FIN309 1st SEMESTER 2024/25 Analysis Report INVESTMENTS I. Introduction This part ofthe course assessment counts for 30% of the final mark for the course, and consists of a take-home group Analysis Report that will be worked on and submitted jointly by the participants based on the assignment groups formed by students yourselves. This project aims to 1) practice students’ skills in the construction of equity portfolios using a pool of equity securities; 2) by varying the combination of industries and countries that the firm belongs to, enhance students’ understanding on the use of macroeconomic and industry analysis in portfolio construction. In this assignment, you need to follow the following requirements. II. Data Requirements You are required to construct FOUR optimal risky portfolios of stocks traded in exchanges (e.g., the London Stock Exchange, the Shanghai Stock Exchange, etc.). 1) There are four sets of stocks required overall: i. Firms are in the same industry and the same country, e.g. Brazilian Utility industry ii. Firms are in the same country (e.g. Brazil) but are in different industries (e.g., Utility industry, Textile industry, and Health care industry, etc.) iii. Firms are in the same industry (e.g. Utility) but are in different countries (e.g., South Africa, Brazil and Australia, etc.) iv. Firms are in different countries and different industries. (E.g. Utility industry in Brazil, Textile industry in Australia, Health care in South Africa, etc.) 2) For portfolio ii) minimum two industries required; for portfolio iii), minimum two countries required. 3) Portfolio iv) is constructed based on the choices of industries and countries in portfolios ii) and iii). (Please refer to the examples in point 1)). Therefore, the coordination of different portfolios needs to be considered from the start. This is to ensure the following comparison of portfolio performances is feasible,e.g., different performances between portfolios i) and ii) is ONLY due to different industries used since country choice is the same. 4) Ensure that the optimal portfolios are sufficiently diversified,i.e., the number of stocks with non-zero weight in the optimal portfolio should be 4 at least. 1 The industry classification level needs to be consistent throughout the coursework no matter which level the group chooses to use. 2 The country here means the listing stock market is the same as the company headquarter. For example, Coca cola stocks listed in New York stock exchange. British Airway stock listed in London stock exchange. 5) 61 monthly time series of adjusted closing price of individual stocks are needed in order to calculate 60 monthly (i.e., a time series of monthly returns of at least 5 years) return rates of all the securities in your portfolio. (The time series does not have to be recent to avoid any large market crash periods.) 6) The corresponding monthly risk-free rates (e.g., Treasure-bill rate, overnight interbank rate) and exchange rate for the same period and same market are also needed. The stock returns used in portfolio analysis needs to be excess return and denominated in the SAME currency (e.g. US$ or any currency of your choice). 7) The relevant information about the securities prices can be found through Refinitive, Bloomberg or WIND terminal (accessible at BS429, BS415, Library Level 9). III. Stock and Portfolio Performance Analysis requirement: With the above individual stocks, you are required to complete the following tasks: 1) Calculate individual firm statistics including mean, standard deviation (These two should be based on the method shown in the lab sessions, i.e. using Data Analysis Tool in Excel), correlation coefficient, covariance matrix and Sharpe ratio in Excel. 2) For each of the four firm data sets mentioned “Data requirements”, you apply the International Portfolio Diversification procedure (use the procedure demonstrated in the lab sessions) to complete the following tasks in Excel (all the original formulas need to be kept in order to show the calculation process): i. Construct the optimal risky portfolio; ii. Calculate portfolio statistics (mean, standard deviation and Sharp ratio) for the optimal risky portfolio; iii. Plot the efficient frontier of risky portfolio; iv. Plot the optimal capital allocation line (CAL); IV. Group Analysis Submission Guidelines Note that as the outcome from your group project, you are expected to submit the soft copy of a Word report and an Excel file. 4.1 Structure of the Word Report Your Word report must include: 1. Description of the variables used for exchange rate, risk-free rates, stock prices and the data source(s) 2. Present individual stock summary statistics, industry and country information in Table 1 and present individual optimal portfolio information using Table 2 3. Compare the risk-return performance between the following pairs as in Table 3 Table 2 Individual portfolio structure and performance Table 3 Compare the risk-return performance between the following pairs n strategy1ivs. ii(hint: No diversification or only diversify cross in countries?)3ivs. iv(hint: No diversification or diversi countries?)5ii vs.iv(hint: Only diversify cross industries or Di versifycross both?)Overallconclusiononthemostoptimalstrategy?
Math 3MB3 Final Project - Topic Descriptions Each project includes a description of a base model and some possible extensions. Your group will need to first fill in the details of the base model and analyze it, then choose ONE of the suggested extensions and modify your model from base model to explore that extension. Unless otherwise specified, you may construct either a discrete or continuous model. Project 1: Carbon Cycle Carbon is a key element in terrestrial ecosystems. It enters the soil when plants die, or shed leaves and branches (called “litterfall”, https://en.wikipedia.org/wiki/Plant lit ter); it leaves the system by being turned into carbon dioxide by bacterial metabolism or other chemical processes. In recent history, human industrial activity has begun to interfere substantially with the biological carbon cycle in various ways, leading to potential climate change (https://en.wikipedia.org/wiki/Climate change). In this project, you will model carbon cycling (https://en.wikipedia.org/wiki/Carbon cycle) from the atmosphere and back through various components of an ecosystem (e.g., plants, litterfall, humus [https://en.wikipedia.org/wiki/Humus]) and examine the efects of human activity on this cycle. Base model Start simply by tracking carbon levels in the litter on a forest floor alone (litter being naturally-occurring debris like leaves, branches, and deadfalls, that decay over time, not human-made trash). Let ct be the density of carbon in the litter at time t in months (measured in grams of carbon per square metre, or gC/m2 ). Assume carbon enters the litter through litterfall continuously at a constant monthly rate, z, and leaves at a rate proportional to the amount of litter currently in the system via humification (the conversion of litter into humus). Set up a simple discrete-time model for this scenario and analyze it. Now account for atmospheric carbon by assuming that humus and litter both respirate carbon dioxide in to the atmosphere at rates proportion to the amount of each substance in the system, and that atmospheric carbon gets converted back into litter via plant growth, which produce litter at some rate proportional to the number of trees. Set up a model for this scenario. You may find it easiest to set up one state variable for the density of carbon in each component of this system: litter, humus, atmosphere, and plants. Finally, add some human activity to the model, and explore the repercussions. For instance, what if humans were to plant trees each year to draw out more atmospheric carbon? What if humans were to cut trees down to use this natural resource to produce goods? How might this afect model predictions? Possible extensions Expanded ecosystem Model more components of the carbon cycle: plants (subdivided into leaves, branches, stems, and roots), litter, humus, and stable humus charcoal, denoted by x1 , x2 , ...x7 , respectively. Atmospheric carbon ows into plants via photosynthesis. Leaves, branches, and stems in- crease the carbon in litter, which then increases the carbon in the humus via humification. Roots increase the carbon directly in the humus (not via litterfall). Humus increases the carbon in the stable humus charcoal via carbonization. Litter, humus, and stable humus charcoal all increase carbon in the atmosphere via respiration. As a simplification, assume that the atmosphere has a constant carbon content (un- changed either by giving carbon to plants or by absorbing carbon from the litter, humus, or stable humus charcoal), since it contains so much more carbon compared to the other components of the system. You can therefore imagine that the atmosphere is outside of the system and only model the other components. The atmosphere simply introduces a con- stant rate of carbon, z, into the system, and proportions p1 , ..., p4 indicate how much of this constant influx of carbon gets allocated to leaves, branches, stems, and roots, respectively. Parameters kij give the rate of carbon flow from xi to xj . Any carbon going back into the atmosphere can be thought of as simply leaving the system, which occurs at rate ki0 for carbon flowing from xi to the atmosphere. A compartmental diagram of this model is as follows: Model parameters for various ecosystems can be taken from the following table, which comes from ”A Simulation Study for the Global Carbon Cycle, Including Man’s Impact on the Biosphere” by Goudriaan and Ketner: (The unit Gt is Gigatonnes, or a billion tonnes, where 1 tonne (metric ton) = 1000 kg = 1 Mg.) Note that the “leaving litter” flow does not distinguish between carbon leaving litter by humification or respiration. The humification factor h gives the proportion of the “leaving litter” flow that goes into the humus, which leaves 1-hof the flow togo into the atmosphere via respiration. Similarly, the “leaving humus” flow must be divided into the proportion that goes into the stable humus charcoal via carbonization, c, and the proportion that goes into the atmosphere, 1 - c. You could consider one or several ecosystems based on the parameters in the above table, and compare the predicted carbon-cycling behaviour between ecosystems. Seasonal parameters Many parts of the world experience seasonal climate variation, which afects the growth and decay of plants. Consider some seasonal variation in plant-related flows (e.g. by assuming that some or all of per-capita plant-related flow rates are not constant but vary sinusoidally with a period of a year). How does this change your model predictions? Project 2: Drugs in the Body The way in which drugs are administered to individuals and then metabolized by the body is of great concern in pharmacology and medicine: drug dosage over time must be high enough for some period to have a medicinal efect on the patient, but not so high that they may overdose. There are various drug delivery methods available to those designing patient therapies. Metabolic pathways also vary depending on drug administration and type. In this project, you will compare the efects of various drug delivery methods and metabolic pathways on a patient’s dosage over time. Base model The rate at which the body processes drugs depends on two factors: the rate at which the drug is administered and the drug processing rate. Let A(t) be the