by a single vehicle. Clearly, there are also ordering or precedence constraints to ensure that the collection site is visited before the delivery site. If there are time windows during which the customers must be visited, then the problem is known as the PDPTW. This problem commonly arises in real-world logistics, and solution methodologies have significant practical applications. While planning the routes, there are some driver break regulations that have to be met, which include drivers' hours rules and working time rules. To reduce complexity, we will focus on the rules highlighted in red circles, which pertain to the daily transportation problem. The objective is to decrease the total duty time necessary for the delivery of all orders. The two regulations are briefly introduced below; detailed information can be found in Table 1 (see https://assets.publishing.service.gov.uk/media/5e14b5b040f0b65dbed713a0/simplified-guidance-eu-drivers-hours-working-time-rules.pdfand Table 2). Regarding Regulation (EC) No 561/2006, the following constraints should be met: • The maximum daily driving time is 9 hours. • Driver breaks could be one of the following: (a) For every 4.5 hours of driving, drivers must take a break of at least 45 minutes. This break starts a new 4.5-hour driving period. (b) For every 4.5 hours of driving, drivers can take either one 45-minute break or two smaller breaks, one of at least 15 minutes followed by another of at least 30 minutes. Another regulation is Directive 2002/15/EC, which is a legislative act concerning the working time for mobile workers engaged in road transport activities. It sets out the maximum limits on working time, including driving time, other work-related activities, and on-call time. The following constraints should be met: • Drivers cannot work more than 6 hours without a break; a break should be at least 15 minutes long. • Drivers need a 30-minute break if they work between 6 to 9 hours in total. Table 1 A summary of the EU drivers’ hours rules and sector specific working time rules Table 2 Summarised daily allowed drive time, duty time and route duration Deadline and Late penalty Deadline is 6pm Monday the 9th of December, for each day the coursework is late, a penalty of 10% will be deducted. Plagiarism is not allowed, and your source code and documentation will be examined for similarities. Please note that this is individual work, not a group project. You are encouraged to conduct individual research and free to implement algorithms that have already been published, but copying others’ work is strictly forbidden. (Please consult the academic misconduct policy for further details: https://www.nottingham.ac.uk/studentservices/servicedetails/appeals-complaints-and- conduct/academic-misconduct.aspx) Submission instructions To submit your code and report for this module, please use the provided link on the Moodle page. Your algorithm should be implemented in Java, and your report, which is limited to 2000 words, must be submitted in PDF format. Please refer to the “Grading Criteria” section below, which lists the requirements. The submission link will be active before the deadline. Please note that submissions sent via email will not be accepted. For comprehensive guidelines on the submission process, please consult the “Submission” section below. Submission Given that this is a Master's level project, it is designed to emphasize independent study and research. However, certain algorithms and data structures relevant to the project will be introduced in the course module COMP4133. Proficiency in Java is required for the successful completion of this project. The necessary files for this assignment are available for download from Moodle. These include: • `Input.json`: An example file that you will read as input. • `Output.txt`: A sample output file that corresponds to the `Input.json` input. Your Java code should fulfill the following requirements: 1. Read the content of `Input.json`. 2. You are required to devise your own algorithm and apply it to solve the given problem. Implementing an existing algorithm from the literature is fine, but please cite it in your report. You may select from various algorithmic approaches, including but not limited to dynamic programming, linear programming, and heuristics. Your implementation will be submitted for grading. 3. Print the solution follow the expected ‘Output.txt’ . For instance, given the content of 'Input.json' provided: Please refer to the video recording on the module page for this module for a detailed explanation of the JSON content. The expected 'Output'should look like this: Which appears as follows in the text file: VehicleName,JobId,JourneyTime,ArrivalTime,WaitTime,DelayTime,ServiceTime,DepartureTime,Break1Ti me,Break1Duration,Break2Time,Break2Duration 1,Vehicle 1 start,0h0m,08:00,0h0m,0h0m,0h0m,8h0m,,,, 1,C-0,0h0m,08:00,0h0m,0h0m,0h0m,8h0m,,,, 1,C-1,4h0m,12:00,0h0m,0h0m,0h0m,12h0m,,,, 1,D-0,0h0m,12:00,0h0m,0h0m,2h0m,14h0m,14:00,0h15m,14:45,0h30m 1,D-1,2h0m,16:45,0h0m,0h0m,0h0m,16h45m,,,, 1,Vehicle 1 end,0h30m,17:15,0h0m,0h0m,0h0m,17h15m,,,, Grading Criteria Criteria of code 50% Full mark Comment Is the output correct? 20% The correct answer will receive full marks. Marks maybe deducted for the following reasons: partially correct answers with minor mistakes, or correct output accompanied by other issues. This will be tested using a new dataset, which is not provided by the module. For programs involving randomness, ensure that you use your student ID as the seed. How is the time complexity of the program? 10% For those who provide the correct answer, their runtime will be recorded. Those whose runtime falls into the first quantile will receive full marks. Those in the second quantile will receive 7.5% of the total marks, the third quantile 5%, and the last quantile 2.5%. How is the solution quality of the program? 10% Please indicate the duration required for the solution to complete all the service requests (i.e. pickup and delivery pairs) within runtime of 30 seconds. For those whose solution is better than the benchmark solution, the ranking will be determined by the speed of completion; the quicker the completion, the higher the ranking. Participants whose solutions fall within the top 25% will be awarded full points. Those in the second 25% bracket will earn 75% of the total score, the third 25% will get 50%, and the bottom 25% will receive 25%. Well formatted code 5% Is the program well formatted (following Java naming conventions, high readablity, appropriate error handling, adhere to Object-Oriented Programming paradigm etc.) Appropriate comments 5% Does the program contain appropriate comments? Criteria of report 50% Well-written literature review 10% In the literature review, is the literature sufficient, up-to-date, well-organised, and does it follow proper logical flow? The report should be confined to a maximum of 2000 words, excluding literature and pseudo code. Evaluation of the Chosen Algorithm, Data structure and Methodology 15% Provide a clear rationale for the algorithmselected and the approach taken to solve the problem. Indicate whether the algorithm is entirely of your own design or if it is an implementation of an existing algorithm from the literature. Discuss the innovative aspects or novelties that you have introduced to the project. Provide clear and effective documentation of your algorithm 10% In your report, ensure that you provide a clear and concise explanation of your algorithm. Utilise clear instructions, supported by pseudocode, diagrams, and other visual aids as necessary to enhance understanding. Evaluating solution quality and output validation accuracy 10% Justify the solution’squality and confirm that the given output is correct. Report the result clearly 5% Report the results clearly, for example, by using visuals, plots, and statistics such as the mean and standard deviation of a number of runs.
BUSI 395 HW10 Due Date: Nov 26th, 2024 11:59PM Instructions Please submit to Gradescope and tag all your answers to each question. Untagged questions may cause a delay in grading. Question 0. Honor Code (1 point) Write down the honor code pledge and tag the resources that you have used, and with whom you have discussed your homework. Question 1. True/False and Multiple Choice Questions (6 points) 1. Examine the Q-Q plot below, where the sample quantiles are plotted against the theoretical quantiles of a standard normal distribution. Figure 1 Based on the plot, which of the following best describes the data distribution? A. The data is symmetric and has heavy tails. B. The data is left-skewed with light tails. C. The data is right-skewed with heavy tails. D. The data is symmetric with light tails. 2. Which of the following is true about adjusted R2? A. It always equals R2. B. It increases as predictors are added, regardless of their contribution to the model. C. It adjusts R2 to account for the number of predictors and penalizes unnecessary variables. D. It decreases as the number of observations increases. 3. When selecting between models, which criterion penalizes the model for having too many predictors? A. Residual Standard Error (RSE) B. Adjusted R2 C. R2 D. F-statistic Question 2. Gross Earnings of Movies (8 points) A motion picture industry analyst wants to estimate the gross earnings generated by a movie. The estimate will be based on different variables involved in the film’s production. The independent variables considered are: • X1 (COST): Production cost of the movie (in millions of dollars). • X2 (PROM): Total costs of all promotional activities (in millions of dollars). A third variable that the analyst wants to consider is the qualitative variable of whether or not the movie is based on a book published before the release of the movie. This third qualitative variable is handled using an indicator variable: The analyst obtains information on a random sample of 20 Hollywood movies made within the last five years (the inference is to be made only about the population of movies in this particular category). The data are summarized in Table 1. The dependent variable Y (EARN) represents the gross earnings of the movie (in millions of dollars). The regression model can be presented as: Predicted EARN = a + b1 × COST + b2 × PROM + b3 × BOOK + error term. The regression output is shown in Table 2 below. 1. How useful is the model overall? Are all three independent variables relevant? (2 points) 2. What gross earnings does the model predict for a movie costing nothing to produce or promote, and that is not based on a book? How meaningful is this figure? (3 points) 3. An authors’ association claims that the existence of a book increases gross earnings on average by at least $7.5 million. Can you reject this hypothesis? (3 points) Table 1: Data on Earnings Table 2: Regression Results: Earnings on COST, PROM, and BOOK Question 3. Production Time Analysis: Erie Steel Ltd (8 points) Erie Steel Ltd has just accepted an order to produce 500 pieces of a new component. Each piece will require 7 operations in the production process. The product manager, Roger Blough, has promised delivery within three weeks, which means that the production time between starting the job and having the batch ready for shipping would have to be no more than 15 days (360 hours), assuming it could be started at 10 am tomorrow. “Can we start this order tomorrow at 10 am, Patricia, and can it be done within 360 hours?” Roger inquired of his production scheduler, Patricia Williams. “Yes, there’s no problem with starting at 10 am tomorrow, but I do not know whether we will be able to finish it in 360 hours. We have not done a job exactly like this before. If you are worried, why don’t you designate it as a ‘rush’ order? We save an average of 50 hours through having a ‘progress-chaser’ assigned to an order.” Roger was reluctant to commit himself to the ‘rush’ designation. The allocation of a ‘progress chaser’ would cost an extra $1,000, and he was not convinced that it would actually make any difference. He had some data on the previous 20 orders of a similar nature (Table 3) and decided to see if he could somehow estimate the required time. Table 3: Data on Orders TIME = time to complete the job PIECES = number of pieces in the job PS = number of operations per piece RUSH = a dummy variable equal to 1 if the job is a ‘rush’ The results of a regression analysis of the data are shown below: Table 4: Regression Results R2 (Adjusted) = 0.8067, Standard Error of Estimate = 88.909, 20 observations fitted. 1. What is the estimated model (equation) that relates production time to the number of pieces in an order, the number of operations per piece, and whether they were “rushed”? What is the average effect of designating an order as a “rush”? (2 points) 2. Can you reject Patricia’s claim that the average effect of a ‘rush’ is to reduce the time by 50 hours at the 5% significance level? (3 points) 3. Can you refute Roger’s claim that the ‘rush’ designation makes no difference at the 5% significance level? (3 points) Question 4. Lab-Related Questions (20 points) Instructions: Please see the Regressions.iypnb file and the data file 23 4m subprime.csv to answer the following questions: 1. Produce the pairsplot of the data and turn this in. 2. Produce the histogram and the QQ plot of the response variable and turn them in. 3. Turn in the correlation matrix. 4. Estimate the regression model. Turn in your code. (It should be one line!) 5. Turn in the big summary table. Probably the easiest way to do this is to turn in a screen shot of the table. 6. Write down (or type) the estimated equation 7. Extract the R2, the adjusted R2, and the RMSE values and display them using the print function. Turn in the code and the outputs. 8. Extract the fitted values, and the residuals from your model. Plot the fitted values (on the x axis) versus the residuals (on the y-axis). Turn in the code and the plot. 9. Produce the histogram, boxplot, and QQ plot of the residuals. Turn in the plots. 10. What is the predicted APR for an individual with: LTV = 0.5, Credit Score = 600, Stated Income = 80 (80k), and Home Value = 250 (250k)? Do NOT do this by hand; code it in Python. Turn in your code and the output. Please think it through.