amount of a drug in the body (in milligrams) at time t. Then we can denote the dosing rate D(t), which is independent of the current amount of drug in the body A(t), and the processing rate P (A), which does depend on A. Then the model for A(t) can be cast as an “inflow minus outflow” relationship: As a first pass, assume that a total of Dtot mg of the drug is given intravenously at a constant rate of r mg/hour for the first h hours, at which point drug administration ceases: We also assume that drug processing occurs linearly, proportionate to the amount of drug currently in the system: P (A) = cA, where c is the clearance rate. Note that, while D(t) is piecewise, you can split the domain into t ∈ [0, h] and t ∈ (h, ∞), and then study what is happening in each piece of the domain to get a sense of the overall dynamics. Assume the drug is given as a pill that is designed to dissolve slowly. As the pill dissolves, less and less of the medication is released. At any instant, the rate of release of the drug can be modelled by D(t) = Dmaxe-t/h. Calculate how much of the drug is released by the pill in the time interval [0, h]. Compare this dosage plan to the intravenous plans you previously explored. Possible extensions Logistic drug metabolism Assume that instead of P (A) = cA (exponential drug clearance), the drug is metabolized logistically, i.e., P (A) = cA(1 - A/K). Explain how one might interpret the new logistic parameter K in this context. How does this change the amount of drug in the bloodstream over time, compared to the intravenous treatment plans explored previously? Intermediate absorption compartment Consider a compartmental model where the drug needs to enter another compartment before becoming bio-available (e.g., it is injected in the blood but needs todifuse into organs before it can be used, or it is swallowed into the digestive system and needs to difuse into the blood stream). Model the amount of drug in each part of the body over time (blood, digestive system, organs—whichever apply in your context) as well as the difusion processes between these body parts. Make a variety of assumptions for the difusion mechanisms and explore how these afect model results. Project 3: Conservation and Wildlife Management It is important for ecosystems that the organisms within it remain in balance. If there are too few members of species X, it could go extinct, which may cause problems for other species that rely on X as a food source. In this case, humans may undertake conservation eforts to save species X . On the other hand, if species X is too abundant, it may deplete its main food source, which could pose a risk to other species that feed on the same organism. Here, humans may consider wildlife management strategies, like hunting, to keep species X from growing too abundant. In this project, you will model an organism’s population and the efects of various con- servation and wildlife management strategies on the that population. Base model Many species of wildcats are endangered, including the bobcat. To better understand bobcat population dynamics, we will construct an age-structured model for a bobcat population with 16 age classes. This model should include survival and reproduction, as in the rabbit model explored in lecture. Use the following parameters in your model: Note that, just as in lecture, we are only tracking bobcats that can give birth as a simplification, and these parameters reect that assumption. Draw a compartmental model diagram and use it to derive a general matrix model for this context (“general” meaning with symbols for parameter values) of the form(t+1) = M(t). Use the best and worst case parameters in the model to determine the long-term model behaviour under each scenario. What is the long-term growth rate and distribution of the population in each case? Note there are diferent combinations of best and worst case parameters. Now consider an intervention strategy where constant numbers of young bobcats (aged 0-2) are added to the population each year through breeding and conservation programs. How does this change your model predictions? Possible extensions Hunting Assume now that instead bobcats are overly abundant and the local conservation authority is worried that they will overly consume their prey and potentially endanger their prey species, and in longer term, bobcats themselves due to extinction of their prey. Model the scenario where fully matured adult bobcats (bobcats aged 3 and older) are now instead hunted bu humans at a constant rate each year. What does the model predict will happen in the long term? Suppose instead that the hunting rate is proportional to the current bobcat population. How much hunting can the bobcat population sustain before it too becomes endangered (i.e., its long-term growth rate predicts a decline)? Catastrophes In natural habitat of wild animals, catastrophes like wildfire or storms might happens in a regular basis and have a great impact to the population of species. Model the occurrence of sudden catastrophes to the bobcat population every n years. Assume catastrophes will not directly afect population size or survival rate of bobcats, instead they reduce the resources for bobcats, lower each age’s reproduction rate by some constant proportion p(which means the new reproduction rate is (1 - p) proportion of the original rate) just for that year. For simplicity, assume p is the same for all ages. Explore various parameter values for n and p and discuss the resilience of the population. Project 4: Ebola Transmission The way in which an infectious disease spreads in a human population depends on many factors, some of which are specific to the disease and population being studied. For instance, in the 2014 West African Ebola epidemic, some disease transmission occurred at funerals, as a result of contact between susceptible individuals and individuals who had recently died of Ebola. In this project, you will extend a simple disease model to account for transmission at funerals. You may also consider other extensions appropriate for modelling the 2014 West African Ebola epidemic. Base model We explored the SIR (susceptible/infected/recovered) model in lecture (we didn’t explicitly discuss the R compartment though). There are hundreds of variants of the SIR model dealing with various complexities of disease biology and human society. One variation is the SHERIF model http://www.sciencedirect.com/science/article/pii/S17554 36517300233, developed to analyze the recent West African Ebola outbreak, which adds Hospitalized, Exposed, and Funeral compartments to the SIR model (the order is chosen for pronounceability). Note that this paper discusses a continuous version of the model, instead of the discrete models we discussed in class. To make things simpler, consider the SIFR model, which includes transmission caused by contact occurring at funerals. A discrete version of this model can be encoded in the following system of equations. St+1 = St - βSt It - βFStFt (3a) It+1 = It + βSt It + βFStFt - γIt (3b) Ft+1 = Ft + γIt - σFt (3c) Rt+1 = Rt + σFt (3d) Explain what each term in the model equations denotes, and what the parameters rep- resent. Explore the long-term behaviour of this model. What does it predict for various parameter values? Add vital dynamics, i.e., births and deaths, to the model: St+1 gains a +μN - μSt term; the other compartments use a loss term with a per capita rate μ (e.g. -μIt for the It+1 compartment)) and explore the long-term behaviour of the model. (If necessary, you can drop the F compartment and analyze the SIR equations.) Possible extensions Controlling funeral spread Model public health interventions that reduce transmission at funerals by diverting some people from I directly to R without going through F. How does this change model predic- tions? Add exposed and hospitalized individuals Add the E and H terms to produce a discrete version of the full SHERIF model. Compare this model’s results to that of the SIFR model analyzed previously (with and without vital dynamics). Project 5: Population predictions In order to plan for the future, governments often use projections of population size to project demands on social services. Various factors afect population size: births, deaths, immigration and emigration. In this project, you will build a demographic model to project Ontario’s population growth or decay in the future, based on population models of California, US. Base model The base model for this project will focus on population changes in California compared to the rest of the United States. You will then extend this to do something similar for Ontario’s population compared to the rest of Canada, and compare between Ontario and California. Let (t) denote the populations of California and the US excluding California at time t, respectively (so the first component is California’s population and the second is the rest of the US). The following table gives population values in 1955 and 1960, along with births, deaths, and net migrations (immigration - emigration) between these two regions: Note that these population counts are in units of 1,000 people. Use this information to calculate the per-capita rates associated with each process by filling in the following table: Two rates have already been computed for you so that you can verify your calculations are sound. Set up a matrix model of the form. (t + 1) = (I + B - D + M)(t),where the matrices B, D, M are birth, death, and net migration matrices, respectively (which should all be diagonal), and I is the identity matrix. Explain why I is needed here. Using the 1955 data and the rates you computed, verify that your model accurately pre- dicts the 1960 population. Simulate the model to 2020 and verify your predictions against the https://www.census.gov/data.html. How close were you predictions to the ac- tual outcomes? What may have caused discrepancies between you projection and the true outcomes? What does your model predict in the long run for the population distribution between California and the rest of the US (as t → +∞)? You may find it easier to perform. this analysis if you define a general ”growth” matrix G = I + B - D + M. What is the long-term rate of growth of the population of California? What proportion of US residents will live in California in the long run, according to your model? Now work with immigration and emigration separately (instead of looking at net migra- tion). Migration between the two regions is summarized in the following table: Ignoring births and deaths, construct a matrix model of transitions between regions with the form. (t + 1) = T(t). Again, simulate the model to 2020 and compare it with US census estimates. Discuss any discrepancies. Determine the long-term behaviour of the model, including the long-run growth rate of California’s population, as well as the population distribution within the US. How do these results compare to the earlier model with births, deaths, and net migration? Possible extensions Comparing to Ontario and Canada Apply your model to Ontario and the rest of Canada. Look for realistic parameter values using census data from Statistics Canada https://www12.statcan.gc.ca/census-recen sement/index-eng.cfm. Use your model to make projections for the population past 2022. How do your estimates compare with those from Statistics Canada https://www150.statc an.gc.ca/n1/en/catalogue/91-520-X? Explore their projection methodology to explain any diferences between your projections and theirs.