Module: MC3632 The Cultural Politics of Contemporary Hollywood Assignment: Assignment 1 – Portfolio of analysis and discussion Contribution to final mark: 40% Deadline: 25th November 2024 (3:00pm) Module Learning Aims and Outcomes assessed in this assignment MLA a: Interrogation of the relationship between text and context via the relationship between Hollywood films and cultural politics. MLA b: Employment of textual analysis and ideological criticism in the discussion of Hollywood films. MLA c: Demonstration of applied understanding of key concepts in the study of the cultural politics of identity to examples from contemporary Hollywood. MLO a: An in-depth and applied understanding of major issues, concepts and debates in the cultural politics of identity. MLO b: The ability to identify, discern between and engage with the discourses that arise from representational cultures of contemporary Hollywood. MLO c: A historically located and contextually informed understanding of Hollywood film culture. MLO d: An advanced ability to analyse and discuss Hollywood films in terms of the cultural politics of identity. MLO e (in part): The ability to synthesise, evaluate and apply key concepts in the study of representation and identity to pre-selected examples of Hollywood cinema. Brief description of the assignment (including length or wordcount) TASK Using the notes you made on the Required Viewings and in seminar discussions as a jumping off point – write an analysis discussing the cultural politics of THREE of the following class case study films that we studied in the first half of the module (choosing them from the options below), each of which should address and answer the following question? • With reference to specific examples – what does the film do to negotiate the cultural politics of identity and how? ANALYSIS 1. The Cultural Politics of Frozen ANALYSIS 2. The Cultural Politics of Crazy, Stupid, Love ANALYSIS 3. The Cultural Politics of The Fast & The Furious(2001) INSTRUCTIONS 1. Please number and title each of your analyses as above 2. Please write approximately 650-700 words per analysis, shooting for a combined overall word count that is within 10% of 2000 (i.e. no less than 1800 words overall and no more than 2200 words overall) 3. Please cite at least two relevant course readings per analysis Wider reading is not required or expected for Assignment 1 as the main focus here is on your analysis of primary texts [i.e. films themselves] and your engagement with and understanding of the course materials. However, you may include references to wider reading if you wish to. You do not have to include bibliographic information for your cited sources in your word count. What are we looking for? Throughout the semester you’ll be preparing to produce clear and convincing critical analysis in writing, via the notes you make during Required Viewings, and the points that you and your classmates make during seminar discussions. But the following explanation should serve as a starting point for you as you begin to work on this assignment. Each analysis you write will discuss the cultural politics of a given film, via an engagement with the ways in which the films represent and negotiate particular formations of cultural identity (e.g. race, gender, class, etc. and their intersections). Your analyses should not, therefore, only describe the film and what takes place in it or reproduce excerpts of dialogue. Rather, they should identify, select and explain some specific examples of your choice from the film, in conjunction with relevant concepts, theories and ideas that we encounter on the module, which pertain to the cultural politics of identity. You will use these examples to make an evidence-based argument about the films’ representations. In this case, the evidence will come mainly from a primary text (i.e. the film under analysis). The emphasis in this assignment is on analysis and discussion rather than on research, so evidence of wider reading is not required or expected. Only evidence of engagement with relevant course readings is required and expected in this regard. Evidence of wider reading and research will be required for Assignment 2 (research essay). What should each analysis include? - Reference to relevant textual examples from the film under analysis that illustrate and provide evidence for the points you will make about its cultural politics. - A clear and concise thesis statement outlined at the beginning of each analysis. Example: “This analysis explores the cultural politics of race in Happy Feet with a view to arguing that the concept of Otherness is embodied in the character of Mumble.” - Clear concluding remarks that sum up your key points and findings. Example: “Using evidence from the film, and with support from the arguments of Tanine Allison, this analysis has demonstrated some of the ways in which Happy Feet negotiates racial discourse through its characterization of the penguins.” - A bibliography with a full citation for all cited sources (does not have to be included in your word count) - Clear writing that has been proof-read for errors and carefully edited for accuracy and comprehensibility. What is being evaluated in this portfolio of analyses? - Your overall success in addressing aims a, b and c of the module (see the handbook for full listing of the module aims) - Your overall success in achieving outcomes a, b, c, and d of the module, and some aspects of e (see the handbook for full listing of the module outcomes) - Clarity in your analysis and understanding of the key concepts pertaining to the film being dealt with and its cultural politics. - Your demonstrated ability to conduct original critical analysis (choose your own examples from within the films, and make your own points about them) - Your use of relevant academic sources and illustrative and persuasive evidence to back up your points (i.e. from the course readings and from the films themselves) - Accuracy and consistency of referencing, both within the essay and in the bibliography - Quality of written communication (aim for accuracy, clarity and comprehensibility in how you write) Tips - Make your choices carefully Think about what this assignment is asking you to do and choose what you will analyse accordingly (which films, which examples from within the films, etc.), thinking about how confident you are that you can engage with a film’s cultural politics in a critical and analytical way. - Take care to use the correct terminology as it pertains to the topic in question (e.g. ideology, hegemony, postfeminism, otherness, race, gender, etc. as appropriate to the points and observations that you are making) - Proof-read your work thoroughly It is extremely important that you say what you want to say as clearly as possible. Good points cannot be rewarded if the marker cannot discern them within unclear writing. - Cite all your sources fully and accurately Use the same referencing style. consistently throughout your work. Make sure you attribute any quoted or paraphrased material to the proper author. Include a full bibliography at the end of each analysis (you do not have to include it in the word count). Examples from feedback provided in previous years N.B. Case study films for this assignment have changed over time in some instances. Fail: FROZEN This piece of writing demonstrates no engagement with the cultural politics of identity as it is depicted in Frozen beyond a perfunctory remark about whiteness that relates to some quoted material that has not been cited. It demonstrates no engagement with the module content beyond a viewing of the film Frozen. It demonstrates misunderstanding of cultural politics and of identity. There is one valid observation made relating to the relationship between representation and points of identification for audiences. The presentation is poor and the analysis is weak and irrelevant to the learning outcomes of the module, and also to the assignment instructions. HAPPY FEET This does not demonstrate applied understanding of the module content because it mostly reiterates material from the lecture unreflectively without conducting any analysis independently. There is also misunderstanding and misreading of the racial codification of the penguins in Happy Feet (see my annotations on the document for further explanation). So, despite an attempt to engage with the cultural politics of race in the film, this does not succeed as a convincing analysis. GET OUT This analysis begins very confusingly as you state your intention to address the intersection of class and race in The Blind Side underneath a heading that says you will address Get Out. You then proceed to address both Get Out and The Blind Side erroneously. You state that Daniel Kaluuya plays Michael and then proceed to discuss the central character of The Blind Side as if he were played by Daniel Kaluuya, who is not in The Blind Side at all. Daniel Kaluuya plays Chris, the protagonist of Get Out. You then analyse the visual discourse on the poster for Get Out, but you talk about it as it it were the poster for The Blind Side. I am not sure how you have managed to confuse and conflate these two films, and their respective poster campaigns. But you have. It's a shame that you conflated your analysis of two different films from two different points in the module, because there are some passable points made in the second half which might have made a difference had it been clear that you knew which films you were talking about. 40% - 49%: FROZEN This is a passable but weak analysis of Frozen. An effort has been made to engage with the cultural politics of gender, albeit unsuccessfully (see my annotations on the document). An attempt has been made to engagement with a pertinent course reading, but again, unsuccessfully and with major referencing problems. Specific examples from the film have been cursorily engaged with. The writing is generally clear and the analysis is of an appropriate length. THE FAST AND THE FURIOUS This analysis tries to make an argument about race and representation in the case study film but it does not succeed. The relevant class reading by Mary Beltran has been cited, but the engagement with it is cursory and does not demonstrate understanding of her arguments or anlaysis. The remarks about cars as extensions of their owners is interesting but it has not been persuasively demonstrated the extent to which or whether this has anything to do, specifically, with race, beyond the relatively unmoored quoted material from Bond (2017). Some cursory attention has been paid to the depicted social hierarchies along racial lines (i.e. Paul Walker's character's status as an undercover cop), but the relevance of this to the film’s cultural politics has not been made explicit. There are times when points are made and then subsequently contradicted (see my annotations). GET OUT This analysis has many of the same problems as the previous two, although some extra plus points here include the interesting remarks about "white fragility" and the applicability of this idea to the depiction of whiteness in the case study film. Still, the quality here remains very patchy and presentation remains poor. 50% - 59%: FROZEN There are different strengths and weaknesses here. You engage with the cultural politics of race by pointing out that the overwhelming whiteness of the characters is in some ways at odds with their ethnically marked clothing, and you do well to argue that this constitutes cultural appropriation. You further engage with the cultural politics of race by arguing that the troll characters are coded as people of colour, pointing to some pertinent visual characteristics to back up your claim. You also draw on relevant course material by citing the Pino Diaz reading. There are a number of simple things that could be done to improve presentation, such as using double spacing, left aligning the text, and italicising film titles. There are also mistakes in the writing in the use of punctuation and capital letters that suggest a need for more careful proof reading. Also, some of your points are vaguely expressed or under-developed (see my annotations for examples), and a statement towards the end suggests that there has been some misunderstanding of how the process of hegemonic negotiation takes place and how the cultural politics of identity are negotiated through popular texts like this. Some good points and observations made here though. CRAZY, STUPID, LOVE This analysis sets out to draw on Gill's elements of postfeminist media culture in order to discuss the construction of gender roles in this film. A number of pertinent observations about the depiction of gender in the film are made, but you have not successfully demonstrated how these observations relate to how Gill conceptualises postfeminist media culture, beyond noting that the film features a make-over scene (you could, and should, have noted that the make-over paradigm is one of the tropes of media culture that Gill argues is constitutive of postfeminism), and later that Jessica's sexual agency constitutes postfeminism (you could, and should, have made an explicit link to what Gill says about the sexualisation of culture). There continue to be mistakes in the writing, especially in the use of possessive apostrophes. And there continues to be a need for more careful proof reading. The first reference to the case study film gets the title wrong. HAPPY FEET This analysis engages with the relevant reading by Tanine Allison in order to discuss white appropriation of black performance in Happy Feet, and thus engages with a relevant aspect of the film's cutlural politics of identity - specifically its cultural politics of race. However, you rely too much on Allison's claims and too many of the points made are those that come from the reading, rather than from textual engagement with the film itself. The analysis would have been stronger had you been able to take the film itself as the starting point, drawing on the Allison reading to support your own observations about the film. Towards the end of the discussion you leave the text behind altogether in favour of hypothetical speculation which means that the discussion is no longer functioning as a textual analysis. Some understanding of some of Allison's points is demonstrated though. The problems with the writing and presentation that I refer to above also remain here. 60% - 69%: FROZEN This is a well observed reading of the cultural politics of gender that makes a number of good points, refers to some pertinent examples from the text, and draws on the appropriate class readings for support. There are a number of instances where you could have reflected further on the ideological stakes of some of your observations and some of your points are under-developed and need to be unpacked if they are to hold water, but overall you've done a good job of demonstrating the extent to which Frozen purports to make a progressive intervention into the status quo of Disney's cultural politics of gender. HAPPY FEET Here you are still making good points and observations about the film's cultural politics of race, but this one works less well as a textual analysis because you don't pay enough attention to specificities of the film itself. As I note on the document, you'd have been better off just focussing on the point you make about the racial coding of the character of Lovelace and going into detail to explain how that has happened. It would have given you more scope to engage with the film at a textual level. All the same, good understanding is demonstrated of the relevant course content and there is good engagement with relevant ideas from the course readings. THE BLIND SIDE This analysis improves on the Happy Feet analysis in that you make better use of textual examples from the film itself, but you have tried to cover too many bases here again. You could have limited your focus to two examples that demonstrated the intersection of race and class in this film, i.e. Leanne's voice-over, and the school pick-up scene, and gone into more depth and detail on those, and that would have worked better for you to make this into a textual analysis. All the same, it is good to see those examples referenced at all, and there are still good points and good understanding demonstrated here. 70% - 79%: FROZEN For the most part this is a very thoughtful and considered analysis of the cultural politics of gender in Frozen that narrows the focus of the discussion nicely and pays good attention to the relationship between text and context, considering the film in its larger institutional context. There are notes and queries on the document that suggest some of the ways in which it could have been stronger (e.g. by name-checking the examples you refer to, avoiding absolutism in the making of points, taking care to ensure clarity in your writing), but this is a good, strong reading of the film. 300 Another strong analysis that makes good use of textual examples and support from relevant secondary sources to conduct and informed and conceptually engaged analysis of this film that reads the juxtaposition between the Persians and the Spartans by viewing it through the critical lens of Orientalism and colonial discourse. There are still some issues with clarity of expression, but this remains strong work. So far the quality of your work from one analysis to the next (in terms of both strengths and weaknesses) is very consistent. THE BLIND SIDE Another strong analysis to finish with. Again you've engaged with relevant key concepts really well, you've paid close and observant attention to relevant details from the film with which to illustrate your points, and your argumentation is persuasive. The same issue of slight lack of clarity in some of the writing persists, but this is still very good work. You've produced a strong portfolio of analysis here, well done. 80% and above: FROZEN This is an excellent analysis. You do a great job of engaging with the text itself, paying impressive attention to a series of small but significant details and interpreting them with considerable flair, across a range of very well-chosen examples. You maintain a strong through line of argument to the effect that Frozen corresponds to some of Gill's elements of the postfeminist sensibility, and you do so highly successfully with strong, evidence-based argumentation. Your writing is fluent, persuasive and engaging, and you make excellent use of the cited secondary source for support. Your understanding of gender as a social construct also comes across impressively and clearly. Outstanding. HAPPY FEET Another excellent analysis. Your approach seems to be similar across your analyses in that you select a relevant critical paradigm and use it to support a forthrightly articulated line of argument, and you do this extremely well. Your attention to significant textual detail remains outstanding, and your interpretation of this detail remains impressive and persuasive. You demonstrate strong understanding of what this film does via mind/body dualism to negotiate its cultural politics of race. I also enjoyed your adaptation of Gill ('blackness as a bodily property') very much - and it really worked well for the purposes of your analysis. GET OUT This analysis is also outstanding. This is such a rich film for our purposes, you could have gone in any number of relevant directions with it, but you narrowed your focus extremely cannily and you did so in a less obvious way than most, enabling you to showcase your critical flair and ability and enabling you to offer some original and highly well observed analysis of one aspect of this film's cultural politics of the intersection of race, class and gender. Every point is well made, and beautifully illustrated and backed up. And the way you draw for support on Collins' scholarship is excellent. Outstanding work. Well done. What happens if you miss the deadline? You will be penalised if you do not have extenuating circumstances and you miss the deadline for this assignment. If you submit your assignment in the 24 hours following the deadline, your mark will be capped at 40%. If you submit your assignment after 24 hours have passed, your assignment will receive a mark of 0%. What happens if you fail this assignment? If you fail this assignment but you obtain a passing mark overall in this module, you will not be required to resubmit this assignment. If you fail this assignment and your overall mark for this module is not a pass, the examining board may invite you to resubmit this assignment during the re-sit period in August. Please wait for instructions from the examining board if you find yourself in this situation.