SOSC1000. Research Essay Objective: Demonstrate your ability to think like a social scientist by using key concepts discussed within the foundations section of the course to support your research and analysis of a topic chosen by you. Topic: Open. Select a social issue or concern that interests you (as your essay topic). Procedure: Select a topic that is particularly compelling to you. You should be able to assert a position on your topic (your statement on a social issue, problem or concern) prior to conducting further research. As you determine your topic, consider the following: - Why this topic or social issue is important to you? - Why do you think it needs to be urgently addressed? Once you have established a focussed starting position, consider which concepts, introduced in foundations section of the course (i.e. assigned readings and lecture material Sept.10-Oct.8) would be most helpful to investigate your topic, develop your thinking, and formulate an argument to support the critical framework of your essay. Due in stages. Cumulative. (Worth 40% of course grade. See course outline for due dates.) 3% Essay topicselection & Proposal [Pre-Research] 15 % Detailed Annotated Research Bibliography & Outline 5 % Working thesis, introduction, argument [Essay Draft] 7% Poster Design. Discussion and Peer Critique (in tutorial) 10 % Final essay and 1 page report on the process. There are five steps, or stages to this essay assignment: 1. Topicselection & Proposal [Pre-research] ** October 8 by 5pm - Examine assignment objectives, identify a topic of interest, and tentative/preliminary thesis. 2. Detailed Annotated Research Bibliography [Research] November 19 by 5pm - Produce a refined list of sources, cite in APA style, specify use, contribution to essay, criteria for selection 3. Working thesis, Introduction, Main argument [Essay Draft] January 28 by 5pm - Deliver a developed working thesis, and introduction with argument clearly set out. 4. Poster Design, Discussion and Peer Critique (in tutorial) Week of February 25 in tutorial - 11 x 17 poster to showcase your learning. Explain, discuss, and collaborate to improve. 5. Final essay [Completed Essay] March 18 by 5pm - Presents the research essay in its final form, along with a 1-page report reflecting on the process. Working through these stages will help you learn the complex and demanding process of conducting academic research that is required to produce a university-level essay with an informed point ofview. • Be sure to read and follow all instructions carefully. • Submit each completed stage to the corresponding dropbox on the course eClass. • Drop boxes will open one week in advance of the assignment due date to avoid confusion, and encourage students to await feedback before proceeding to next stage of the assignment. Unless otherwise advised, use standard font and spacing (12pt font, double-spaced). APA citation style. SOSC1000. Research Essay. Stage 1: Pre-Research TOPICSELECTION & PROPOSAL Worth 3%, Due October 8 by 5pm 1. In your own words, explain the research essay assignment. (50-100 words) Take time to read the description of the assignment [see previous page], and give it careful consideration. What are you required to do, or include? Why? Demonstrate that you understand the aim or purpose of this research essay as a whole [by consulting the information provided on previous page]. 2. Do an initial organizational outline based on the assignment description/requirements (1 page) Identify 2-3 potential topics (social issues or concerns) to investigate. Consider which social science concepts, theories or methods we have discussed in weeks 1-5 that might best facilitate this investigation. Work through, and consider,a few potential options or applications. 3. Provide asuccinct summary of your selected topic and approach (1-2 sentences) What topic, or issue will you explore? How will social science research be helpful to you? Why? Have a clear understanding of how, and which social science concepts will be particularly effective or relevant for your chosen topic. No ‘research’ is permitted for this statement of your initial position. - This statement represents a tentative thesis which will evolve as you research your topic and move toward the development of an ‘informed point of view’, which is also called an ‘argument’ . An informed point of view moves beyond opinion and is built on thoughtful and thorough investigation that takes account of the research and analysis done by scholars and experts. This exercise will prepare you to read your library resources more effectively. Analysis of scholarly texts depends upon a full awareness of prior opinions which often shape how weread research. Grading criteria for Stage One: Tutorial leaders will be looking to see that you have demonstrated thoughtfulness re: identifying a social issue (topic) and carefully considered how, and which of the social science concepts or considerations discussed in the course thus far, you will incorporate into your research. Grade determination (allocation): 1 mark for accurate and effective explanation of research paper assignment (#1) 1 marks allocated for organizational outline (#2) 1 marks allocated for topic and approach (#3) → All components must be addressed to satisfy grade requirements. Partial marks maybe applied. ***Please indicate the number of each component to ensure it is recognized, and a grade is applied. SOSC1000. Research Essay. Stage 2: Research & Process Annotated Bibliography and Outline Worth 15%, Due November 19 by 5pm For the research stage of the essay, students will develop a bibliography (read, annotate, and evaluate sources that will be used), re-examine and update their thesis and prepare an essay outline. Submit: 1. A bibliography of 4-7 sources that you will use to write your essay - Identify the course material you will use from weeks 1-5, and at least 3 sources beyond the course. - The 3 sources you select must be from academic or scholarly sources (i.e. ‘peer reviewed’ journals or books that have been published by a university press). Remember: The purpose of essay writing at the university level is to demonstrate that you can conduct academic research and engage in academically informed discussion of your chosen topic. Make this a priority. - Identify each source separately using proper referencing in APA format. 2. Annotations on 3 sources. Do not annotate the course material you will using. - Annotations should be 2-3 paragraphs (300 words max) for each source. - An annotation highlights key points and summarizes the arguments made in the text. You will need to demonstrate that you have been thoughtful about your choice of material and can use your own words to explain the key points or arguments that have been presented. - For each source that you annotate, you will also be expected to answer the following questions: o Why have you chosen this source? What criteria did you use for selection? o How will this source challenge or inform. your position? o Be specific about why/what makes this material relevant to the development of your thesis. - It is important to take a range of perspectives into consideration as you formulate your argument. Do not rely too heavily on the same type of sources. This suggests limited/poor research. 3. Re-examine and update your thesis. - Re-read the statement of your initial position, or tentative thesis from Stage 1. - Do you want to adjust your statement, now that you have conducted some research on the topic? o Yes? Explain why and in what ways. Be specific and concrete. o No? Consider why that might be. Have you been able to identify opposing views? - For an essay to be strong, it needs to be able to account for opposing views. 4. Research Outline - Develop a research outline based on the themes, concepts and arguments that have emerged from your research. Indicate how you will explain and defend your thesis. - Identify the major themes and sections of your essay. Include notes indicating the arguments and sources you will use in each section. Your outline can be in point form, but it must be presented in a manner that is clear and easy to understand. - This outline will provide the foundation to write your first draft of the paper. Your tutorial leader will provide you with feedback so that you are able to proceed to the next stage with confidence. Distribution of grade: #1. Bibliography (4 marks max.). Appropriate sources, relevant, credible, citation method is correct #2 Annotations (6 marks max.) Accurate and effective demonstration of knowledge #3 Thesis (2 marks max.) Thoughtful response to questions. Thesis updated accordingly #4 Outline (3 marks max.) Plan is clearly identified. Logical order is established. ****All sections must be numbered to ensure grades are not missed. SOSC100. Research Essay. Stage 3 Working thesis, introduction and argument. Worth 5%, Due January 28 by 5pm For stage three, students are expected to deliver a developed working thesis, and introduction that sets out a clear argument for their essay. Please submit the following: 1. Working thesis in developed form. [1-2 sentences] Review your first draft and working thesis and ask yourself: - DoI answer the question asked of the assignment? o Rephrase the assignment objective on page 1 of the assignment document and consider it phrased as a question (i.e. How can course material from week 1-5 help me understand X)? - Have I taken a position that others might challenge or oppose? o If you simply state facts, or provide information, you are likely only presenting a summary. You need to do something with the information. Find your way into make an argument. - Is my thesis statement focused and specific enough? o A strong thesis provides a clear sense of direction, establishes a sense of priority and parameters for discussion. If your thesis contains qualitative words like ‘good’, or ‘important’ push yourself to be more specific – why is it good or important? Be clear. - Does my thesis pass the “So what?” test? o If a reader’s first response is likely to be “So what?” then you need to clarify - forge a relationship and connect to a larger issue. Why is this important? What are the implications that you want the reader to appreciate? - Does my essay support my thesis specifically and without wandering? o If your thesis does not seem togo with the body of your essay, one of them has to change. - Does my thesis pass the “how and why?” test? o If a reader’s first response is “how?” or “why?” your thesis maybe too open-ended and lack guidance for the reader. See what you can add to give the reader a better take on your position right from the beginning. 2. Introduction + 3 pages (minimum) of essay beyond that. - Your introduction should put your essay into context, establishing a strong foundation, and providing a clear sense of direction and priorities for your essay. Be sure to explain the key terms you will be using (and how you will be using them). The aim is to provide a road map that indicateshow your essay will answer the assignment objectives and confirm your position. 3. Provide an assessment of the work completed and work ahead [50-100 words] - At what stage of ‘readiness’ is your draft at this point? How did you get here? - What do you have left to do? Where do you most need another set of eyes? - What kind of feedback is going to be most helpful for you at this point? Distribution of grade: #1. Thesis (2 marks) Answers objectives (applies mat’l); Focused & developed re: position, purpose, significance #2. Introduction (2 marks) Locates paper viz. important connections, response to assignment objectives, map #3. Self-Assessment of work completed and remaining (1 mark) Adequate prep, manageable plan for completion ****All sections must be numbered. Sections not labelled, or completed will receive an automatic zero. SOSC100. Research Essay. Stage 4 Poster Design, Discussion and Peer Critique (in tutorial) Worth 7% of final grade, due week of February 25th For stage four of the research essay, students will be required to design an 11X17 poster to showcase their learning on their topic. Students will submit their poster, along with a 1 page explanation to the assignment dropbox. Tutorial time will be dedicated to student discussion of the posters, providing students with an opportunity to collaborate and improve on their work in progress. A precise grade breakdown for stage 4 will be provided in the first week of February with the aim of taking preparation for stage 3 into consideration, to provide students with detailed guidelines for stage 4 that will be particularly instructive as they proceed with work on the final stages of their essays. SOSC100. Research Essay. Stage 5 Final Essay Worth 10% of final grade, March 18 by 5pm The final essay brings together the work you have done in the previous stages. Your essay should include an introduction, main body and conclusion, with your position/thesis supported throughout. Be sure to incorporate relevant material from the sources you have read. Include reference to at least four academic sources that you have read (in addition to the relevant course material). Cite all the sources used. Plagiarism and academic dishonesty are serious offences. The punishment can be severe, make sure you are aware of the consequences! Review: - SPARK resources and definitions re: ‘Plagiarism’ and ‘Academic Integrity’ - York U. policies & disciplinary actionre: Academic Honesty Format: Essay (introduction, main body that develops the argument and conclusion) Length: 2000- 3000words/8-12 pages (eg. 150-200wd Intro, 1600-2200wd Body, 150-250wd.Conc.) Font size and spacing: 12pt font, double spaced with standard margins Title page: Not required Citations: APA style. Sources: 5-10 credible, current relevant [See: Purdue page on ‘ Evaluating Sources: General Guidelines’] Reminders: 1. Your introduction ought to present your informed point of view on the topic, or issue to be explored in the essay. Provide the reader with the necessary information to understand your paper (i.e. identify important connections, explain key terms, etc.), and indicate the order in which your paper will proceed. This will help the reader know what to expect. Tip: The introduction is where you set the tone and parameters of your paper. Don’t waste the opportunity to make a good first impression! Communicate clearly, and precisely so that your reader knows what to expect, and why they should keep reading. 2. This is an analytical paper, not a descriptive one (i.e. not just arestatement of information found as part of your research). Use your sources and the information that you found in service of developing and defending your informed point of view. Ask yourself: how has this challenged, or helped me develop my point of view? Be sure that you can account for the material that you have included. Avoid including material arbitrarily (i.e. random references, or quotes that are not explained or discussed in relation to the point of view you are putting forward in your paper). This will only create confusion and open your essay to greater scrutiny. 3. Be sure that you are always clear and precise. The reader should never be confused about what you mean, where you are getting information from, or how things connect. It is your job to ensure you are communicating effectively. Take time to review and edit carefully. Submit: - Your final essay, including a complete bibliography. A title page is not required. - A completed and signed copy of theAcademic Integrity checklist Grade distribution and criteria: 10 marks 1/10. Introduction - Establishes context, sets clear parameters (material, purpose, position, direction) 1/10. Research - Consulted credible sources; Demonstrates knowledge/awareness of topic and issues 4/10. Course material - Thoughtful, precise application; Supports analysis, sustains discussion 4/10. Composition – Easy to follow; Points are logically connected; Correct grammar spelling, punctuation; Sources are cited.