CSCI1120 Introduction to Computing Using C++, Fall 2024/25 Assignment 6: Mathable Using OOP Due: 23:59, Sat 7 Dec 2024 Full marks: 100 Introduction The objective of this assignment is to practice the use of inheritance and polymorphism. Usage of strings, vectors and pointers is also included. You will implement the Mathable board game again but using an OOP approach this time. In Assignment 4, we used static arrays and separate functions to implement the board game with two variant settings, namely classical Mathable and Mathable Junior, which differ in board size, rack size and number of tokens. In this assignment, you are to reimplement the board game in an OOP style by developing several classes that model the game components. For simplicity, • Only the Junior variant of the game is required. Its configuration is recapped in Table 1 below. • You may assume the board size, rack size, and total number of tokens are fixed (in Mathable.h). • No need to implement the “swap tokens” functionality – i.e., the option 'S' for the player’s action does not exist this time. Table 1: Game configuration parameters of Mathable Junior However, there are some new features to support: • The number of players can be varied between 2 and 4 at the program start. • Besides human players, we also implement computer players that make moves automatically. • The new game has to support two special types of squares in the original Mathable. Recall that o Restriction squares are those blue squares (in Figure 1 GUI) marked with an addition, subtraction, multiplication or division sign. To occupy a square of this kind, the player must make an equation that corresponds to the sign of that square. One of the original game rules reads “If a player places a token on a restriction square, he may, at that moment, take an extra token (from the bag) if he so wishes. This may not be postponed to a later turn.” To make it simple, we won’t implement this rule. o Bonus squares are those marked with “2x” or “3x” . A purple square marked 2x doubles the amount of point of the token on that square; an orange square marked 3x triples the number of points. Game Board Representation The gameboard is represented by a text-based grid as shown in Figure 1 below. Figure 1: A GUI screenshot of the Mathable app versus our text-based game board representation Program Specification This section describes the starter code, class hierarchy, player actions, game-over conditions, the TODO classes that require your major work, and the program flow. Starter Code • To help you get started, you are provided with all the required source files. There is a total of 17 files implementing this program – 8 classes (header and source files) plus the main client source. • Your task is to fill in your code for the missing parts marked with TODO comments in only 8 of these files. The last column of the Table 2 and 3 indicates whether the file has some TODO task(s) for you. Search the word “TODO:” to locate where you should fill in the missing code. Read the instructions in the TODO comment to know what is expected to do. You may remove the TODO comments after finishing the missing code. Table 2: Header files for class definitions File Description TODO 1 Square.h Square interface A base class modeling a square on board N 2 BonusSquare.h BonusSquare interface A subclass modeling a bonus square Y 3 RestrictionSquare.h RestrictionSquare interface A subclass modeling a restriction square N 4 Player.h Player interface An abstract base class modeling a player N 5 Bot.h Bot interface A subclass modeling a computer player N 6 Man.h Man interface A subclass modeling a human player N 7 Mathable.h Mathable interface A class modeling game board and bag N 8 RandomNumberGenerator.h RandomNumberGenerator interface A custom random number generator N Note: The constants P = 4, N = 10, R = 5, and T = 60 are defined in Mathable.h, which correspond to maximum # players, board size, rack size, bag size (total # tokens) respectively. Table 3: Source files for class implementations and client code File Description Relation with other classes TODO 9 Square.cpp Square implementation Base class N 10 BonusSquare.cpp BonusSquare implementation Subclass of Square Y 11 RestrictionSquare.cpp RestrictionSquare implementation Subclass of Square Y 12 Player.cpp Player implementation Abstract base class Y 13 Bot.cpp Bot implementation Subclass of Player Y 14 Man.cpp Man implementation Subclass of Player Y 15 Mathable.cpp Mathable implementation Player subclasses access board or bag via this object Y 16 RandomNumberGenerator.cpp RandomNumberGenerator implementation Mathable’s setupBag() uses it for shuffling tokens N 17 math-game.cpp Mathable game client program The main() function here Y • We suggest the following development order. o The subclasses of Square: RestrictionSquare and BonusSquare; o Next is the Mathable class; o Then finish the base classes first: Player; o Followed by subclasses of Player: Bot and Man; o Finally, the game client program: math-game.cpp. Class Hierarchy Figure 2: The class inheritance hierarchies and relationship between classes The Mathable class has a 2-D array of Square pointers, namely board[N][N], which implements the game board. BonusSquare and RestrictionSquare are subclasses of Square. They override the virtual function toString() to return more specific information like “3x” or “+” . The Player class keeps a pointer, namely mGame, which points to a Mathable object. Then methods in the Player class or its subclasses can make moves, i.e., placing tokens on the game board, by calling the methods provided by Mathable. Note that the Player class is abstract since it has a pure virtual method called makeMove(). You cannot create objects of this class. Man and Bot are concrete subclasses of the Player class modeling a human player and a computer player respectively. They reuse the parent-level data such as score and rack as well as methods such as getScore() and rackSize(). They override their parent’s virtual makeMove() method to exhibit different behaviors in making moves – a human player enters a move via the keyboard whereas a computer player picks the move that obtains the highest points from all possible moves. Besides the classes, we also define a type alias of int called Token in Square.hand we tend to use this alias for the type of variables storing a token. For example, a player’s rack is implemented as a vector storing the tokens, instead of writing vector rack, we would write vector rack, which looks more readable. Human Player Actions: There are 3 options of game actions that a human player (Man) can choose in each turn: 1. Play (P): play a move, i.e., select a token on the rack to place at a specified cell on the board. 2. End (E): end the current turn (if the player can’t see any more moves to make). 3. Terminate (T): terminate the game (prematurely). Then players’ current total scores are compared to see who wins the game. You may refer to Assignment 4 specification for their description. Computer Player Actions: A computer player (Bot) has no options for actions. It keeps playing all playable moves in a greedy manner, i.e., pick a combination of a token on its rack and a square on the board that can maximize the points gained by the current move, until there are no more possible moves. Then it passes the turn to the next player. Game-over Conditions: In this assignment, there are three game-over conditions: (1) There are no tokens left in the bag and one player has used up all tokens on his rack. (2) Every player has passed their turn to the next since they have no more possible moves. • Note: This situation can happen even if the bag is not empty (since the swap-tokens function is not supported in this assignment). • Hint: The possibleMoves() method provided by the Mathable class, to be discussed, can facilitate the detection of this situation. (3) A human player enters option T to terminate the game. (This allows us to end a game earlier as we wish, making program testing more flexible.) Like Assignment 4, a draw game can happen if more than one players attain the same highest score.
EMS726U/P Engineering Design Optimisation and Decision Making CW2 - Paper Helicopter: Multi-objective Experiment Optimum Engineering Design 2024/2025 1. Problem description In the helicopter design industry, autorotation is the rotation of helicopter rotors in response to downward motion when no power is available, it is critical to the survival of pilots and passengers when a helicopter is in an emergency engine-out condition. To maximise the effectiveness of autorotation, manufacturer requires a large investment of intellectual and material resources, which increases the costs of assembling. That is, managing the autorotation effectiveness is weighed against controlling the assembling costs. This coursework requires participants to formulate a multi-objective engineering design problem, using a paper helicopter as a simplified and abstractive model to get insights of the tradeoff between maximising autorotation effectiveness and minimising assembling costs. The autorotation effectiveness is measured by the time it takes a paper helicopter to reach the ground from an initial altitude (~2.5 meters), i. e., the longer the time, the better the effectiveness. The assembling cost corresponds to the entire area of the paper helicopter, the larger the entire area, the higher the cost. A paper helicopter is made from a sheet of A4 size paper (210mm × 297mm) and consists of two rotors, one body, one tail, and one paper clip placed on the bottom of the tail. Paper clip plays a role as the stabiliser of the paper helicopter. Figures 1 and 2 show the 2D and 3D templates. The length of rotors and the tail area (both tail height and width) are three independent variables that need to be optimised. Figure 1 Paper helicopter 2D template Figure 2 Paper helicopter 3D template There are 7 tasks to be completed in order to deliver a group report and a group presentation (see Section 4): 1. Mathematical analysis on the relationship between the independent variables and optimisation objectives. Based on the equations given in Section 2, please derive two equations showing how the autorotation effectiveness and assembling cost are affected by the independent variables respectively. 2. Basic data collection. Please first check the necessary basic information listed in Table 1, then search and fill in the missing parameter values using information available online or from industrial standards. 3. Paper helicopter design. Use the derived equations obtained from Task 1 and parameters from Task 2 to model the multi-objective paper helicopter optimisation problem in Pymoo (covered in the IT class of Week 9). Choose one of the multi-objective optimisation algorithms from Pymoo to design the helicopter. Justify your choice. 4. Paper helicopter making. According to the configurations obtained from Task 3, use the weighted decision matrix method to select several configurations from the Pareto front. Select and justify appropriate weights to obtain configurations from the desired region of the Pareto front. For each configuration selected, please make 2 paper helicopters, where one for tests and the other for Task 6. 5. Performance testing. The test priority is to check if the designed configurations can make paper helicopters rotate effectively during the whole falling, rather than drifting down and swaying around. If some configurations fail to reach this goal, please analyse the reason, and then go back to Tasks 3 and 4. 6. Experiments. Use paper helicopters with configurations that have passed the tests in Task 5, record performance values on two objectives (when counting the rotating time, please carry out at least 5 runs for each configuration and calculate the average) and take one video of each configuration experiment. 7. Write a detailed report and prepare slides for the presentation based on the results of Tasks 1~6. Please refer to Section 4 Assessment for more information. 2. Analytical design The downward rotation process of the paper helicopter is almost a uniform linear motion, where the upward drag force is balanced with the downward gravity. G = D = 2/1pairV2 CDS (1) where G and D denote the entire gravity and drag respectively, pair is the air density, V is the downward velocity, CD denotes the air drag coefficient, and S is the area spanned by the rotors and S = πLR2 , in which LR is the length of rotor. Therefore, the steady-state velocity V is obtained via Eq.2. (2) This steady-state velocity V can be used as a surrogate objective, since minimising it is equivalent to maximising the descent time, i. e., maximising the autorotation effectiveness. When doing Tasks 1, 3 and 5 in Section 1, please use minimising the steady-state velocity and minimising the assembling costs as the objectives, in order to make the Pareto front a convex curve. The entire gravity G is the sum of the gravities of the rotors, body, tail, and paperclip, as shown in Eq.3. G = Grotors + Gbody + G tail + Gclip (3) The gravities of the body and tail are calculated by multiplying their masses by gravitational acceleration, where each mass is determined by multiplying its area by the paper density. The gravity of rotors is assumed to increase as the cube of its radius, to reflect strength and stiffness requirements in a real helicopter. Grotors = Grotors_0 (LR/LR_0 )3 (4) where Grotors_0 is the initial gravity of rotors with the initial length LR_0 . The value of LR_0 is in Table 1. Altogether, the gravity in Eq.3 can be expressed in Eq.5, where W and H denote the values of width and height respectively, with B and T indicating the body and tail respectively. G = Grotors_0 (LR/LR_0 )3 + WBHBppaperg + WTHTppaperg + Gclip (5) By Eq.5, Eq.2 can be written in an equivalent form in Eq.6. V2 LR2 = f1 (LR, WT, HT) = a1LR3 + a2WTHT + a3 (6) Please derive the constants a1, a2 and a3 in Eq.6 to complete Task 1 in Section 1. Note that, the final results of Task 1 should be in the form of Eqs.7 and 8 below. V = f2 (∙) = ⋯ (7) Cost = f3 (∙) = ⋯ (8) Please note f1, f2 and f3 in Eqs.6-8 denote functions, instead of implying there three objective functions. Table 1 Experiment parameters RThewidthofonerotor6cmL_ RThelengthoftherotorstobeoptimised8cm≤L BThewidthofthebody12cmH TThe width ofthe tail, to beoptimised2cm≤W TTheheightofthetailtobeoptimised5cm≤H airAir densityTo besearched and filled inC erationp clipThegravityofonepaperclipinexperimentsG R0To be calculated
Math 4470/6470 Possible Final Projects Due Dec. 11, 2024 The final projects must be turned in no later than December 11, 2024 during the final presentations. You are expected to investigate the topic and create a plan of action that is approved by the instructor. The instructor may modify the assignment as you make progress. Report: Your group must turn in a written report containing at least the following sections: 1. Title, authors, and date. 2. A one-paragraph abstract summarizing the paper. 3. Introduction that gives background information and the problem(s) addressed. 4. Methods used to solve the problem and examples. 5. You should plan on providing extensive explanations, examples, and plenty of graphs. 6. Discussion of what the examples show. 7. Conclusions 8. References cited (these should be legitimate - books, journal articles, or a professor’s notes. Please do not include random material found on the internet) There is no page limit, but based on previous years, I expect the report to be about 12-15 pages long. Presentation: Your team will give a 15 minute presentation on the work. The total time must be divided approximately equally among the team members. You will not have time to present everything so you will have to concentrate on key parts and examples. Think about it as giving a lecture to teach the rest of the class about your topic. Possible projects: 1. Solution of the wave equation in 3D using spherical harmonics. Explain what problems they are used to solve, how they are used, are they orthogonal?, properties, examples using them, etc. 2. Reaction-difusion equations. What are they? What do they model? Consider the Fisher equation, ut = u xx + λu(1 - u), and a related equation ut = u xx + λu(1 - u2 ). Starting with the complete equations, derive a dimensionless version of the equations and identify the parameters left. Based on Chapter 5 of the paper by Christina Kuttler, derive and describe steady state solutions. Do the PDEs have traveling wave solutions? Explain what they are and why they might be important. Present and explain the budworm population model. 3. Exploration of difusion and its connection to Probability and random walks (related to the Gambler’s ruin). Make a connection between random walks and the difusion equation. This should be done as mathematically rigorous as possible. Start in 1D but also extend the methodology to 2D. It involves some probability and the central limit theorem. Use these connections to describe a method for solving the heat equation (which is the same as the difusion equation) using random variables. 4. Solitons and Compactons. Find out what they are, what equations they satisfy. How do you derive these solutions?, what are their properties? plot them, explain interactions between two solitons or compactons, connection to the KdV equation. Based on the paper by Rosenau and Hyman. 5. Wave equation in 2 dimensions. The method of descent is used to find the solution based on the solution in 3 dimensions. Derive this solution in 2D. 6. Integral representations of elliptic PDEs, Potential theory. Begin with the solution of Laplace’s equation in a two-dimensional unit disc centered at the origin, B1(0), with Neumann boundary conditions △u(x, y) = 0 in B1(0), ∂n/∂ u(x, y) = g(x, y) on the boundary of B1(0) Look up and learn about Chebyshev polynomials and how they relate to the solution of this problem. Show examples of how to use Chebyshev polynomials in this context. Extend these ideas to 3D, where it might be more convenient to use Legendre polynomials. Search for Orthogonal polynomials. 7. Vibrating beam equation. Find the equation. What are appropriate boundary conditions? Find a dimensionless equation. Solve using separation of variables. Plot the solution in time. 8. Stokes equation for incompressible fluid motion. What is the equation in 2 and 3 dimensions. Derive the fundamental solution in each dimension. For a rigid body moving in a fluid, how do you find the velocity field of the fluid based on a boundary integral? Find out about the reciprocity relation. Find examples with exact solutions.