Assignment #3 CSCI 201 Fall 2024 8% of course grade Title WeatherConditions Topics Covered Java Classes HTML CSS MySQL Java Servlets Databases JavaScript AJAX JDBC Overview Assignment 3 follows the ideas of the previous Assignment 1, Weather Conditions. This assignment focuses both on web front-end and on database backend portion of your website, and you will need to use MySQL, Google Maps API, and OpenWeatherMap API. OpenWeatherMap API & Google Maps API Instead of reading in data through a hard-coded JSON file, you will use the Open WeatherMap API to retrieve weather data. In other words, the weather data should now be pulled from this API as a JSON data stream, and you will not have to read in data from a JSON file. You can learn more about the API here: https://openweathermap.org/api. You can learn more about the retrieved data at this site: https://openweathermap.org/current. The data will be returned in JSON format. You will use the Google Maps API to generate a map overview when searching by latitude and longitude. You can learn more about the API here: https://developers.google.com/maps/documentation/javascript/tutorial You will need this to create the overlay displayed in Figure 3. You will have to generate API keys for both sites, so make sure you do this early. Validation can take up to a few hours, so do not start this assignment on the last day. Parsing JSON The data from the APIs is going to be returned as a JavaScript. Object Notation (JSON) file. JSON is a lightweight data-interchange format. In other words, it is a syntax that allows for easy storage and organization of data. It is commonly used to exchange information between client and server, and it is popular because of its language independence and human readability. JSON is built upon two basic data structures that you should already be familiar with: dictionaries (maps) and ordered lists. An object in JSON is represented by an unordered set of name/value pairs (i.e. dictionary). Objects are contained by braces, { }, inside of which will list the object’s attributes (with the syntax name : value), using a comma as the separator. As in Assignment #1, your will use GSON to deserialize JSON. GSON is known for its ease and flexibility of converting Java objects into JSON objects (and vice versa), and it is simple and straightforward to use. See Assignment #1 for the steps needed to include the GSON JAR file into your project. MySQL In this assignment, you will also track user data. You should construct a simple MySQL database that stores usernames, passwords, search queries for each user, and a timestamp of when the search occurred. You will need to display this data on the Profile Page for each user when logged in (see Figure 10). Images All images needed for this assignment are included in a ZIP file provided in the assignment folder on D2L Brightspace. Figure 1 Home Page (City) Figure 2 Home Page (Lat/Long) Figure 3 Home Page (Google Maps overlay) Home Page At the top right corner of the Home Page, there are two menu items: “Login” and “Register. (Figure 1). Clicking the “Login” menu will direct the user to the login page (see Figure 4). Clicking the “Register” menu will direct the user to the Registration / Sign up page (see Figure 5). If the user clicks the “Location” radio button, the page will add a Google Maps icon to the right of the search bar (see Figure 2). The user can click on that icon, which will create a Google CSCI 201 Assignment 3 Maps overlay for the page (see Figure 3). You can do this by creating three new tags: one for the map with a percentage sizing in the center of the viewport, another for the background, and one more to contain the other two. Clicking on the map should make the map disappear, returning the user to Figure 2, and auto-populate the “latitude” and “longitude” fields with the chosen latitude and longitude. Note: The “Display All” button should be removed. Figure 4 Login Page Login Page Once the user arrives to this page, the user can login with a pre-existing account. There are three different scenarios to account for: ● Wrong username: This user does not exist. ● Correct username, wrong password: Incorrect password. ● Correct username, correct password: Successful login! Once the user enters the correct username/password information, the program will redirect the user back to the home page (see Figure 6). Otherwise, the program will keep the user on the login page and display the error message between the password field and the “Login” button. Figure 5 Register Page Registration Page When the user clicks the “Register” menu, he will be directed to the Registration page. The user can sign up for a new account on this page. There are three different scenarios to account for: ● Username already taken: This username is already taken. ● Passwords do not match: The passwords do not match. ● Username is unique, and passwords match: Successfully create a new account! Once the user enters the correct username/password information, the program will redirect the user back to the home page (see Figure 6). The user is automatically logged into this new account. If the entered information is not valid, the program should leave the user on the Registration page and should display an error message between the “Confirm Password” field and the “Register” button. Figure 6 Home Page (after logging in) Home Page (After Login) Upon successfully logging into an account or successfully creating a new account, the “Login” and “Register” menus should be replaced with “Profile” and “Sign Out”, respectively. Clicking on the “Profile” button redirects the user to the Profile page (see Figure 10). Clicking “Sign Out” will log out the user and redirect him to the home page (see Figure 1). If the user performs a search while logged in, you should add this data into a MySQL table. If a search is completed while not logged in, no data is stored in the database. Make sure to add the timestamp of the transaction to the database. This process should be repeated whenever a search is completed from any page of the site. Figure 7a Search Results Search Results The Search Results should be displayed under the Search area, as a table displaying the city name, low and high temperatures for all results, and dropdown to select the type of sorting, as shown in Figure 7a. The Search Results can be implemented with a section. Selecting from the Sort by dropdown should re-arrange the list as shown in Figure 7b. Figure 7b Sort Options The Search area (edit boxes, radio buttons, etc.) is still active and its functionality remains the same as before. If more than one city matches the search query (i.e. “Springfield” or “Washington”), the OpenWeatherMapAPI will return data for all cities with the same name. You should use the table to display data for all matching cities. Figure 8 Details (values definitions) Figure 9 Details Details When clicking on a city name in a row of the Search Results, the Details for that city will replace the Search Results (The section is updated) as shown in Figure 8 and Figure 9. Figure 10 Profile Page Profile Page When the user clicks on “Profile” menu, the user should be directed to a new Profile page. This page will display the user’s search history. When the user is in the Profile page, the menu on top should still read “Home” and “Sign Out”. Using the browser back button should allow the user to go back to searching on the homepage. The search history table heading should display the actual username of the currently logged-in user, as shown in Figure 10. The search history list should display all the searches made by the user, either by city or by latitude / longitude. The searches are ordered from newest (at the top) to oldest (at the bottom). Clicking on a city name or lat/long location, should display the Details for that location, under the search history, again using a section. Grading Criteria The output must match as close as possible to the screenshots provided above. The maximum number of points earned is 6. User Login Functionality (0.9) 0.2 - Login and Register links are on the Home page and Register page if a user is not logged in 0.1 - Profile and Sign Out links are on the Home page, if a user is logged in 0.1 - Profile and Sign Out links are on the Profile page, if a user is logged in 0.1 - Login page looks like the screenshot 0.1 - Register page looks like the screenshot 0.1 - Profile page looks like the screenshot 0.1 - Error messages displayed properly on the Login page 0.1 - Error messages displayed properly on the Register page Home Page (0.8) 0.1 - When latitude/longitude radio button is clicked, the Google Maps icon is displayed 0.3 - Clicking the Google Maps icon displays the Google Map in the center of the page 0.4 - Clicking on the Google Map makes the map disappear and populates the latitude/longitude text fields properly Search Results (1.6%) 0.5 - Searching by city returns proper results 0.5 - Searching by latitude/longitude returns proper results 0.3 - Sorting functionality works properly 0.1 - Clicking on city name (and not on temperatures) show to city details 0.1 - If no city matches search, the table and drop-down menu are not shown, but an appropriate message is displayed. 0.1 - If only one city matches the search, Sort by drop-down menu is not shown. Details (1.5) 1.5 - Details area shows proper live data Top Search Bar (0.1) 0.1 - When latitude/longitude radio button is clicked, the Google Maps icon is displayed Profile Page (0.6) 0.1 - Profile page shows all the searches performed by a user 0.1 - Clicking browser back button in Profile page, brings back the home page 0.1 - Profile page shows user’s name 0.2 - Results are sorted from newest to oldest 0.1 - Profile page looks like the screenshot
Assessment Brief 2024/2025 Assignment Information Course Code ACCFIN5219_2A Course Title Corporate Finance and Valuation Weighting 25% Question release date Monday 14th October 2024 Submission date: Wednesday 27th November 2024 Grades and Feedback to be released on: Wednesday 18th December 2024 Word limit 2500 (+/- 10%) Refer toword limit policy Action to be taken if word limit is exceeded One grade point deduction for every +/-100 words 1. QUESTION/ DESCRIPTION OF ACTIVITY This is an individual assignment where you are required to produce a short research paper. You must download firm-level data of non-financial companies (excluding utility companies) for any country for the period of 2018-2022. Specifically, you will need to download data for the following variables: debt ratio, total assets, industry classification, profitability ratio, and tangibility ratio*. The tasks for this assignment areas follows: • Provide descriptive statistics of your data and critically discuss the main findings. • Identify one interesting factor from the capital structure literature (other than firm size, tangibility, profitability, and industry classification) that has been shown to impact capital structure decisions. This factor may be at the firm level or the country level. • Critically discuss the relevance of this chosen variable for capital structure decisions. • Conduct a regression analysis to examine the relationship between your variable of interest and capital structure, controlling for size, tangibility, profitability, industry classification, and year effects. • Critically discuss the findings of your analysis, drawing on previous studies to explain your results. *Ensure you apply trimming or winsorisation to your data if required. This assignment addresses the following Intended Learning Outcomes (ILOs) of the course: o ILO 1: Critically evaluate the role of finance and the financial manager in organizations. o ILO 2: Assess the interaction between organizations, investors, and financial markets. o ILO 5: Appraise various sources of financing available to corporations and analyse capital structure theories and their implications in both perfect and imperfect markets. o ILO 7: Synthesize major theoretical and empirical literature incorporate finance and produce acomprehensive academic paper on a relevant topic. By doing this assignment well, you will: • Develop Analytical Skills: By handling firm-level data and performing statistical analyses, you will enhance your data analysis and interpretation skills, which are vital for financial research. • Enhance Critical Thinking: Through reviewing literature and critically discussing findings, you will strengthen your ability to evaluate various capital structure factors and their implications. • Practical Application of Theory: The assignment provides an opportunity to apply theoretical concepts to real-world data, bridging the gap between academic knowledge and practical finance issues. • Strengthen Research Competencies: This task will help refine your research skills by requiring you to produce a structured and well-reasoned academic paper,a critical skill in both academic and professional settings.