PLAN60331 PROPERTY VALUATION 2024-25 Property Valuation: Briefing for Assignment Two There are two assignments for this course unit. For Assignment Two, students will prepare an individual RICS-Red-Book-compliant valuation report. Assignment Two is worth 75% of the final mark for the unit. ASSIGNMENT 2 This is an individual report which must be submitted through Turn-it-in on Blackboard by 2pm on Monday 6th January 2025. The maximum word count is 2,500 words. The property at 11 Portland Street (Westminster House), Manchester, M1 3HU has recently come on the market. A snapshot of the key features extracted from one of the property platforms available to us and a brochure describing the available space to let are provided as part of this assignment package. You are to prepare a valuation for your client, Bridgeford Street Enterprises Ltd. (fictitious company). They wish to purchase the property as an investment with an intended holding period of 10 years and have instructed an assignment due (valuation) date of 16/11/2024. The valuation has been requested because they wish you to assess the property’sinvestment worth via a discounted cash flow (DCF) model taking account of all existing and future tenancies including (possible) lease renewals and/or new leases. Following valuation (your opinion of value), you should provide advice to your client whether to accept the asking price. NO PERSON OR ORGANISATION ASSOCIATED WITH THE ABOVE PROPERTY CAN BE CONTACTED FOR THE PURPOSE OF THIS ASSIGNMENT. ANY QUESTIONS SHOULD BE DIRECTED TO THE UNIT TUTOR ([email protected].uk). You are expected to build your own excel template for calculation purposes as no template will be provided for the DCF models. The subject property comprises of ground floor retail and office suites in the upper floors which requires analysis of market rents for both sectors. You need to do a market and tenant research to make informed decisions about DCF inputs, lease renewals / new tenancies based on tenant covenants, (sub)market performance, etc. Given the potential lack of negotiation/contract details regarding some of the reported rents in the subject property (effective or asking), you are to consider all passing rents as effective. However, when analysing comps, you should consider only effective rents and, if no adequate comps information is available, follow the RICS guidance about the hierarchy of evidence. You are free to consider various scenarios and estimate the corresponding asset values however, only one template screengrab is allowed in the assignment (Appendix with 2 screengrabs in total for calculations and formulas) . If additional values have been calculated based on different scenarios (e.g. worst-case scenario all tenants leave at the end of their leases or best-case all tenants renew their leases and max 3 months void period with 1 month rent free for the new tenant(s) of the available spaces) these can be reported in the Conclusions part. For the required content of valuation reports (indicative section headings) refer to RICS Valuation Global Standards (Red Book) 2021, (VPS3). For details of the required report content refer to part 4 of the Red Book (VPS 1-5) and for additional guidance to VPGA 6. Your marking criteria areas follows: 1. Adherence to RICS valuation and reporting standards. In addition to these you should include references as relevant to your work. These should follow the UoM Library suggested format (Harvard style) and are excluded from the word count. 2. Critically examine the relevant commercial real estate investment markets in Manchester City Centre and the implications for the subject property and your valuation 3. Critically analyse the factors affecting the input parameters in the DCF model and list these parameters’ values to be used in your models. This includes, among others, market rent estimates and forecasts for both retail and office properties coming from your analysis of comps. 4. Discuss the various new tenancy decisions etc. with respective rationales related to lease renewals, new leases, void periods, concessions, etc. Assumptions that are not supported by rationale coming from market evidence/ desk research etc. will be marked down. 5. Calculate the investment worth of the property clearly showing your work in an appendix, (equivalent to 200 words). The elements allowed in the appendix are a) Screengrab showing your DCF model template (in excel) with calculations and valuation annotations. The word limit above is mostly to restrict annotations as the DCF templates will be relatively standard. Hence, the annotations should not be part of the screengrab but presented as word text as footnotes to the template in the appendix – method 3 of annotating calculations. b) Screengrab showing the formulas used in your DCF model template. It is your responsibility to ensure that images are high quality and legible. The rubric document provides guidance for each criterion and details of the expectations for each level of mark. GENERAL INFORMATION 1. Feedback Feedback will be available within 15 working days (this is excluding weekends, exam periods and university holidays). Marks and feedback will be available electronically via Blackboard. 2. Word Count and Late Submission Refer to your Programme Handbook for further information on what is included in the word count and the consequences of exceeding the maximum word count or of submitting work late.
ACCT1005 Principles of Accounting I SEMESTER 1 EXAMINATION, 2020-2021 Question 1 (20 marks) The Reed Company has fiscal year on December 31 and its financial statements are prepared on an annual basis. However, the accounting records are damaged accidently. For the fiscal year ended on December 31, 2020, only the unadjusted trial balance and the statement of financial position on December 31 are currently available. Please try to restore other parts of the accounting records using the currently available information. The change in Accounts Receivables totally comes from providing service to customers. Unadjusted Trial Balance Accounts Payable 7,000 Accounts Receivable 1,540 Accumulated Depreciation-Equip. 9,100 Cash 42,000 Depreciation Expense 0 Dividends 7,700 Equipment 52,500 Insurance Expense 0 Prepaid Insurance 12,460 Prepaid Rent 10,500 Retained Earnings 36,540 Rent Expense 0 Salaries and Wages Expense 26,600 Salaries and Wages Payable 0 Service Revenue 67,200 Share Capital-Ordinary 21,000 Supplies 2,240 Supplies Expense 1,400 Unearned Service Revenue 16,100 Reed Company Statement of Financial Position December 31, 2020 Assets Property, plant, and equipment Equipment...................................................................................... $ 52,500 Less: Accumulated depreciation−equipment................................. (11,900) $ 40,600 Current assets Prepaid insurance ........................................................................... 1,050 Prepaid Rent................................................................................... 7,000 Supplies ......................................................................................... 490 Accounts receivable ....................................................................... 2,240 Cash................................................................................................ 42,000 52,780 Total assets.............................................................................. $93,380 Equity and Liabilities Equity Share capital-ordinary.................................................................... $21,000 Retained earnings........................................................................... 49,980 $70,980 Current liabilities Accounts payable ........................................................................... 7,000 Unearned Service Revenue ............................................................ 10,500 Salaries and Wages payable........................................................... 4,900 22,400 Total equity and liabilities ..................................................... $93,380 Required: (a) Based the information given above, prepare adjusting entries for the Reed Company on December 31, 2020. You may omit descriptions for the journal entries. (7 marks) (b) Based on the information given above, prepare the income statement for Reed Company on December 31, 2020. (4 marks) (c) Based on the information given above, prepare the closing entries for the Reed Company on December 31, 2020. You may omit descriptions for the journal entries. (4 marks) (d) Originally, the insurance expense was mistakenly omitted and thus the expenses were greatly understated and the income was much higher than the current number. The error was identified and corrected using an correcting entry by the accountant. However, when the president of Reed Company prefers the original income and requires the accountant to remove the adjusting for insurance. (i) Who are the stakeholders in this situation? (2 marks) (ii) Which accounting principles might be violated in this situation? Explain the effects on financial statements of the requirement by the president. (3 marks) Question 2 (Total 17 marks) Part A ABC Company completed the following transactions in April, assume the perpetual inventory system was used : Required Prepare the journal entry for the (a) Apr 18 sale, the merchandise sold had a cost of $4,200. (b) Apr 24, sales return, the merchandise returned had a cost of $240. (c) Apr 28 collection of cash from customer . (6 marks) Part B DEF Ltd uses a periodic inventory system. The beginning inventory of a particular product, and the purchases during the current year, were as follows: Jan 1 Beginning inventory.................................... 300 units @ $6.50 = $ 1,950 Mar 18 Purchase ...................................................... 1,100 units @ $7.50 = 8,250 Jul 31 Purchase ...................................................... 1,500 units @ $7.80 = 11,700 Dec 26 Purchase ...................................................... 1,100 units @ $8.50 = 9,350 Total available for sale in year................. 4,000 units $31,250 At December 31, the ending inventory of this product consisted of 1,450 units. Determine the cost of the year-end inventory and the cost of goods sold for this product under each of the following methods of inventory valuation: (a) First-in, first-out; (b) Average cost (round your answers to the nearest dollar). (6 marks) Part C Briefly explain ANY TWO factors to determine the following inventory system being used: (i) Perpetual inventory system; (ii) Periodic inventory system. (5 marks) Question 3 (Total 20 marks) Part A Banana Company uses the allowance method in accounting for uncollectible accounts. Past experience indicates that 3.6% of accounts receivable will eventually be uncollectible. Selected account balances at December 31, 20X0, and December 31, 20X1, appear below: 12/31/20X0 12/31/20X1 Net Credit Sales $850,000 $960,000 Accounts Receivable 640,000 750,000 Allowance for Doubtful Accounts 12,000 ? Required (a) Prepare the journal entries and record the following events in 20X1. Jun. 15 Determined that the account of Albert Wong for $2,750 is uncollectible. July. 09 Determined that the account of Kenneth Chan for $6,750 is uncollectible. Sep. 10 Received a check for $1,550 as payment on account from Albert Wong, whose account had previously been written off as uncollectible. He indicated the remainder of his account would be paid in December. Dec. 02 Received a check for $1,200 from Albert Wong as payment on his account. (2 marks) (b) Prepare the adjusting journal entry to record the bad debt provision for the year ended December 31, 20X1. (1 marks) (c) What is the balance of Allowance for Doubtful Accounts at December 31, 20X1? (2 marks) Part B Pear Company has the following transactions related to notes receivable during the last 2 months of 20X0. Nov. 1 Loaned $45,000 cash to Sara Lui on a 1-year, 5% note. Dec. 11 Sold goods to Magic World Limited, receiving a $65,000, 90-day, 6.5% note. 16 Received an $12,500, 6-month, 7% note in exchange for Good Bullet Company’s outstanding accounts receivable. 31 Accrued interest revenue on all notes receivable. Required: (a) Journalize the transactions for Pear Company. (2 marks) (b) Record the collection of the Sara Lui’s note at its maturity in 20X1. (3 marks) Part C You are the accounting manager of Orange Company. One day, the CEO of the company talked to you that he could not understand why cash realizable value does not decrease when an uncollectible account is written off under the allowance method. Besides, the CEO also wanted the accounting department to be less restrictive in granting credit to customers. “How can our sales managers sell anything when you guys won’t approve granting more credit to our customers?” Required: (a) Clarify the point regarding the question raised by the CEO in the first paragraph. (2 marks) (b) Respond to the CEO’s comment in the second paragraph by indicating the advantages and disadvantages of easy credit and the corresponding accounting implications. (3 marks) Part D On December 31, 20X0, Coco Company issued $300,000, 5%, 6-year bonds for $271,400.80. The bonds were sold to yield an effective-interest rate of 7%. Interest is paid annually on December 31. The company uses the effective-interest method of amortization. Required: (a) Prepare a bond discount amortization schedule which shows the amortization of discount for the first two interest payment dates. (Round to the nearest dollar.) (2 marks) (b) Prepare the journal entries that Coco Company would make on December 31, 20X0, and December 31, 20X1, and December 31, 20X2 related to the bond issue. (3 marks) Question 4 (Total 16 marks) The Guotai Corporation has a fiscal year end of Dec 31. The partial statement of financial position for the fiscal year 2018 is shown below Equity Share capital–ordinary, $1 par, 700,000 shares authorized, 400,000 shares issued $400,000 Share premium–ordinary 700,000 Retained earnings 400,000 Total equity $1,500,000 In the fiscal year 2019, the following equity transactions happened: Apr. 21 Issued 80,000 ordinary shares at $5 per share. Jul. 15 Repurchased 28,000 ordinary shares of its own at $4 per share to be held in the treasury. Oct. 3 Reissued 11,000 treasury shares for $4.5 per share. Required: (a) Prepare the journal entries to record the above equity transactions in 2019. (5 marks) (b) The net income for the fiscal year 2019 of Guotai Corporation is $200,000. In 2019, the Guotai Corporation does not pay any dividends. Prepare the equity section of the statement of financial position for Guotai Corporation on Dec 31, 2019. (6 marks) (c) Discuss what is the impact of cash dividend, share dividend, and stock split on the marketability of a firm’s shares. (5 marks) Question 5 (Total 10 marks) On June 30, 2019, the cash account of BAC Co. showed a ledger balance of $15,879.40. In the May 31, 2019 bank reconciliation of BAC Co. shows three outstanding checks: no. 122, $544.20; no.130, $1,900; no. 131, $ 1,400. The bank statement as of June 30, 2019 showed a balance of $16,600. The June bank statement (check payment section only) and the June cash payments information show the following. All purchases from suppliers are on account. Upon comparing the statement of cash records, the following facts were determined. 1. There were bank service charges for June of $100. 2. A bank credit memo stated that Mr. Chen’s note for $4,800 and interest of $144 had been collected on June 29, and the bank had made a charge of $22 on the collection. 3. $13,560 deposit of transit in June 30 were not deposited until July 2. 4. Checks outstanding on June 30 totaled ?. 5. The bank had charged the BAC Co.’s account for a non-sufficient fund customer’s check amounting to $1,012.80 on June 29. 6. A customer’s check for $360 (sales on account) had been entered as $240 in the cash receipts book journal by BAC on June 15. 7. Regarding the check payment information, the bank did not make any errors, but BAC Co. made two errors. Please adjust the errors as well. Required: Prepare a bank reconciliation at June 30, 2019. (10 marks) Question 6 (Total 17 marks) ABC Company (ABC) is an express logistic service provider. The company owns two trucks as follow. Truck No. Date of acquisition Acquisition cost US$ 1. January 1, 2016 70,000 2. July 1, 2016 50,000 3. January 1, 2018 60,000 4. July 1, 2019 48,000 Balance as per January 1,2020 228,000 The company adopts double-declining balance depreciation method, based on a 10-year life with no residual value. During a financial statement review in 2020, you noticed the following three transactions between January 1, 2020 and December 31, 2020 which were recorded in the ledger. (i) On January 1, 2020, ABC revised the expected useful life of Truck no. 3 to 8 years and with residual value of $1,000. On December 31, 2020, the accounting entry was a debit to depreciation $8,000 and credit accumulated depreciation $8,000. (ii) On March 1, 2020, ABC sold Truck No. 2. with $13,000. The disposal entry was a debit to Cash $13,000 and a credit to Trucks $13,000. (iii) On July 1, 2020, Truck No. 1 was sold for $27,000 cash, entry debited Cash $27,000 and credited Trucks, $27,000. Required: a) Prepare the correcting entries for (i) to (iii). Round your answers to the nearest dollar. Explain (i) to (iii) separately the effect on income statement and statement of financial statement arising from the above errors. (12 marks) b) Assume ABC acquired new building on January 1, 2020, for $8,900,000 with cash. ABC elects to value the building using revaluation accounting. The building is being depreciated on a straight-line basis over its 20 years useful life and no residual value. On December 31, 2020, the fair value of the building is determined to be $10,000,000. Up to December 31, 2020, you only found the annual depreciation entry of debited Accumulated Depreciation $500,00 and credited Depreciation $500,000 related to this building. Prepare (i) the correcting entry for the depreciation and (ii) all the necessary journal entries related to this building in 2020 (except annual depreciation). (5 marks)
School of Environment, Education and Development PLAN60571 Department of Planning and Environmental Management Course Unit: Real Estate Modelling Assignment 2: Hedonic Pricing Model for the Highlands of Scotland Housing Data This paper sets out the general requirements, together with specific details. Assignment Two is worth 90% of the final mark for the unit. Theory informs us that the price of a house is a function of its characteristics that may also include neighbourhood attributes. This kind of analysis is called Hedonic Pricing (HP). Conduct a short literature review on HP to inform. your models. Run regression models where the house sale price is your dependent variable. Choose as your independent variables the combination of factors that best explains the house price variation, informed by your literature review. You will need to use the SPSS datafile, Highlands.sav found in the Assessment file on Blackboard. The file contains house prices and house characteristics from the Highlands of Scotland. Important notes · Include a Table(s) of ONLY the relevant regression results that you are discussing in the text. You need to refer in the text to all the tables that you include and discuss all the results you present. Refrain from providing statistical software output that you do not discuss. · Discuss the overall goodness of fit and the statistical significance of your results. · Interpret the sign and magnitude of the coefficients, discussing if they are reasonable, according to expectations and theory. · You may want to transform. some of your variables and to run a number of regressions before you find the best explanation of house price. Report only your best model regression results, providing a short explanation of why you ended up with this specific model. Do NOT report the results of all the regression models you run. Further guidance · This assignment should not exceed the 2700 word limit in total, excluding only the reference list. The tables are included in the word count. Do not provide any appendices with additional statistical software output. · The Harvard referencing system should be used when referring to the literature (the reference list should be put at the end of the assignment). · Marks will be awarded for the content, conciseness, clarity, coherence of arguments, and correct referencing. · Late submissions will be dealt with strictly in accordance with the rules set out in your programme handbook. · Further details and guidance about referencing and plagiarism is provided in the Learning Resources in Blackboard. · When submitting your work, it is very important that you put your student number in the file and NOT your name. Submission must be done via Turnitin by 14:00 (GMT) on 13th December. GENERAL INFORMATION The assessment has been designed to allow you to show that you have achieved the following learning outcomes: · Develop complete understanding of fundamental concepts in statistics, econometrics, and modelling relevant to real estate, housing, and planning. · Demonstrate a full knowledge of the theory and practice of modern econometrics, particularly applied to real estate. · Develop competence and understanding to be able to carry out good quality applied quantitative research with confidence and authority. · Develop the critical insight to appraise econometric results obtained by other researchers. · Systematically approach the construction of solution to a real-life problems, demonstrate the solution’s applicability and to show its theory connections. · Produce a sustained, sophisticated, and logical argument, backed up by empirical statistical results. · Design and apply appropriate research methodology to a wide range of real estate issues. · Apply appropriate quantitative techniques to a real estate, housing, and planning contexts. · Design and develop conclusions based on evidence including hypothesis testing and modelling outputs. · Project manage complex tasks and deliver to strict deadlines. · Make presentations and write reports that are well-researched, ethical, coherent, cogent and logically structured. 1. Marking Criteria are the standard postgraduate-level taught criteria, which are available under the Assessment tab on Blackboard. The four categories of criteria are: 1. Breadth & depth of knowledge and understanding 2. Synthesis and critical analysis 3. Structure, style. and argumentation 4. Transferable skills Please note that the overall mark is NOT derived from a notional average of the levels achieved for each of the criteria. 2. Feedback Feedback will be available within 15 working days (this is excluding weekends, exam periods and university holidays). Marks and feedback will be available electronically. 3. Word Count Policy For every piece of work which you are required to submit for assessment, the Course Convenor will indicate the word limit. This is a maximum word count and should not be exceeded. Markers can consider minor transgressions of up to 10% within the existing marking criteria which means that you can lose marks for not being concise. The word count includes: • chapter footnotes and endnotes • quotations (and citations) • tables and figures • tittle page It does not include: • reference list (or bibliography) • appendices (which should be for supporting, illustrative material only and may not be used to elaborate or extend the argument) 4. Late submission Work submitted after the deadline will be marked but the mark awarded will be reduced progressively. The work will lose 10 marks per day including weekends. · a loss of 10 marks per day will occur for up to 5 days; · a “day” is 24 hours, i.e. the clock starts ticking as soon as the submission deadline has passed; · a day includes weekends and weekdays
ESTR1002, 2024-2025 Course Project Page 1 of 13 ESTR1002 Problem Solving by Programming 2024 – 2025 Term 1 Course Project – Chinese Checker ESTR1002, 2024-2025 Course Project Page 2 of 13 Figure 1: the game board of a general Chinese checker. Source: https://en.wikipedia.org/wiki/Chinese_checkers 1. Introduction Chinese checker is a turn-based board game played by two, three, four or even six people. The rules are simple. Each player takes turns to move one of their chess pieces, aiming to be the first to move all their chess pieces across the game board from one’s initial camp to the opposite side of the star corner—using single-step moves or multi-jump moves over some other pieces. You SHOULD first learn how to play it: https://www.coolmathgames.com/0-chinesecheckers This project is a simplified version of the game. We consider only two players seated at the opposing corners of an 8x8 square board; see Figure 2 below. Each player has six chess pieces of his/her own. In general, the game is won by being the first to transfer all of one's pieces from his/her camp into the opponent’s camp. In each turn, a player can move one of his/her chess pieces by either (i) moving one single step to an adjacent empty cell or (ii) jumping through empty cells on the game board over some other pieces successively; we will show you some examples later in this spec. 1.1 Project overview In this course project, you need to submit (see Section 6 in this spec. for details) 1) [basic] a C program to provide an interactive gameplay for two human players. 2) [basic] an embedded computer player to replace one of the two human players. 3) [bonus] our great tournament: compete with the computer player of your classmates. 2. Game Rule 2.1 Game board The board consists of an 8x8 grid of 64 cells, see Figure 2. • There are two players in this game. • Each player has six pieces, e.g., blue or red. • Each player's camp consists of six cells on top-left and bottom-right corners of the game board; see Figure 2. • The game starts with each player's camp filled by pieces of his/her own color. We store the game board using a one-dimensional integer array of length 89. The location of each cell in the board is represented using an integer in [11, 88]. For example, location “47” means the fourth row and the seventh column. • The upper-left corner of the board is 11. • The cell on its right is 12. • The cell just under 11 is 21. See the cell coordinates below. Figure 2. The initial game board of “Chinese checker” ---this is the name of the game. ESTR1002, 2024-2025 Course Project Page 3 of 13 Figure 3. Encoding of the piece locations. Since we use an array of length 89, except for the 64 positions on the board, other positions are unused, where chess pieces should not be placed. Also, beware of the “array out of bound error” in this project. The game always starts with the blue player, whose camp is located at the upper-left corner. 2.2 Represent the cells of the board • Empty cells: 0. For example, if the value of board [67] is zero, this means that there’s no chess piece on the cell at 6th row and 7th column. • Positions with blue chess piece: 1. For example, if the value of board [45] is one, this means that there’s a blue chess piece at 4th row and 5th column. • Positions with red chess piece: 2. For example, if the value of board [45] is two, this means that there’s a red chess piece at 4th row and 5th column. • All other positions outside the game board: -1. 2.3 Play sequence • The player of the top-left corner always moves first. • Pieces may move only in eight possible directions (orthogonally and diagonally). • In each turn, a player can have the following possible moves: o a single-step move to an adjacent empty cell; see possible moves #1a and #1b in Figure 4. Example possible moves for example horizontal and diagonal moves, respectively; o a single-jump move to an empty cell with one jump over some other pieces (can be the player’s own piece or opponent’s piece); see possible moves #2a and #2b in Figure 4. Example possible moves for example vertical and diagonal jumps, respectively; o also, we can have a long distance jump to an empty cell with exactly one single piece in the middle between the lifting and landing locations in that jump; see possible move #3 in Figure. 4; and o a multi-jump move with more than one jumps successively through some empty cells, while having only one single piece in the middle between the landing and lifting cells for each jump; see example moves #4a, #4b, and #4c in Figure 4. 11 12 21 (7,7) 22 33 ESTR1002, 2024-2025 Course Project Page 4 of 13 Figure 4. Example possible moves, starting from the current game board shown on the top left corner. Figure 5. Example invalid moves, starting from the current game board shown on the left. 2.4 Game End condition: Win or Draw There are only two possible “end game” conditions, i.e., one of the two players wins; or the game is a draw. The detailed conditions are specified as follows: (1) WIN: After a move has been made, a player A wins the game if his/her opponent’s camp is filled with pieces, among which at least one belongs to A; and (2) DRAW: after each player has moved 100 steps, if there is no winner, then the game ends with a draw. 3. Programming Guidelines We describe some key functions as guidelines for you. Please note that we do not use the online judge for the project, but still, you should follow some formats for consistent grading. ESTR1002, 2024-2025 Course Project Page 5 of 13 3.1 Program Design of “Chinese Checker” Figure 6. The program flow. Note: you may create additional functions (e.g., to check if a chess piece can jump over another one) in your program to make your program more modular and easier to debug. This is also for you to learn and try the divide-and-conquer concept we discussed in class. 3.2 Requirements Though the online judge system is not provided, you have the following set of requirements for consistent and fair grading. • Your program must read inputs from the keyboard, so that we can test your code consistently, i.e., we will input a sequence of four-digit integers and see if your program can generate the expected results. • Note that we will try some invalid moves and see if your program can find them. • Your program must print the results to the terminal / command prompt. • During each round of the game, your program must report: o the current status of the game board using the above representation; o print the next player; and o if a player places a chess piece on an illegal position, print out the notification, and ask the user to input again. • At the end of the game, you must report o who is the winner, or a draw. 3.3 Function #1: Initialize the game board In this function, you simply initialize the board array according to the description in Sections 2.1. ESTR1002, 2024-2025 Course Project Page 6 of 13 3.4 Function #2: Display user interface First, you should write a function to draw the user interface, i.e., to print the game board on the terminal/command prompt, given the 1-D array as the function input. We use • ‘#’ to represent blue, • ‘O’ to represent red, and • ‘ . ’ to represent an empty cell. Figure 7 below shows a sample screenshot of the game board presented Figure 2. Figure 7. An example of printing the game board. 3.5 Function #3: Read a move from the user Second, you need to write a function to ask and receive the next move from the user. We use a four-digit integer to represent a move, where the first and last two digits represent the starting (lifting) location and ending (landing) location, respectively. For example, 2161 means moving the piece on 2nd row 1st column to 6th row 1st column, regardless of the intermediate locations. See Figure 8: We use “2161” to represent the move “from (2,1) to (6,1) after two jumps”. Figure 8. We use "2161" to represent the move “from (2,1) to (6,1)”. 3.6 Function #4: Check if a move is valid The inputs by a player may not always be correct, e.g., the provided starting location may not contain a piece, the piece cannot be moved/jumped to the target location, or the input is not a four-digit integer at all! This is the more challenging component in the basic part of this project. Hint: use recursion. To check whether a move is valid, your program should check if (1) each input is a four-digit integer, otherwise, print “Invalid input format, please input again:”; (2) each input location (both starting and ending) is within the game board range “[1,1] to [8,8]”, otherwise, print “Input out of the game board, please input again:”; (3) there exists a chess piece from the current player at the provided starting location, otherwise, print “Invalid starting location, please input again:”; (4) there should not be any chess piece at the ending location, otherwise, print “Invalid ending location, please input again:”; and ESTR1002, 2024-2025 Course Project Page 7 of 13 (5) the move from the starting location to ending location should be valid, i.e., following the rules specified in Section 2.3 Play sequence, otherwise, print “The move violates the game rule, please input again:”. 3.7 Function #5: Check if the game is over Every time a player finishes a move, your program should call a function, which checks if the game ends or continues (based on the current player), according to the rules specified in Section 2.3 “Game End” condition: Win or Draw. If the game is over, print the winner. Also, if both players have finished the maximum allowed number of moves and there are no winners, the function should return a value to indicate a “draw” rather than “win” or “continue”. 