AcF211 Coursework Michaelmas Term 2024 There is one piece of coursework for this course worth 25% of the marks for this module: You are required to produce a written report that addresses two questions about information and accounting information systems. The questions are set out in detail below. The written report has a word limit of 1200 words, excluding references, and should be submitted electronically through the Moodle portal using 12 point Arial font. You do not need to provide an introduction or conclusion for your report , but it should be written in good English using appropriate paragraphs and grammar. Bullet points are not acceptable for this assignment. Specifically, you are required to; o Identify what you think are the two most important characteristics of useful information for a shareholder of a manufacturing company and justify your choices. You should describe in your own words each of the two characteristics you have chosen and then explain clearly why you have chosen these characteristics as being ‘most important’ . To answer this question it will be essential for you to define what you think is meant by ‘most important’ . As this task requires you to use your own judgement there are no ‘model answers’ . Instead, your work will be assessed on the quality of your arguments and the clarity of your explanations. This question is worth 10 marks. o Discuss a real-life example of how an accounting information system has added value to an organisation. The example can be an electronic or manual system and can be from any organisation in the world relating to the last five years. You should describe the example in enough detail for the reader to understand how the system operated. You should demonstrate that you have understood exactly how the system added value to the organisation and the form. that this value took. You should ensure that you include the relevant references to the sources of your information, using the Harvard referencing style. This question is worth 15 marks. There will be a short video on Moodle to provide support and guidance for this assignment. There will also be a Moodle forum for you to ask questions relating to this assessment and lecturers/tutors will not discuss the assessment criteria outside of this forum. The forum is principally for queries relating to clarifications and questions such as ‘Is this right?’ will not be answered for obvious reasons! The hand-in date for the assignment is the end of week 7 (ie; 22nd November 2024) at 12noon UK time. No extensions will be granted except for evidenced medical emergencies and late submission penalties will be applied to work submitted after the deadline. Note: the Department reserves the right to adjust coursework marks after coursework has been returned to students to ensure that the coursework marks have an appropriate distribution. Plagiarism detection software will be used to identify similarities between student work and appropriate marking penalties may be applied to any work which is copied between students. In the case of plagiarism being detected further disciplinary action may be taken in accordance with the University’s regulations. Students will be marked on the basis of work which is their own original material. Students may use generative AI to assist them in the production of material but this must be fully documented so that the marker can evaluate the extent to which the finished assignment is the student’s work. Credit may be given for the appropriate use of AI where relevant prompts are generated by students but this will only be the case where the prompts and outcomes are fully documented. For this purpose all students must complete an AI Appendix for their assignment as shown below. Any unreported use of AI will constitute an academic offence and may be subject to disciplinary action. If you have not used AI as part of your work then you must produce an AI Appendix that states this. AI Appendix Tool Purpose Prompt Outcomes for this assignment What AI What was your What prompt(s) did What did the AI produce that software did objective when you use to generate you included in the you use? using this software? AI material? assignment? Example 1; Chat GPT Example 1; Creating a literature review plan Example 1; ‘List some key topics for a literature review of accountability.’ Example 1; Some of the sub-headings for topics covered in section 2 of the report Example 2; Example 2; Example 2; Example 2; Quillbot Revising text throughout the report My original draft report Text throughout the assignment
CE335 ASSIGNMENT 2023-2024 (20% of the total module marks) Analysing Object Recognition and Attention Impairments in Alcoholics Using Visual Evoked Potential Signals Please read the following rules before you start: 1. You should use only MATLAB for the code. 2. Use the following file name format: firstname_lastname.m. 3. There is no need of submitting the data files. 4. Give instructions to run or compile your code at the top of your .m file in comment form, such as where the data files should be put and how to set parameters, etc. 5. If your code doesn't run or compile after I follow your instructions, your work will be marked based on inspection of the program and you may get less than the full marks (perhaps none). Thus, it is your job to make the instructions/comments clear and complete. 6. You need to include results, such as figures, from running your program with different settings, explanations of the results, and discussion and suggestion on identifying most useful channels in your report. High-level problem description and objectives It is well known that excessive alcohol consumption affects certain mental activities and thus actions. This assignment is to analyse the visual evoked potential (VEP) signals recorded from alcoholics and non-alcoholics, so as to examine whether long term alcohol abuse has an effect on the speed and quality/strength of response in discrimination based mental tasks. Specifically, given hundreds of multi-channel VEP signal trials recorded from alcoholics and non-alcoholics respectively, you are asked to firstly calculate the amplitude and latency time of the P300 component (detailed explanation is given in the next section) in each trial and each channel, and then calculate and compare the average P300 amplitude and latency time of the alcoholics and those of the non-alcoholics. The VEP signals are noisy in general; therefore noise filtering is needed before the P300 peaks can be reliably detected and analysed. After completing the assignment successfully, you should be able to conclude that long-term alcohol abuse causes impairments in object recognition. Description of the experimental set-up used to record the VEPs (Background only) VEP data is recorded from 20 subjects (10 alcoholics and 10 non-alcoholics). Each subject completed 40 trials, therefore giving a total of 800 VEP signals. Measurements are taken for one second (the first second in each trial) from 64 electrodes placed on the subject’s scalp, which are sampled at 256 Hz. Therefore, a total of 256 data points are recorded from each electrode (channel) for each VEP signal. The VEP signals are recorded from subjects while being exposed to a single stimulus, which is a picture of an object chosen from the Snodgrass and Vanderwart picture set. These pictures are common black and white line drawings like kite, door, bolt, flag, etc. Figure 1 shows some of these pictures and Figure 2 illustrates the presentation of these pictures with the trial time structure specified. Figure 1: Some objects from Snodgrass and Vanderwart picture set Figure 2: Presentation of Snodgrass and Vanderwart picture stimulus The P300 (or P3) component is normally the third positive component within VEP, which normally occurs between 300 ms and 600 ms after the stimulus onset (e.g., the start of picture presentation). This component is evoked in a variety of decision-making tasks, and in particular when a stimulus is recognised. Description of the VEP data You can download data files needed for this assignment from Moodle, which contains 800 .mat files with VEP signals, ca800.txt file with 800 filenames, and channel1.txt file with channel names. In ca800.txt, the first 400 names are for .mat files with VEP signals from 10 alcoholics, i.e., 40 files from each alcoholic subject, and the next 400 names are for .mat files with VEP signals from 10 non- alcoholics (controls), i.e., 40 files from each non-alcoholic subject. Here is an example of the file naming: a370_000.dat: The “a” means that the file is from an alcoholic, while the 370 denotes that the subject is named “370” and the last “000” denotes the trial number. Similarly, for a control (non-alcoholic) subject, the file name will start with ‘c’ . The channel (i.e., electrode) list is in channel1.txt. Note that channels ‘X’, ‘Y’, and ‘nd’ are 3 reference channels which should be ignored in this assignment. To understand the data before you start programming, please load aXXX_XXX.mat file in Matlab, check the size of x, understand which dimension is for channel and which for time (samples). You may also plot a VEP signal from a specific channel. Contact the module supervisor well before the deadline should you encounter any difficulties in downloading the zip file. The tasks I. WRITE Mablab code to perform. the following tasks (be careful to follow the exact sequence of steps) and COMMENT your code properly: For each file/trial (i.e., each VEP signal) do the following. Repeat 800 times automatically to process ALL the files [Suggestion: use for loops with fgetl to read the filenames from ca800.txt]. 