3.8 Test your “human v.s. human” gameplay We have provided to you two sample test files on the course webpage (blackboard) for you to download and test “human vs. human” gameplay. Note that since your gameplay should support both “human v.s. human” mode and “human v.s. computer” mode, at the very beginning of the game, your program should ask the user to choose between the two modes by inputting an integer. Here, “1” means “human v.s. human” and “2” should mean “human v.s. computer”. A typical case is like this: ESTR1002, 2024-2025 Course Project Page 8 of 13 4. Computer Player After finishing the “human vs. human” part, you will come to the most challenging and exciting part of the project, where we replace the function in Section 3.5 Function #3: Read a move from the user by a computer player function. To implement a computer player, you mainly need to finish one function. The prototype of the function is defined below: int ai_player ( int player , const int * board ); This function needs the following inputs: • int player: the chess piece that the current player uses: blue is 1 and red is 2. • const int *board: this is a one-dimensional array (const means constant, i.e., your function should not modify the contents of the input array) that represents the current cell conditions in the game board, same at what is defined in Section 2.2: o Empty cells: 0. For example, if board [67] = 0, this means that there’s no chess piece on the cell at 6th row and 7th column, you may put a chess piece there. o Positions with blue chess piece: 1. For example, if board [45] = 1, this means that there’s a blue chess piece at 4th row and 5th column. o Positions with red chess piece: 2. For example, if board [45] = 2, this means that there’s a red chess piece at 4th row and 5th column. o Other positions not on the board: -1. • The return value (int): this function returns a four-digit integer that represents a move; see Section “3.5 Function #3: Read a move from the user” for its meaning. 4.1 “Human v.s. computer” mode Since you already have a function from Sec. 3.5 to scan a user input from the human, you can simply replace it by the ai_player function you just implemented in your main program to support the “human v.s. computer” mode, without implementing other game logics twice. At the beginning of your program, if the user chooses mode “2”, your program should enter the “human v.s. computer” mode. You may further ask the user to choose between “computer plays first” of “human plays first”, or, you may always let the computer to play first/second. 4.2 [Bonus] The great tournament!!! This bonus part is an extra!!! After evaluating the “human v.s. human” and “human v.s. computer” parts of your program, we will evaluate how smart your computer player is by creating a tournament for the computer players of all the students in the class to compete against one another. Below is the game rule: • For each student’s computer player, it will play two games against the computer player of each of the other classmates. • In each of these two games (between the same pair of students), each computer player takes turns to use the blue chess piece and to start the game first. ESTR1002, 2024-2025 Course Project Page 9 of 13 • You score 2 points for each game you win and 1 point for each draw; you got zero points if you lose or your program does not follow any requirements we define in this project specification. 4.3 Requirements of the computer player (for both “human v.s. computer” and the great tournament) • You must follow the prototype defined in Section “4. Computer Player” to implement your computer player. • It should produce valid moves, and it should not modify the input game board. • Note that your computer player may play first or play second, meaning that your chess pieces may start from the upper-left OR lower-right corner. • Your “submitted” computer function shouldn’t contain any print statement, otherwise, the tournament system may wrongly judge your results. Note that you may have print statements when you debug your code but remember to comment them out before submission. • For fairness in the competition, your computer player must produce an output within a reasonable amount of time, i.e., within 5 seconds on the lab’s computer. • You need to carefully test your code to make sure your code won’t damage our tournament system, e.g., the “array out of bounds” error!!! • No “main() function” in your submitted files for the computer tournament part. Please note that if your program does not follow any one of the above requirements, you may get zero points for the “human v.s. computer” part or the tournament. ESTR1002, 2024-2025 Course Project Page 10 of 13 5. Submission We have created two submission boxes on Blackboard: • Basic program: the entire program, including all .c and .h files that supports “human vs. human” and “human vs. computer” and • Great tournament: your code ONLY for the computer player to attend the tournament. 5.1 Submission format for basic program Your submission for the basic program should be a single zip file named as basic_.zip (e.g., basic_1155123456.zip) which contains and should only contain all .h and .c files in your project. The TA will download your submission files from Blackboard and compile them during the project demo to form an executable game using gcc, CodeBlocks, or Visual Studio for testing. 5.2 Submission format for the great tournament Your submission for the great tournament should contain only two files: • aiplayer_.h (e.g., aiplayer_1155123456.h) In this file, you must need to define the following function: int ai_player_ ( int player , const int * board ); • aiplayer_.c (e.g., aiplayer_1155123456.c) where is your own student ID. In this file, you may have more functions for your main computer player function above to call. In the submitted zip file for computer player, you need to include the above .h file and all the necessary functions inside the above .c file for your computer player to work. To implement a stronger computer player, you may define additional functions in your .c file. However, you must follow the above naming convention (i.e. add your own “_studentID” at the end of all your function names), so that your TA can take your .c file and compile it with other student’s .c files without having any ambiguity, i.e., same function name from different students. We may deduct your project marks, if you fail to follow this convention. Also, use .c rather than .cpp and .C as the extension of your source code file. Submission Note: - After preparing your submission files according to the above formats, you need to upload the files (see above) to the corresponding submission boxes in blackboard. Please see blackboard for the details. - You may submit multiple times for each submission box, and we take the last submission before the deadline as your submission for grading. - Furthermore, we will do plagiarism checks on your submission against others and against the Internet. Submission Deadline: - Pre-tournament deadline (optional): Nov 24, 11:59pm - Ultimate deadline: Nov 27, 11:59pm - Demo day is on Nov 28 in class. ESTR1002, 2024-2025 Course Project Page 11 of 13 6. Grading This project has two parts for grading. Note again that the basic part of the project (part 1 below) takes up 16% of the whole course and the bonus part (part 2 below) is extra. Part 1: the basic game program (16%) • The basic “human vs. human” part takes up 12% of the whole course. • The basic “human vs. computer” part takes up another 4% of the whole course. During the project demo (on the demo day during the last lecture), the TAs will compile your program, and then test your program in the following ways: (i) interactively try your game with “human vs. human”; (ii) pipe some sample text files in the above format into your game executable and see if the results are correct, as expected (you will learn the meaning of “pipe” in class later); and (iii) try “human vs. computer” in your game to see if the moves selected by your computer player are always valid, etc. Part 2: The great tournament Please read Sec. 4.2 again for the rules of the great tournament. After all matches are completed, we will sum up the points that each student gained as his/her total tournament score. Then, we will rank the students based on the total scores. Each student may then obtain extra bonus points (beyond the basic scores in the course) based on his/her ranking; see the table below. Ranking Bonus Credit (of the whole course) 1 3.0 bonus pts 2-3 2.2 bonus pts 4-7 1.4 bonus pts 8-15 0.6 bonus pts ESTR1002, 2024-2025 Course Project Page 12 of 13 7. Project Schedule Week Date Tasks Expected to be done 9 Oct 28 The project will be released on Blackboard course homepage (and will be discussed in class on Oct 28) Start to write the basic game: • Function: Initialize game board • Function: Display user interface • Start thinking over - Condition: “Location valid?” • Start thinking over how to find all squares? Etc. At home: implement the rest of the game. 10 - 11 Nov 11 • Around this date, you should have completed the basic game without the computer player, so that you can focus on your computer player for remained time. 12-13 Before Submission Deadline Finish the basic program, finish a working computer player (valid moves ONLY) & perfect your computer player (with better strategies). 13 PretournamentNov 24 11:59pm • If you submit your computer player before this predeadline, we will take your code to compete with others in a pre-tournament and will let you know your results and also let you know if your code has any problems. • The pre-tournament is volunteer-based, and has no contributions to the final score. However, it may allow you to know your program’s capability and whether it has any compilation problem, so that you can work out a better program before the deadline. 13 Nov 27 11:59pm Deadline of submitting (1) the basic program & (2) the computer player. 13 Nov 28 2:30pm4:15pmDEMO DAY: 1) TA will evaluate the basic program of all the students one by one in the lab (must present and wait). 2) TA will run the great tournament. ESTR1002, 2024-2025 Course Project Page 13 of 13 8. Academic Honesty Every submission will be inspected using plagiarism detection software. The worst possible punishment is to have this course failed. For regulations and details, please refer to the following URL: https://www.cuhk.edu.hk/policy/academichonesty/Eng_htm_files_(2013-14)/p06.htm Last but not least, please take note of the following declaration that we presume that you agree on if you submit your project code. /** * ESTR 1002 Problem Solving by Programming * * Course Project * * I declare that the assignment here submitted is original * except for source material explicitly acknowledged, * and that the same or closely related material has not been * previously submitted for another course. * I also acknowledge that I am aware of University policy and * regulations on honesty in academic work, and of the disciplinary * guidelines and procedures applicable to breaches of such * policy and regulations, as contained in the website. * * University Guideline on Academic Honesty: * http://www.cuhk.edu.hk/policy/academichonesty/ * * Student Name : xxx * Student ID : xxx * Date : xxx */ -- END --
CST8288 Lab #2 - Java Servlets and DAO Pattern Objectives Demonstrate the Data Access Object (DAO) pattern by creating a java servlet which reads the IndyWinners database and displays a list of Indy Winners to the remote user. The application must support multiple concurrent users ensuring the Java servlet is “thread safe”. You must create and use a DAO design pattern for building/creating IndyWinner objects (which are then used to provide the data for display purposes to the remote user.) Make sure you apply SOLID with regards to each classes/interface you create for the application. Tasks: 1. Use the provided SQL scripts to create your database using MySQL and the MySQL Workbench (CTLDIndyWinners.sql, in the provided ZIP file). 2. Create the Java Servlet which will be invoked by a HTML page with a servlet request to the servlet engine (server, Tomcat). Provided ZIP file is a complete Netbeans project for a working “simplified” example. Note this environment uses a web browser, servlet engine (Tomcat server), and the MySQL database server, MySQL workbench tool helps. (Your lab Prof should review the provided sample) 3. The servlet must build IndyWinner objects which must incorporate a DAO design pattern for accessing the database with the Indy Winners state. 4. The servlet must be thread safe (support multiple concurrent users). 5. The display to the client (remote user, web browser) must show a maximum of 10 winners per screen/page with a “continue” button on the bottom (effectively scroll thru the list of winners 10 at a time). 6. You must create a UML class diagram for your application (meet SOLID principles and incorporate a DAO design pattern, minimum). Lab Deliverables 1. Submit a zip file of all your Netbeans project (source code, web page etc.) and your java “doc” folder with complete generated Java documentation and GitHub repo link on the BrightSpace 2. Submit your UML diagram as an image file. Assessment Criteria: 1. The deliverable is worth 7.5% of your final grade. Following are the breakdown of the marks o Correct implementation of the Java Servlet 5 o Correct implementation of the IndyWinner objects (and SOLID) 5 o Correct implementation and use of the DAO design pattern 5 o Complete Java documentation for the application classes/interfaces 5 o Junit 5 o Demo 5
Assignment 4 EMATM0061: Statistical Computing and Empirical Methods, TB1, 2024 Introduction This assignment is mainly based on Lectures 9 and 10. It is recommended that you watch the video lectures before starting. Create an R Markdown for the assignment It is a good practice to use R Markdown to organise your code and results. For example, you can start with the template called Assignment02_TEMPLATE.Rmd which can be downloaded via Blackboard. If you try to write mathematical expressions in R Markdown, examples can be found in the document “Assignment_R MarkdownMathformulasandSymbolsExamples.rmd” (under the resource list tab on blackboard course webpage). You can optionally submit this assignment by 13:00 Monday 14th October, which will help us understand your work but will not count towards your final grade. The submission point can be found under the assignment tab at Blackboards (click the title “Assignment 04”). Load packages Load the tidyverse package: library(tidyverse) Additionally, download the file called “HockeyLeague.xlsx” from Blackboards which will be needed by some of the questions in this assignment. 1. Tidy data and iteration Tidy data and iteration has been introduced in Lecture 9. 1.1. Missing data and iteration In this task we investigate the effect of missing data and writing iterations in R. (Q1) The following function performs imputation by mean. What library do we need to load to run this function? impute_by_mean% head(10) ## x y ## 1 0.0 1.0 ## 2 0.1 1.5 ## 3 0.2 2.0 ## 4 0.3 2.5 ## 5 0.4 NA ## 6 0.5 3.5 ## 7 0.6 4.0 ## 8 0.7 4.5 ## 9 0.8 5.0 ## 10 0.9 NA (Q5) Create a new data frame. “df_xy_imputed” with two variables x andy. For the first variable x we have a sequence (x1, ⋯ ,xn), which is precisely the same as with “df_xy” . For the second variable y we have a sequence (y′1, ⋯ ,y ′n) which is formed from (y1, ⋯ ,yn) by imputing all its missing values with the median. To generate “df_xy_imputed” from “df_xy_missing” by applying a combination of the functions “mutate()” and “impute_by_median()” . The first part of the data frame should look like this: ## x y ## 1 0.0 1.0 ## 2 0.1 1.5 ## 3 0.2 2.0 ## 4 0.3 2.5 ## 5 0.4 26.0 ## 6 0.5 3.5 1.2 Tidying data with pivot functions In this task you will read in data from a spreadsheet and apply some data wrangling tasks to tidy that data. First download the excel spreadsheet entitled ““HockeyLeague.xlsx”“ . The excel file contains two spread-sheets - one with the wins for each team and one with the losses for each team. To read this spreadsheet into R we shall make use of the”readxl” library. You may need to install the library: install.packages(“readxl”) The following code shows how to read in a sheet within an excel file as a data frame. You will need to edit the “folder_path” variable to be the directory which contains your copy of the spreadsheet library(readxl) # load the readxl library folder_path % head(5) ## # A tibble: 5 × 4 ## Team Year Losses Total ## ## 1 Ducks 1990 20 50 ## 2 Ducks 1991 37 50 ## 3 Ducks 1992 1 50 ## 4 Ducks 1993 30 50 ## 5 Ducks 1994 7 50 You may notice that the number of wins plus the number of losses for a given team, in a given year does not add up to the total. This is because some of the games are neither wins nor losses but draws. That is, for a given year the number of draws is equal to the total number of games minus the sum of the wins and losses. (Q3) Now combine your two data frames, ““wins_tidy”” and ““losses_tidy”“, into a single data frame entitled”“hockey_df”” which has 248 rows and 9 columns: A ““Team”” column which gives the name of the team as a character, the ““Year”” column which gives the season year, the ““Wins”” column which gives the number of wins for that team in the given year, the “Losses” column which gives the number of losses for that team in the given year and the ““Draws”” column which gives the number of draws for that team in the given year, the ““Wins_rt”” which gives the wins as a proportion of the total number of games (ie. “Wins/Total”) and similarly the ““Losses_rt”” and the ““Draws_rt”” which gives the losses and draws as a proportion of the total, respectively. To do this you can make use of the “mutate()” function. You may also want to utilise the “across()” function for a slightly neater solution. The top five rows of your data frame. should look as follows: hockey_df %>% head(5) ## # A tibble: 5 × 9 ## Team Year Wins Total Losses Draws Wins_rt Losses_rt Draws_rt ## ## 1 Ducks 1990 30 50 20 0 0.6 0.4 0 ## 2 Ducks 1991 11 50 37 2 0.22 0.74 0.04 ## 3 Ducks 1992 30 50 1 19 0.6 0.02 0.38 ## 4 Ducks 1993 12 50 30 8 0.24 0.6 0.16 ## 5 Ducks 1994 24 50 7 19 0.48 0.14 0.38 (Q4) To conclude this task generate a summary data frame which displays, for each team, the median win rate, the mean win rate, the median loss rate, the mean loss rate, the median draw rate and the mean draw rate. The number of rows in your summary should equal the number of teams. These should be sorted in descending order or median win rate. You may want to make use of the following functions: “select()”, “group_by()”, “across()”, “arrange()” . ## # A tibble: 8 × 7 ## Team W_md W_mn L_md L_mn D_md D_mn ## ## 1 Eagles 0.45 0.437 0.25 0.279 0.317 0.284 ## 2 Penguins 0.45 0.457 0.3 0.310 0.133 0.232 ## 3 Hawks 0.417 0.388 0.233 0.246 0.32 0.366 ## 4 Ducks 0.383 0.362 0.34 0.333 0.25 0.305 ## 5 Owls 0.32 0.333 0.3 0.33 0.383 0.337 ## 6 Ostriches 0.3 0.309 0.4 0.395 0.267 0.296 ## 7 Storks 0.3 0.284 0.22 0.283 0.48 0.433 ## 8 Kingfishers 0.233 0.245 0.34 0.360 0.4 0.395 1.3 Simulation experiments of probabilities (Q1) The following code was used in last week’s assignment to compare a theoretical probability with an estimated probability in sampling with replacement. Now that we have learnt iterations with the map functions, can you rewrite the code using “map()” (and its variants)? num_red_balls