1. Load a VEP signal (size 64 x 256) from a .mat file. Make sure that the code can load the data into Matlab environment on any computer without needing to change a directory. [5 marks for automatically and correctly loading the 800 VEP signals] 2. Compute the VEP signal with reference to channel CZ, which is channel 16. That is, subtract channel CZ from each channel. After that, remove channel CZ and the three reference channels, which are X (channel 32), nd (channel 63) and Y (channel 64). From now on, you have 60 channels to process in each trial. [3 marks] 3. Set the mean of each channel to zero (i.e., remove the mean of the signal from each channel). [2 marks] 4. a. For the first run: Do nothing in this step. b. For the second run: Since P300 responses are band-limited to 8 Hz, filter the VEP signal using an appropriate minimum order Butterworth or Elliptic bandpass filter with passband from 2 Hz to 8 Hz and with stop frequencies at 0.5 Hz and 12 Hz. Set the minimum attenuation in the stopband to Rs=15 dB and passband ripple Rp=1 dB. You may use Matlab functions buttord and butter or ellipord and ellip to design the filter and filtfilt to implement the filter. [10 marks] c. For the third run: Do the same as in 4.b, but this time use an FIR filter instead of IIR filter. You may use Matlab functions kaiserord and fir1 to design the filter and conv to implement the filter. You can refer to the teaching materials for lecture 8 and lab 4. [10 marks] [Note: In each run, do either a, b, or c in this step] 5. Compute the P300 peak amplitude and the corresponding latency time for each channel. You should have one amplitude value and one latency value for each channel (you may use one matrix for amplitude and one for latency). The P300 peak can be identified as the largest positive peak (there could be several peaks) in the period of 300-600 ms (find the corresponding sample points) after the stimulus onset (the start of a trial). If there are no peaks in this time period, set the P300 peak amplitude and latency to zero. [8 marks] After the above loops, do the following: 1. Calculate the average P300 amplitude and latency time of the alcoholic subjects in each channel (i.e., from the first 400 files) and the average P300 amplitude and latency time of the non-alcoholic subjects in each channel (i.e., from the last 400 files). [3 marks] 2. Compare the average P300 amplitudes of alcoholic subjects and non-alcoholic subjects in all the 60 channels using plot. [2 marks] 3. Compare the average P300 latencies of alcoholic subjects and non-alcoholic subjects in all the 60 channels using plot. [2 marks] II. RUN your Matlab program 1. Run your program without using bandpass filter (step 4.a). Record/save the results/figures. 2. Run your program using step 4.b. Record/save the results (figures and the order of the filter used). 3. Run your program using step 4.c. Record/save the results (figures and the order of the filter used). III. WRITE a short report (in Word or PDF file) 1. Present the figures produced from the above 3 runs. Analyse and explain their differences and the possible reasons for the differences by using plotted figures. Compare the orders of the IIR and FIR filters using plotted figures and give reasons for the differences in the orders. Draw a conclusion (you should justify it) about whether long-term alcohol abuse causes impairments in object recognition and attention, based on the obtained experimental results. [30 marks] 2. Based on the obtained experimental results/figures. Suggest a possible method to identify the channels that are most useful to show the effects of long-term alcohol abuse on object recognition and attention impairments. No implementation is required. [10 marks] Code quality [15 marks] will be allocated to the quality of your code and commenting, including its effectiveness and efficiency.
DDES9015 Assessment 2 brief Title: Design Development and Entrepreneurial Business Framework Weighting: 50% Assessment type: Written Report Word count: 3000 Group work: No Submission details: Report submitted to Turnitin via Moodle by 5pm, Friday. Due: Week 11 Assessment summary: Assessment Task 02 asks students to develop their idea from Assessment Task 01 and compile a Report that communicates the development of their design solution, along with the design of a new entrepreneurial venture that could sustain the creation of value for your design solution. The report should communicate the following through both text and image: Design Solution: • A series of low-fi prototypes that respond to your hypothesis established in Assessment 01, including evidence of iterative cycles of feedback and evaluation. Entrepreneurial Business Framework for your proposed start-up business, that supports the value of your protyped'solution'. Define, align and include the following: • Values, Vision and Mission • A Lean Canvas for your proposed start-up business (including your unique differentiation and competitor analysis). • Business Model and Revenue Stream/s • Organisational Structure and Workplace Culture • Branding Strategy • Precedent examples of business ventures to support your decision-making processes. Notes on completing the assessment: Each of the above topics will be introduced and explored through the lectures and tutorials in Weeks 5 - 10. Please note - your report should validate your choices by providing comparative case studies of three or more existing examples of design entrepreneurship and theory. Assessment 2 should be completed by stepping through the weekly lecture content and accompanying studio activities. These activities should then be explored in more depth and elaborated on between studios, and then compiled as a final report for submission. Your submission should demonstrate professional and designed documentation in the form. of a report that includes both text and image to communicate your work. A high quality of layout, legibility, citation diligence and professional presentation are expected. Design is the art of clear and compelling communication. Engagement: It is critical that you attend all lectures and tutorial sessions on a weekly basis to ensure you receive feedback and engage deeply with the assessment tasks. Engagement in this course is also measured through your weekly posts to Padlet, demonstrating that you are tracking with the course content as we move through it. In addition to your studio time, it is expected that you commit a further 8-10 hours a week as a minimum to this course and the embedded assessments. Submission requirements: Please submit your Report to Turnitin (Moodle) as an optimized PDF file by 5pm Friday Week 11. Please ensure that your files are properly submitted and not left in draft form. Your PDF files must be under 40mb. Please submit via the Assessment Hub on Moodle. Please use the following naming protocol: zXXXXXXX _surname_firstname_sdes9203_task02_report.pdf Assessment criteria with marking rubric: CRITERIA FL PS CR DN HD Design Development of proposed solution through Rapid Prototyping (30%) Design development through Rapid Prototyping has not been engaged with/ or is significantly underdeveloped. Design development through Rapid Prototyping has been engaged with satisfactorily, however there is room for significant improvement. Design development through Rapid Prototyping has been engaged with to a good level resulting in well considered low-fi prototypes. Design development through Rapid Prototyping has been engaged with to a high level resulting in excellent low-fi prototypes. Design development through Rapid Prototyping has been engaged with to an outstanding level resulting in sophisticated low- fi prototypes. Development Little or no Some Development of Development of Development of of an development of development of an Entrepreneurial an Entrepreneurial an Entrepreneurial Entrepreneurial an Entrepreneurial an Entrepreneurial Business Business Business Business Business Business Framework has Framework has Framework has Framework Framework has Framework has been well been conceived been conceived (30%) been evidenced/ or work is been evidenced satisfactorily, conceived and and evidenced to and evidenced to CRITERIA FL PS CR DN HD significantly underdeveloped. however there is room for significant improvement. evidenced to a good standard. an excellent standard. a sophisticated standard. Synthesis, documentation and communication (30%) The report does not communicate a synthesised understanding of Design Thinking processes, along with problem finding and problem reframing techniques. Presentation is underdeveloped, unfinished and/or unclear. The report communicates a synthesised understanding of Design Thinking processes, along with problem finding and problem reframing techniques with room for improvement. Presentation is neat and generally clear. The report communicates a well synthesised understanding of Design Thinking processes, along with problem finding and problem reframing techniques. Presentation is considered, well- structured and visually resolved. The report communicates a skilfully synthesised understanding of Design Thinking processes, along with problem finding and problem reframing techniques. Presentation is highly considered, and visually compelling. The report communicates an expertly synthesised understanding of Design Thinking processes, along with problem finding and problem reframing techniques. Presentation is highly considered and is of an exemplary visual standard. Engagement with course materials, studio activities and weekly tasks (10%) Little or no engagement with the course materials, studio activities and weekly tasks has been evidenced. Some engagement with the course materials, studio activities and weekly tasks has been evidenced. Good engagement with the course materials, studio activities and weekly tasks has been evidenced. Excellent engagement with the course materials, studio activities and weekly tasks has been evidenced. Outstanding engagement with the course materials, studio activities and weekly tasks has been evidenced. Course learning outcomes addressed in this task: 1. Identify opportunities to develop design knowledge and apply skills in researching selected themes, tools, methods and aspects of entrepreneurship, innovation and creativity. 2. Critically analyse and discuss the influence that personal traits, environments and processes have on successfully developed, innovative ideas in relation to successful entrepreneurs. 3. Communicate their observations regarding opportunities to enhance entrepreneurship, innovation and creativity through the use of applied design strategies, in well-designed presentations.