Statistics for HDS: Formative Assessment Guidance (which will appear on the Part One assessment at the end of the module): You should not use R (or other statistical software) for this assess- ment, except as a very basic calculator to add or multiply numbers or calculate logs and exponentials. Marks are available for partially correct answers. Always show your working when performing calculations, so that the markers can see how much you have understood. The 80th, 90th, 95th, 97.5th, 99th and 99.9th centiles of a standard normal dis- tribution and of a chi-square distribution with 1, 2, 3, 4 and 5 degrees of freedom (df) are given in the following table. 1. Vitamin D plays an important role in the absorption of calcium in the in- testine. In a study of the association between calcium and vitamin D, the levels of calcium and vitamin D were measured in the blood serum of 952 healthy men. The mean calcium level in the sample was 2.347 mmol/L and the mean vitamin D level was 82.91 nmol/L. Using a linear regression model, the calcium level (Y) was regressed on vitamin D level (X). This model assumes that Y ~ Normal(Q + βX; σ2). The maximum likelihood estimate of (Q; β) was calculated to be (αˆ; βˆ) = (2.058; 0.00348) and the repeated sampling variance matrix was (a) Calculate the maximum likelihood estimate of the mean level of calcium in people whose vitamin D level is 70 nmol/L. (b) Calculate the standard error associated with this maximum likelihood estimate. (c) Calculate a 90% Wald confidence interval for the mean level of calcium in people whose vitamin D level is 70 nmol/L. Note: Iam asking you here for the Wald interval. I know that in Lecture 9 (on Linear Regression) you were shown how to calculate confidence intervals for Q and β based on t-distributions, but I am not asking you to do that here. I want to test your understanding of how to calculate Wald intervals. (d) Using a Wald test, test the null hypothesis that β = 0 versus the alter- native hypothesis that β ≠ 0. Show your working carefully. Note: I know that in Lecture 9 (on Linear Regression) you were shown how to perform hypothesis tests based on t-distributions, but I am not asking you to do that here. I want you to use a Wald test, i.e. a test based on the normal approximation. I want to test your understanding of how to do that. (e) Apart from the Wald test and a test based on a t-distribution, suggest one other way that this null hypothesis could be tested. 2. Suppose Xi ~ Exponential(λ) (i = 1, . . . , n), where λ is the rate parameter. (a) Derive the maximum likelihood estimate λˆ of λ . (b) Derive the Fisher Information for λ. (c) Use the Fisher Information to calculate the asymptotic standard error of λˆ. (d) What is the asymptotic distribution of λˆ? 3. A researcher collects data on the number of diagnoses of a particular rare disease in Country C in each of six consecutive years. He assumes that the number of diagnoses in year i has a Poisson distribution with mean λ, which is the same for all years i = 1, . . . , 6. He also assumes that the numbers of diagnoses in each year are independent. The following graph shows the log likelihood function for these data. (a) What is the maximum likelihood estimate of λ? (b) Based on international data from countries with a similar demography to Country C, it is thought that the number of diagnoses per year in Country C should be around 3.5. Perform. two diferent tests of the null hypothesis that λ = 3.5 versus the alternative hypothesis that λ ≠ 3.5. For each of these two tests, say whether you reject the null hypothesis, and report the two p-values as accurately as you can. (c) Using two diferent methods, calculate two 95% confidence intervals for λ . 4. In this question, Iam trusting you not to use R. Using R to help you answer this question is cheating. However, if you really struggle to answer the question, then it is better that you experiment with R and see if that helps, rather than just giving up altogether. When comparing a continuous outcome variable in two groups, e.g. concen- tration of some type of white blood cell in treated and untreated individuals, two tests of the null hypothesis that the average outcome in the two groups is the same are the t-test and the Wilcoxon rank sum test. You will meet both of these later in the module. The following R code can be used to perform a simulation study to compare the powers of these two tests. M
Assignment/Coursework Remit Programme Title MSc Management Module Title LM Strategically Understanding the Business Environment Module Code 38010 Assignment Title Individual Report Level MSc Weighting 70% Hand Out Date 14/10/2024 Deadline Date & Time 11/12/2024 12pm Feedback Post Date 17/01/2025 Assignment Format Report Assignment Length 2000 words Submission Format Online Individual Assignment: 2000-word individual report (70%) : Students should choose ONE of the questions for their essays: 1. Transnational Corporations: Select one transnational corporation (TNC) that has not been covered in the module and critically examine its role in the global economy using the case study methodology. Begin by providing a brief overview of the TNC, including its history, core business activities, and geographic reach. Then, analyze how the TNC influences and is influenced by global economic dynamics, focusing on its strategies for international growth, impact on local and global markets, and interaction with various stakeholders, such as governments, communities, and other businesses. Additionally, discuss the ethical and social responsibilities of your chosen TNC, considering its approach to issues like sustainability, labor practices, and corporate governance. Your essay should be well-structured, supported by relevant theories and examples, and demonstrate a deep understanding of the TNC's role within the broader context of globalization. 2. Transnational Corporations and Culture: Identify one significant political or socio-cultural shock that has influenced the operations of a transnational corporation (TNC) of your choice. In your essay, analyze how your chosen TNC navigated this shock. Begin by providing an overview of the shock and its immediate impact on the TNC, including the challenges it posed in terms of political systems or cultural contexts. Then, discuss the specific strategies the TNC employed to mitigate these challenges and adapt to the new environment. Explore how the TNC capitalized on any opportunities that arose from this situation. Support your analysis with real-world examples, and consider the broader implications of these strategies for the TNC's operations and long-term success. 3. Transnational Corporations and Global Institutions: Identify one example of how the global institutional environment has influenced the operations of a transnational corporation (TNC) of your choice. For instance, consider a TNC pursuing a case at the World Trade Organization (WTO) or navigating regulations set by similar international bodies. In your essay, start by discussing the challenges that your selected TNC faces when dealing with the global institutional environment, including legal, regulatory, and policy frameworks. Then, analyze how your chosen TNC has responded to these challenges, detailing the strategies it employed to align with or influence these institutions. Use real-world examples and data to support your analysis and consider the implications of these strategies for the TNC's operations, competitiveness, and long-term success. The essay must be submitted through canvas before 12:00 pm on December 11, 2024. Make sure you meet this deadline. Marks of 5% per day are deducted for late submissions as per Business School regulations. If you require an extension, follow departmental procedures and apply for extenuating circumstances. Cover Sheet and Submissions • You must download the *Cover Sheet* from canvas and use this as the first page of your assignment. You may want to use this from the start or you can paste the whole page into the document afterwards. • Save your document - do not include your name in the file-name or anywhere else in the document. • You need to upload a Word or PDF Document as your main assignment (including the cover sheet page) unless otherwise instructed. • Appendices and other supporting documents should be uploaded to the same submission by using the [+] Add another file button. • Do not use Google Docs for submitting your assignment as it will not be possible for it to be marked. • If you are having technical problems submitting please see our help page: Submitting Your Assignment. • For advice on viewing your grade and feedback please see: Viewing your Marks and Feedback FAQ Module Learning Outcomes: In this assessment the following learning outcomes will be covered : LO 1. Demonstrate a deep understanding of the multifaceted nature of globalization, including its historical context, drivers, and implications for businesses in various industries and regions. LO 2. Apply strategic thinking and decision-making skills to analyse the challenges and opportunities presented by globalization, TNC activities, and technological disruptions in a global business environment.
Instruction for FIN6104 Case 2 Please read the case and answer the following questions to the best of your ability. As a team, you should submit one report for this case study. For the entire course, there will be three case studies in total and hence three report submissions. In the end of the semester, your team will deliver a presentation based on only one of the cases. (We will decide case allocations in due time.) Case Information Title: American Home Products Corporation Source: Harvard Business School Product #: 283065-PDF-ENG Pages: 7 Link:https://store.hbr.org/product/american-home-products-corp/283065?from=quickSearch Abstract: American Home Products is a company with virtually no debt. Students are asked to analyze the company's debt policy and make a recommendation to the CEO. It is likely that adding debt to the capital structure would create some value for shareholders; the CEO is firmly against borrowing. Questions Please keep in mind that there are often times multiple “correct” answers, depending on the assumptions you make. You need to justify your answers and assumptions. Please note that your report or presentation should not be structured in a simple manner to just answer these questions one by one. Instead, you should attempt to make a self-sufficient report (presentation) in the sense that a reader (audience)—who has not seen the case or this instruction—will be able to follow your report (presentation) seamlessly. For example, you will probably need a clear and concise introduction to help readers more quickly and better understand the goal of this report; you will probably want to make sure the paragraphs are logically linked. Furthermore, the scope of your project should not be limited by these questions; feel free to include additional discussions on other issues that you find interesting pertaining to the case. 1) What industry is this case focusing on? How come AHP has so little debt in its capital structure? Can you describe, just in words, some of the costs and benefits of AHP taking on debt and reducing its cash and outstanding equity? 2) The case presents pro-forma analysis in Exhibit 3 for different capital structures, along with the assumptions used to conduct this analysis in Exhibit 4. Does Assumption 6 make sense? Why or why not? 3) Does Assumption 2 make sense? Why or why not? 4) Please conduct new analysis to quantify the costs and benefits of taking on additional debt. Step 1. Calculate the value of the firm in the base case scenario (using Actual 1981 figures from Exhibit 3). What is this value? Step 2. Use the total debt levels calculated in Exhibit 3 for each potential capital structure scenario (30%, 50%, and 70% Debt-to-Capital). What would be the most likely rating of the debt in each case? To assist you, please use the following table, which describes historical bond ratings and associated yields for the time period around 1981: * ICR = interest coverage ratio Note that for a bond to have a particular rating (and thus provide the yield indicated in the table), the firm must maintain an interest coverage ratio (defined by the ratio of EBIT to interest expense) that is above the minimum values provided in the table above. For each debt level, conjecture a bond rating and see if the associated interest coverage ratio is consistent with the values in the table; if the bond rating that you conjecture does not satisfy the interest coverage ratio requirements listed above, then conjecture a new (lower) bond rating, and iterate accordingly. Step 3. Please calculate the present value of the debt tax shield in each scenario (assuming debt levels are constant and interest payments are perpetual). Step 4. Please calculate the present value of expected distress costs. The probabilities of default associated with each credit rating are provided in the table above. Assume a loss of 20% of (base case) firm value in the case of distress. Step 5. Compute the total value of the levered firmin each scenario. Based on this analysis, which capital structure scenario is best and why? Report Submission & Presentation You should submit the following files on Blackboard BEFORE November 24, 2024 (Sunday), 23:59. Please delegate the job of submitting to only one group member (i.e., each team should submit only once). 1) A PDF file that includes the body of your report and all necessary exhibits (such as tables or figures) to support the report. Your report should not exceed 3 pages (not including exhibits). The page limit is intended to force you to communicate succinctly and clearly; do not interpret it as suggesting that this project requires little work. The report should be clear, concise, but with sufficient detail such that it can be critiqued. You should include a cover page with your team number and all members names. 2) An Excel file that contains your models, detailed analysis, and other supporting data if any. Make the first worksheet (tab) of this file a cover page that includes your team number and all members names. The structure of this Excel file must be user friendly and please include necessary notes to explain what you have done. Name the files using the following format such as “FM_Group_1.pdf” or “PT_Group_1.xlsx.” Presentation Your presentation will be 20 minutes. Please make sure it will not exceed 20 minutes. All group members must participate in the presentation and be prepared to answer questions (including but not restricted to questions about the business, industry, and your model). Grade The entire group project (3 reports + 1 presentation) will count 30% of your final grade. For each report, a full mark of 5 points will be determined based on the overall quality of the report (including the main body, exhibits, and Excel models). For the presentation, 10 points will be determined based on the overall quality of your group’s performance. Lastly, we will have 5 points from peer evaluations to disincentivize free-riders: your contribution to this group project will be evaluated by each of your team members anonymously, on a basis of 5 points, and your peer evaluation score will be the average score.