DIPLOMA OF BUSINESS ACCOUNTING, BUSINESS AND SOCIETY BACC012 SEMESTER 3, 2024 Prerequisites: BACC011 ASSESSMENT TASK: ACCOUNTING FOR YOUR BUSINESS (AFYB) (WEIGHT 25%) TASK DESCRIPTION Students with their peer working in a pair work will create their own business and account for their business operations. Business ideas and accounting knowledge for a partnership business is the fundamental part of the assessment. In addition, students are required to use the set of technical skills including the use of accounting application MYOB to record for their business transactions and Excel spreadsheet to prepare for NCA’ s Depreciation Schedule. The successful completion of this task will demonstrate that students have a strong understanding of business concepts and accounting principles applied in real business context , as well as the ability to use the computer accounting system. LEARNING OUTCOMES SLO 1: Demonstrate the process of recording economic events in accounting information system SLO 3: Identify and address the practical issues in accounting for assets. ASSSSMENT BRIEF PART A – Introducing the business and the partners You are required to write a great story to introduce about your business and your business partner. ABOUT BUSINESS • Your business is assumed to be operating within a 3 month-period from 1/09/2024-31/12/2024 • What is the name of the business & where is it located? • Describe the business in details. E.g.: What is the business engaged in? Are you selling a product or providing a service? What product/s or what services? • Who are its expected customers or clients? (Target market). • What strategies would you do to attract customers to your business? • What strengths do you have over your competition? Why would potential clients or customers choose your business instead of one of your competitors? • What are major plans for business development in future? ABOUT PARTNERS • Introduce the partners - You and your peer who doing the group work. • Who are they? What were they doing before forming the partnership? • Why/How did you come up with this business idea? • What are partners’ capital contributions (Cash/Car/Equipment/etc...)? (using a table) • Recording Each partner’scapital contribution (a table for journal entries) • What else can they contribute into the business apart from their capital? How will they use their knowledge/background/experience etc. to help the business? • Partnership agreement. How are profits and losses to be shared etc.? (Partnership agreement template may be downloaded from the Internet. Just change names etc. and delete unwanted sections. Using Referencing & Keep it short with 1 page only.) Commencement of Business • Write a narrative: What date did business commence? (It will be at least a month after the partnership agreement is signed). Anything interesting at start? • Prepare a trial balance showing all accounts & their beginning balance on the day of business commencement (using the format given below & make up different amount & more accounts to be used in your business). LINH DO ACCOUNTING BUSINESS TRIAL BALANCE AS AT 1st September 2024 ACCOUNT NAMES DEBIT CREDIT Cash at Bank $ 300,000 Petty Cash $ 1,000 Account Receivable $ - Inventory $ - Prepaid Insurance $ 20,000 Furniture and Fittings at Cost $ 50,000 Furniture and Fittings Accum Dep $ - Equipment at Cost $ 40,000 Equipment Accum Dep $ - Delivery Vehicles at Cost $ 70,000 Delivery Vehicles Accum Dep $ - Cash Register System at Cost $ 55,000 Cash Register Accum Dep $ - Account Payable $ - GST Collected $ - GST Paid $ 14,000 PAYG Withholding Payable $ - Your Capital $ 275,000 Your peer ‘s Capital $ 275,000 TOTAL $ 550,000 $ 550,000 ***Note *** The reason why some accounts have their beginning balances is just because you must have had some purchase activities prior to the commencement date (e.g.: you already purchased Delivery Vehicles/ Equipment etc…) Some accounts can have 0 balance if you have not had any business transaction. PART B -BUSINESS DURING THE OPERATION PERIOD FIRSTLY, you will need to makeup suppliers’ name, customers’ name & inventory items for your business. Those suppliers& customers are regular to your business. Remember these names must be creative, unique and appropriate for the business described in your business introduction above. Required: • Making tables showing names for 15 customers/15 suppliers/10 main products(services) • For products/services: You might need to setup Cost & Selling price (if needed) EXAMPLES Customer ID Customer Name Australian Business Number (ABN) Business Address CUS01 ANZ Bank Staffs 12345678910 1 Sydney St, Sydney, NSW Australia CUS02 Coles 00112233445 89 Paris St, Sydney, NSW Australia Supplier ID Customer Name Australian Business Number (ABN) Business Address SUP01 Woolworths 55566699988 15 Crown St, Sydney, NSW Australia SUP 02 Optus 12378955599 80 King St, Sydney, NSW Australia PRODUCTS/SERVICE COST PRICE SELLING PRICE Mouse $100 $180 Keyboard $250 $300 Laptop $400 $500 Bookcase $280 $400 (Make recording simple by buying and selling the same product. E.g. you buy laptop, table… etc and sell laptop/table…) SECONDLY, during the period of business operation, you are requested to prepare some tables for: • 40 sales transactions (some with regular customers, some with Cash SALE) • 40 purchase transactions (mostly from regular suppliers) • 30 Cash Receipt Transactions (25 from regular customers/5 from other sources) • 30 Cash Payment Transactions (25 to regular suppliers/ 5 to other sources) • 5 General Journals to record for Depreciation of any Non-Current Assets (any Depreciation method is fine as long ashow the method is applied in the situation is reasonably explained in writing.) EXAMPLEEXAMPLE Date Transactions during July 1st Sept Purchase from Office Work (Supplier 1): 200 Mouses for $10,000 5th Sept Sales to Fancy Home Ltd (Customer 4) : 10 Book Cases ( P03) 8th Sept Cash Sales: 5 products P05; 4 products PO3 15th Sept Paid wages to staff for the week of $1000 PART C -USE MYOB TO RECORD TRANSACTIONS FROM PART B Learning resources on how to use MYOB are provided under the bottom of Module page in Canvas. After the completion of recording, you are required to generate those reports from MYOB: • General Journal Transaction Journal • Sales and Receivable Transaction Journal • Purchase and Payable Transaction Journal • Cash Disbursement Transaction Journals • Cash Receipts Transaction Journals • Standard Balance Sheet • Profit and Loss Statement (Accrual) PART D - ANALYSE THE BUSINESS PERFORMANCE Financial Statement Analysis and Ratio Analysis are commonly used to produce information on the business performance and therefore it helps to identify the problems early so that the prompt decisions can be made to correct the problems and improve the business performance. Your pair is required to use the reports obtained from MYOB to demonstrate some analysis to draw information on your business performance during the period of business operation. Your calculations and writing should be well developed in a structure of analysing business performance based on 4 main categories: Profitability Liquidity Efficiency Solvency Finally, you might need to provide some suggestions (future plans) to improve the business performance in the future if you believe that your business is currently facing some problems given your analysis. PART E -DEPRECIATION SCHEDULE FOR NON-CURRENT ASSET You are required to select ONE (1) depreciating Non-Current Asset from your Balance Sheet to complete the following tasks: o Clearly explain the depreciation method used to determine the its depreciation expense for this business operation period. o Using Excel to construct Depreciation Schedule for this NCA over 3-5-year period under both methods: Straight-line & Reducing balance (at double S-L rate) o Draw graphs on NCA’s depreciation & Book Value to make a comparison between two methods. o Explain the key findings for differences between Straight-line & Reducing balance in accounting for the NCA’s depreciation and Book Value DEADLINE The deadline to submit this AFYB assignment is by the end of Week 8 Sunday @ 23.59 pm Anything handed in after the above deadline will incur late penalties. SUBMISSION REQUIREMENTS: Only ONE (1) single file (Word or PDF) must be submitted to Canvas before the deadline, which should include all of the followings: • Cover page • Table of Content • All writing for part A • All writing & tables required in part B • All writing & calculations for part D • All writing & calculation & Excel tables & Graphs for Part E • All Reports generated from MYOB (Part C) ASSESSMENT CRITERIA • Demonstration of a quality work submission (10%) • Demonstration of the ability to : o Setup a partnership business in practice and understand how accounting principles are applied in business (20%) o Analyze the business performance for the period of operation (20%) • Demonstration of the ability to use MYOB & accounting principles to record for business transactions (sales/purchases/ cash collections & payments/ general journals…) (30%) • Demonstration of the technical skills of using Excel to construct Depreciation schedule for NCA and knowledge required to account for depreciation expense using different methods (20%)
Practice Exercise 7 LINC12 Fall 2024 November 15, 2024 Practice exercise due: Wednesday November 20th, 23:59 on Quercus The following exercises must be completed by uploading a PDF document onto Quercus. These exercises cover material through the Thursday November 14 lecture. Remember: These problems are designed to make you think critically and to apply what you have learned this last week to new issues. These problems will be discussed in the following lecture, after this practice exercise is due. The exact same problems may appear on your assignments at the end of the month, so do your best, and take good note of the solutions presented in lecture. Enjoy! 1 Modal Flavour For each of the sentences below, describe two contexts: one where the modal verb most likely has an epistemic flavour, and one where it most likely has a deontic interpretation. (1) The director must not see me. (2) Jerome ought to be home by now. (3) Bridgitte may vote on this motion. (4) The marketing team should be working in the office on Friday. (5) You have to know how to use Photoshop.