Department of Accounting and Business Analytics BTM 211 Management Information Systems BA Assignment – Fall 2024 Case Study: Joshua Tree Instruments Background Joshua Tree Instruments (JTI) has been the top choice for musical instruments rentals in Alberta since 1987. What started as a hobby for Brian Edge, an avid guitar collector and rock enthusiast, slowly turned into a business. Now, Brian has expanded and carries the top brands in musical instruments. After opening his first retail location in south Edmonton, Brain opened six more stores, another in northern Edmonton, two in Calgary, one in Grande Prairie, one in Red Deer, and his most recent expansion, a store in Lethbridge. With 90 employees spread out across his locations, JTI has been able to serve the Albertan community with pride and hopes to one day expand into other provinces on the Western coast while maintaining their reputation of carrying the biggest brands in instruments and the highest quality of rentals. Problem Brian Edge has expressed interest in using business analytic software to visualize his data. He needs four (4) visuals to express his repairs, revenue, customer, and employee data. He also wants you to include another visual of your choice that will provide JTI with additional insights into their business operations.. Requirements Working individually, use Tableau to build a data analytics report using a variety of visualizations to answer the questions Brian Edge wants answered. 1. Create and Name Submission Folder (2 marks) Create a file folder on your computer to store the files. Name this folder using the format below: LabSection_LastNameFirstName_StudentID You will compress (zip) this folder with all files created during this assignment as your submission. 2. Download and Extract Data ZIP File (3 marks) Extract the data ZIP file and put all nine (9) CSV files into the folder you created above. Data ZIP File: JoshuaTreeInstrument.zip 3. Importing Data into Tableau (4 marks) Using Tableau, connect to the CSV files by uploading them as text files (1). Once you have connected the nine tables, make sure all relationships have been created according to the BA_Assignment_JTI_Tableau_Relationships PowerPoint slide deck. (Published in eClass).(1) Note: Ensure your relationships match those in the slides. Tableau is case-sensitive. If you have trouble connecting tables, ensure that the data in the field that is connecting the tables is in the same case. Save your Tableau workbook in the folder you created at the beginning as a Packaged Workbook (.twbx) .(1) Arrange the Canvas view of the tables and relationships in Tableau so that all tables and relationships are viewable on the screen and take a screenshot. You may need to zoom out to capture everything. Paste your screenshot below (1). 4. Repairs Visualization (12 marks) Repairs Viz (5 marks) Rename sheet 1 to “Repairs” Use the data tables InstrumentType and Repairs to create a pie chart visualization. Dashboard (7 marks) Create a new dashboard and rename it to “Repairs Chart” Add the sheet Repairs to the dashboard. Use the visualization to answer the following questions: 1. What instrument type is repaired the most? (2) (use InstrumentTypeDesc and Count of Repairs in your visualization and filter out null values) [replace this text with your answer] 2. How can JTI use this information? (5) [replace this text with your answer] 5. Revenue Visualization (24 marks) Table Viz (5 marks) Create a new sheet and rename it to “Revenue: Table” Use the Store, and RentedItems tables to create a table. This visualization should include: ● Store ID ● A new calculated field named Store Location that uses a formula to include address1, address2, municipality, provincestate (separate fields with commas). ● A new calculated field named Sum of Rental Revenue that uses a formula to add the rental price and added warranty together. Bar chart Viz (5 marks) Create a new sheet and rename it to “Revenue: Bar Chart” Use the InstrumentType table to create a bar chart. This visualization should include: ● Instrument Description ● Sum of Rental Revenue (which you created above) The values (numbers) should be on the y-axis. Dashboard (14 marks) Create a new dashboard and rename it to “Revenue” Add the sheets Revenue: Table and Revenue: Bar chart to the dashboard. Use this dashboard to answer the following questions: 1. What store brings in the most and least revenue? (2) [replace this text with your answer] 2. How can JTI use this information? (5) [replace this text with your answer] Turn the table into a filter and answer the following questions: 3. How does the highest earning store make their revenue? (2) [replace this text with your answer] 4. How can JTI use this information? (5) [replace this text with your answer] 6. Customer Location Visualization (20 marks) Map Viz (5 marks) Create a new sheet and rename it to “Customer Location: Map”. Using the Customer table, create a new calculated field named “Full Name” which will include GivenNames and LastName. It should be in the following format: Lady Gaga Use Longitude (generated) in the columns and Latitude (generated) in the rows. Use Full Name, ProvinceState, and Country in marks. Table Viz (5 marks) Create a new sheet and rename it to “Customer Location: Table” Using Country and Count of Customers, create a table. Dashboard (10 marks) Create a new dashboard and rename it to “Customer Location” Add the sheets Customer Location: Map and Customer Location: Table to the dashboard. Use this dashboard to answer the following questions: 1. What conclusions can JTI draw from this visualization? (5) [replace this text with your answer] 2. How does the table visualization enhance what JTI has learned from the map visualization? (5) [replace this text with your answer] 7. Employee Visualization (15 marks) Employee Viz (5 marks) Create a new sheet and rename it to “Employee” Use the Employee data table to create a horizontal bar chart that will answer the questions. Your visualization should include the following: ● EmployeeName as the rows ● A new calculated field called Annual Salary that includes Commission and Salary * 12 ● A new calculated field called Years Employed as the Tooltips in marks using the expression below: DATEDIFF(‘year’,[HireDate],TODAY()) Dashboard (10 marks) Create a new dashboard and rename it to “Employee Chart” Add the sheet Employee to the dashboard. Use this dashboard to answer the following questions: 1. Is there a correlation between the number of years an employee has worked for JTI and their annual salary? (5) [replace this text with your answer] 2. What conclusion can JTI draw from this visualization? (5) [replace this text with your answer] 8. Bells and Whistles (10 marks) Create a new sheet and rename it to “Bells and Whistles” You decide to proactively answer a question with a visualization for JTI that Brian has not asked. This will help you illustrate the “bells and whistles” of Tableau and explain how Tableau can be used to answer other questions using information hidden in the data. Choose one or more of the nine (9) tables that are in the model and create a visualization and a dashboard. 1. Identify the table(s) you selected: (1) [replace this text with your answer] 2. Write a question that can be answered by your visualization: (2) [replace this text with your answer] 3. Describe how JTI can use this information: (7) [replace this text with your answer] OPTIONAL: Provide an explanation on the bells and whistles you researched and used. This can help with the assessment of this requirement. [replace this text with your answer] 9. Professional Layout, Spelling, and Grammar (10 marks) You have creative freedom to create additional content for your report as required In the professional business world, the look and appearance of what you publish is very important. The aesthetic design of the pages in your final report will be considered as part of the assessment of your work. You are encouraged to design the pages in your report with professional and appealing layouts. All visualizations should have a business professional title Make sure that every visualization has an accompanying text box stating the question it intends to answer All pages of your report should have no spelling or grammatical errors.
ACCT1005 Principles of Accounting I SEMESTER 1 TAKE HOME EXAMINATION, 2019-2020 Question 1 (Total 22 marks) Smart Play Service has fiscal year end on December 31 and prepares annual financial statements. At the end of the 2019, its trial balance before adjustment on December 31 is as follows. Smart Play Service Trial Balance December 31, 2019 The following information is available to the accountant: 1. A physical count of supplies on December 31 shows that the value of supplies on hand equals to 100×(the sum of the last three digits of your student ID). [For example, if your student ID number is 19123450, then the value is 100×(4+5+0)=$900] 2. Annual depreciation for the buildings is $3,000. All the equipment the company owns was purchased on June 1, 2019 and are estimated to have 5 years of useful life with no residual value. The firm uses straight-line depreciation method. 3. Insurance policy is a 2-year policy starting May 1, 2019. 4. Forty percent of unearned service revenue is earned in 2019. 5. The notes payable was borrowed on August 31, 2018, with a maturity date on August 31, 2028, and interest rate of 8%. 6. For the Accounts Receivable balance, you have the following information based on manager estimation: Required: (a) Prepare adjusting entries for Smart Play Service on December 31 2019. You may omit descriptions for the journal entries. (6 marks) (b) Prepare the closing entries for Smart Play Service on December 31 2019. You may omit descriptions for the journal entries. (2 marks) (c) Prepare the income statement for 2019 fiscal year, and a classified statement of financial position on December 31 2019. (6 marks) (d) For a firm that prepares annual financial statements, describe the formal accounting cycle of the firm. Specifically, 1) in chronological order, list the formal steps involved in the financial reporting process within a complete fiscal year; and 2) identify the document or file accountants use or create in each step, if any. Please limit your answer to 250 words. (8 marks) Question 2 (Total 20 marks) Part A Savoury Company's bank statement for the month of September showed a balance per bank of €4,150. The company's Cash account in the general ledger had a balance of €3,969.85 at September 30. Other information is as follows: (1) Cash receipts for September 30 recorded on the company's books were €3,390 but this amount does not appear on the bank statement, until October 2. (2) The bank statement shows a debit memorandum for €25 for check printing charges. (3) Check no. 119 in the amount of $491 had been entered in the cash journal as $419, and check no. 120 in the amount of $58.20 had been entered as $582. Both checks had been issued to pay for purchases on account on September 13 and 14. (4) The total amount of checks still outstanding at September 30 amounted to €2,136.05. (5) A customer’s check for $90 (payment on account) had been entered as $60 in the cash receipts journal by Savoury Company on September 15. (6) The bank returned an NSF check from a customer for €253.20. (7) The bank included a credit memorandum for €1,230.50 which represents collection of a customer's note by the bank for the company; principal amount of the note was €1,200 and interest was €36 and bank had made a charge of $5.50 on the collection. Interest has not been accrued. Required: (a) Prepare a bank reconciliation for Savoury Company at September 30. (3 marks) (b) Prepare any adjusting entries necessary as a result of the bank reconciliation. Omit descriptions for the journal entries. (2 marks) Question 2 (Continued) Part B Senior Company purchased equipment on January 1, 2019 for $135,000. It is estimated that the equipment will have a $7,500 residual value at the end of its 5-year useful life. It is also estimated that the equipment will produce 150,000 units over its 5-year life. Required: Answer the following independent questions. (a) Compute the amount of depreciation expense for the year ended December 31, 2019,using the straight-line method of depreciation. (1 marks) (b) If 24,000 units of product are produced in 2019 and 36,000 units are produced in 2020, what is the book value of the equipment at December 31, 2020? The company uses the units-of- activity depreciation method. (2 marks) (c) If the company uses the double-declining-balance method of depreciation, what is the balance of the Accumulated Depreciation—Equipment account at December 31, 2022? (2marks) Part C Benny has worked for Lau & Lee Co., a local law firm for several years. He is an associate and needs to work long hours. He hasn't taken a vacation in the last three years. Benny is responsible for opening the mail and listing the checks received. He also takes cash from clients after their visits. Sometimes Benny doesn't bother giving each client a receipt for the cash received from their accounts. When he is free, he offers his help to the firm’s accountant to post the cash receipts to the clients' accounts receivable and the accountant is happy with his help. Required: Explain and illustrate how the principles of internal control maybe violated in this law firm. Please limit your answer to 250 words. (5 marks) Part D You are the accounting manager of Banana Supermarket. One day, the CEO of the supermarket told you “Our supermarket needs internal controls because we cannot trust our employees.” Required: Do you agree? Why? How internal control concepts could be applied to the supermarket. Explain and illustrate your answer with example(s). Please limit your answer to 250 words. (5 marks) Question 3 (Total 18 marks) Part A Peter, Paul and Mary are partners in providing Wedding Ceremony services. In 2019, the beginning- year capital balances are $240,000, $120,000, and $120,000, respectively. Partnership net income for the year is $168,000. Make the necessary journal entry to close Income Summary to the capital accounts if: Required: (a) Partners agree to divide income based on their beginning-year capital balances. (2 marks) (b) Partners agree to divide income based on the ratio of 5:3:2 (Peter:Paul:Mary), respectively. (2 marks) (c) Partnership agreement is silent as to division of income and loss. (2 marks) Part B Thomas Lee is a branch accountant in a multinational company HKCP Group (“the Group”) responsible for purchasing supplies from a developing country. Thomas is authorized to enter into contracts up to HK$10,000,000 for any single transaction. Demand in the home market is growing and Head Office is pressing for an increase in supplies. However, the supplies must be sourced at below-market prices. If not, the Group will be losing out in competition and his year-end bonus will be gone. A new government official in the developing country says that Thomas needs an export permit from his department and that he needs a payment to be made to his sister-in-law for consulting services if the permit is to be granted. Thomas quickly checks alternative sources and finds that the normal price combined with the extra “facilitation fee” is still much cheaper than the alternative sources of supply. Thomas faces two problems, namely, whether to pay the facilitation fee and, if so, how to record it in the accounts so it is not obvious what it is. Required: Discuss the problems and suggestions. Please limit your answers to 250 words. (12 marks) Question 4 (Total 20 marks) ABC Education (ABC) issued $2,000,000 (Bond A), 10.5%, 10-year bonds on January 1, 2017 and pay interest annually on January 1. The effective interest rate was 10% at that time and ABC received $2,061,440. On September 1, 2018, ABC issued $1,000,000 (Bond B), 11%, 5-year bonds and received $963,194.95. Interest for this bond is payable semi-annually on March 1 and September 1. The effective interest rate was 12%. The company’s financial year ends at December 31 and prepares adjusting entries semi-annually. Required: (a) Prepare a bond amortization schedule for the $2,000,000 bond (Bond A) from 2017 to 2021. In your schedule, please show the (i) date, (ii) cash paid, (iii) interest expense, (iv) amortization and (v) carrying value of the bonds. Round your answers to the nearest dollar. (2 marks) (b) Kate, a junior accountant prepared the following three sets of journal entries to record all the bond interest movement during the year 2020. Your supervisor, Jack asked you to review, comment and correct her works. On the basis of the explanation for each entry, please write an email to your supervisor and explain the following: (i) the reasons for Kate’s mistakes; (ii) the proper procedures to record ABC’s bonds during the bonds life and the usefulness of this information to financial statement users; (iii) the correcting journal entries to correct Kate’s mistakes; (iv) all the journal entries that Kate should prepare on December 31, 2020. Please state clearly the above headings in your email and limit your email to 450 words. Leave 2 decimal places in your calculation process. (18 marks) Question 5 (Total 20 marks) Cathy Store uses a perpetual inventory system. Cathy Store had beginning inventory of 100 units, $50 each at May 1. During May 2019, Cathy Store had the following merchandising transactions. Purchased merchandise of 200 units, $60 each on account from Surf company, terms 1/10, n/30, FOB shipping point. Made a cash payment of $1,000 for freight on this Paid Surf company for the merchandise purchased on May 2 in full. Sold merchandise of 250 units, $100 each on account to Mel company, terms 1/10, n/30.18 Received payment in full from Mel company for the merchandise sold on 15 May.
Data Structures: Huffman Encoder Part 2 November 15, 2024 Last week you wrote code that takes a table of characters and their frequencies to build a Hu@man encoding. The purpose of the Hu@man encoding was to represent a chunk of text e@iciently by encoding common characters using fewer bits. This week you will use the code you wrote last week to encode and decode text. You will start by defining a new class called HuffmanConverter which will have a constructor taking as input a string which will be stored in a variable called contents. Your first step is to calculate the frequencies of each character including punctuation and whitespaces. Each ASCII character corresponds to a number between 0 and 255 (inclusive), which you can get by casting a character c into an integer: int i = (int)c. You can then get the character back as c = (char)i. We will store the frequencies of the characters in an integer array, count, of size 256 such that count[(int)c] = the count of character c. HuffmanConverter will have a method public void recordFrequencies()that stores the counts of the characters in contents in an attribute count. Print the table of frequencies you’ve created. Second, you will build a Hu@man tree from count using the code you’ve already written. Your code should build a heap using count and then call HuffmanTree.createFromHeap. The Hu@man tree should be stored in an attribute huffmanTree. This should occur in a method public void frequenciesToTree(). Third, you will extract a code from the tree. You will want to store the code in a string array attribute called code such that code[(int)c] = the Hu@man encoding of character c. This will be done in a method public void treeToCode(). You will also need to write a private method private void treeToCode(HuffmanNode t, String encoding). This private method recursively calls itself on the children of the Hu@man node t, keeping track of its encoding encoding; once it reaches a leaf, it adds the character at that leaf and the encoding to code. In treeToCode(), first set every element of code to the empty string "", then call treeToCode at the root of the Hu@man tree. Print the code you have created; this can also be done using a call to huffmanTree.printLegend(). Fourth, once you’ve built code, you can encode contents into a string of bits in a method public String encodeMessage(). Print the encoded message. Also print the message size in the ASCII encoding (8 bits for each letter) and the Hu@man encoding. Finally, you will write a method public String decodeMessage(String encodedStr)to decode a given bit string using huffmanTree. To do so, you will take in one bit at a time to navigate through the huffmanTree (0 means go left, 1 means go right). Once you reach a leaf, you should store the character at that leaf and return to the root of the Hu@man tree. Call decodeMessage on your encoded message and print the decoded message, which should be identical to your original message. We will call the main () method of HuffmanConverter from the command line, passing the path to a file of text. To recap, the output should be: - the list of characters and their frequencies - the Hu@man encodings - the encoded message - the number of bits needed to encode your message in a Hu@man encoding vs using ASCII - the decoding of your encoded message (which should be the same as the initial message) You are provided a file with a template of HuffmanConverter with code to import a text file. You are also provided with two example input and output files. The inputs are two love poems taken totally randomly from http://www.lovepoemsandquotes.com. Feel free to try out your own inputs to test your program. Please submit your completed [email protected] file on Brightspace. You should not need to make changes to any of the files from part 1 in order to do this assignment.