DATA70141 Understanding Databases Brief Brief University Tycoon World Championships 2025 University Tycoon is a popular boardgame amongst the academic community and alumni of many universities. The basic premise of the game is that players move around the board, with the aim of collecting as many credits as possible. They do this by buying university buildings (with their credits), and charging tuition fees to other students who visit said buildings. Throughout the game, players can receive extra credits from extra curricular activites, they can be forced to transfer credits to another player, and they can even be placed on suspension! Given the game's popularity, universities often sell their own version of the game through their merchandise stores. Another side effect of the game's popularity is that an annual world championship is held, where competing institutions enter their best player to see who can be crowned winner. This academic year, Manchester will play host to the world championships, and you have been employed by the organisers to help create an important part of the games' information systems. Introduction Your task is to model the gameplay of University Tycoon using a relational database and SQL queries. Your database and the queries must be compatible with SQLite. There is no single RIGHT way to do this assignment; there is no perfect solution. If you gave this exercise to 10 database professionals you would get 10 answers that differ in their detail, and I suspect that at least 5 answers would differ in their overall approach; that’s to be expected. Requirements analysis and database design are to some extent formulaic, yet they are also arts, relying on experience, intuition and creativity. This assignment is as much about the problem-solving process itself, as it is about actually solving the problem. So the assessment will take your creativity into account. Your approach must satisfy the requirements, but exactly how you go about it, is up to you. Be creative and have fun! Remember that there is more to SQL than we have looked at in the course, so you are encouraged to research and use SQL commands that we have not covered, although this is not an assessed requirement. Please note: SQLite does not support procedures, and this needs to be taken into account when creating your database. Scenario The list below gives the data definition and manipulation requirements for the game. This is deliberately not written with super-precise wording. When working on real projects, initial drafts of requirements are rarely complete and unambiguous. If you find any ambiguities, omissions, or imprecision here, make your own decision about what to do, and mention this decision in your video. 1. There are up to six players. 2. There are six tokens the players can choose from. Each token has a unique name (Mortarboard, Book, Certificate, Gown, Laptop, Pen). 3. A player must choose one and only one token. 4. Each space on the board is called a location. A location is one of: a Corner space, a Hearing space, a RAG space, or a Building space. 5. Corners, Hearings, and RAGs can be grouped together as “specials”. Every special has a unique id, its name (e.g., “RAG 1”) and a textual description of what it does. 6. You should ensure that you store data about players, buildings, and specials. 7. A building has either one owner or no owner. 8. A building has a unique name, and a tuition fee. Buildings can be purchased fromt the university by a player, in the case where the player has landed on the building and it does not already have an owner. The building can be purchased from the University for twice the amount shown as the tuition fee. The tuition fee is the amount that a player must pay to the owner (another player) when they land on that building. 9. Each player has a unique id, name, their chosen token, credit balance, and their current location. All this data should have suitable default values and constraints. 10. A special can be used by many players. A player has at most one special at any time in the gameplay. 11. There must be an audit trail of the gameplay. For each turn taken by a player, the audit trail should store the player’s id, location landed on, current credit balance, and number of the game round. Rules Of The Game · R0: Play moves in a clockwise direction. The player rolls a 6-sided fair dice once; they move their token the number of spaces clockwise, as shown on the dice. · R1: If a player lands on a building without an owner, they must buy it from the university (at a price that is twice the amount of the tuition fee). · R2: If player P lands on a building owned by player Q, then P pays Q the tuititon fee associated with that building. If Q owns all the buildings of a particular colour, P pays double the tuition fee. · R3: If a player is "suspended", then they are in the location "Suspension"; they must roll a 6 to get out. They immediately roll again. · R4: If a player lands on or passes "Welcome Week", they receive 100 credits. · R5: If a player rolls a 6, they move 6 squares; whatever location they land on has no effect. They then get another roll immediately. · R6: If a player lands on “You're Suspended!”, they move to the "Suspension" location, without passing Welcome Week or collecting the complimentary credits. · R7: If a player lands on a "RAG" or "Hearing" location, the action described by the card description happens. · R8: If a player lands on "Suspension" (and they are not suspended), then they are classed as "Visiting", and no action is taken (there is a visiting space for this purpose). Initial State of The Game You can see the game board, player token assignment, credit balances, and Special cards below. This gives all required information about the game. You can tell a players location, by their token being on the inside edge of a location square on the board. You can tell that a player owns a building by their token appearing in the top-right of the location square on the board. Each building has a colour associated with it, shown by the colour of the building's square. To aid accessability, there is also a high-contrast shape (triangle, square, circle, diamond, cross, ring) present in the top-left of each building square, which may act as a proxy for the colour. Task 1 Create an entity relationship diagram that models this game as a relational database. The database must also contain an audit log, which records each move of the players. It should record the game round (shown in Task 4), players name, location, and current balance of credits. This diagram must use crows-foot notation. You should ensure that as the design of your database changes during implementation, that it is reflected in the ER diagram. Task 2 Create a schema from your ER Diagram, and then implement your design in SQL. Your database must remain a relational database, and must be compatible with SQLite3. Your database must be populated with data that accurately represents the initial state of the game. Task 3 Create an SQL view that will act as an datasource to external clients. Given that it is accessed by external clients, it MUST follow the format described here: · is called "leaderboard" · Column 1, called "name" gives the players name, exactly as shown in the brief · Column 2, called "location" gives the current location, given in snake case (LINK) o eg: Ali G becomes "ali_g", Welcome Week becomes "welcome_week", IT becomes "it", Your'e Suspended becomes "youre_suspended", Visitor becomes "visitor". · Column 3, called "credits" gives the players credit balance as an integer value. o eg: If a player has 200 credits, then this will be displayed as 200. · Column 4, called "buildings" displays a list of the buildings owned by the player (in snake case, separated by a comma and a following space), in order as they appear on the board, going clockwise and starting from Welcome Week. o eg: If the player owns Kilburn, IT, Sugden, and AMBS, then this will be displayed as "kilburn, it, ambs, sugden" For a standard version, this view must display the players in order of current credit balance (highest at the top, lowest at the bottom). As an advanced task, display players in the order of their net worth. This is calculated as the summation of their current credit balance and the purchase price of all properties owned. Task 4: Write SQL queries that model the following rounds of gameplay (a round consists of one turn by each player). The gameplay must follow on from the given initial state, which you must accept as accurate and complete. Round 1: 1: Gareth rolls a 4 2: Uli rolls a 5 3: Pradyumn rolls a 6, then a 4 4: Ruth rolls a 5 Round 2: 1: Gareth rolls a 4 2: Uli rollss a 4 3: Pradyumn rolls a 2 4: Ruth rolls a 6, then a 1 These queries could consist of update statements to tables that make the required changes to the database. Or choose to exploit other features of SQL to make this more advanced. In any case, the database must be brought into a state that accurately reflects the new state of the game. Task 5: Create a video that explains your database design. This video should contain the following: · Your face and voice. This could be in the corner of the screen using a webcam (you can optionally include subtitles or a transcript) · Your ER Diagram, displayed clearly for at least 5 seconds · Explanation of your database design, including assumptions made, and design descisions, along with well detailed defence/reasoning of these assumptions and descisions. · Explanation of your SQL code. Be selective on the code you explain (ie: if two queries are very similar, there is no need to explain both), and also do not explain line-by-line all your code. Defend your choice of query and statements used. There is no need to explain the code that creates tables or populates the database. · The leaderboard view at the end of each round of game play. Ensure this is shown clearly for 5 secodns. Through your video, you should aim to convey your knowledge and understanding in a concise way. You should assume that your viewer has some knowledge of SQL, but that they are not an expert. Your voice should be clear, and the volume of your voice should be auidible, but not so loud that the audio distorts. Your visuals should be clear and should be relevant, ensuring they aid your explanation. You should not show your database "executing". You should include the leaderboard view at the end of each round of game play. Ensure this is shown clearly for 5 secodns. Your video should be no longer than 10 mins, and should be in MP4 format. File Submission: · Submit files using the submission point below this brief · Your video should be named .mp4. o eg: If my student number is 12345678, then I would submit 12345678.mp4 · Use the following file names for your SQL code. Do not put anything other than what is requested in each file: o create.sql : This file must contain the statements required to create all the structure of your database, aswell as any triggers you may choose to create (including those in subsequent tasks). o populate.sql : This file must contain the statements required to populate your database, such that it is an accurate representation of the initial game state as shown above. o view.sql : This file must contain the statemet that creates the view o q1.sql : Round 1, move 1 o q2.sql : Round 1, move 2 o q3.sql : Round 1, move 3 o q4.sql : Round 1, move 4 o q5.sql : Round 2, move 1 o q6.sql : Round 2, move 2 o q7.sql : Round 2, move 3 o q8.sql : Round 2, move 4 Regarding Your Assumptions: You can make reasonable assumptions, but you MUST state them in your video. However, you must assume that the initial state is complete and that no further actions or manipulations need to happen - the only changes you should make are those which are directly coming from the game play moves given in the brief. Useful Tools: You may wish to use Lucid Chart to make your ER Diagram (this is not an endorsement): https://www.lucidchart.com/pages/er-diagrams For making your video, you can use OBS for screen recording ( https://obsproject.com/download) and you can use Shotcut for editing (this is a very basic video editor with a low barrier of entry) https://www.shotcut.org/download/ You may wish to check that your SQL files are named correctly, and that they are accessible to the automarker using this script. (place it in the same directory as your files, and then run via the terminal): UniversityTycoonChecker.py You are not obliged to use this, and use of this script. does not constitute any formal marking process. SQLite, as you are aware, has some unique aspects compared to MySQL or other DBMS. You should always look at the Documentation: https://www.sqlite.org/docs.html
Math 3MB3 Final Project Report - Instructions This part of the project is worth 25% of your final course grade and is due by 11:59pm on Friday, Dec 13th, 2024. You should submit your final report in .pdf format and named the file as “Group XX-Topic X-Final Report” . Each group should have only ONE submission by email to instructor ([email protected]). The title of your email should be “MATH3MB3 Final Report-Group XX” and you should copy (cc) every group member in the email. Make sure that you add your final report (as a .pdf file) as an attachment of the email, links to shared cloud files will not be accepted even if it is downloadable. You should also submit all supplementary files (R other programming code, picture or figures, etc.) by compressing all of them in a .zip/.rar/.7z file and submit it together with the final report. There is no strict page/word limit, but suggestions are given below for approx- imate lengths of each section. Any reference style is fine for citations; so long as all the information is there, I’m not picky about what style you use. Please note that your submission will automatically be passed through Turnitin after it is submitted. Your final report should read as one cohesive document and should be written using complete sentences/paragraphs. It should be structured into the following sections: 1 Introduction (approx. 3-5 paragraphs) This section should outline the real-world background and context of your model. Discuss the motivation one might have to study this model. You may want to research the relevant literature and include some citations to support your framing of the real-world context (depending on the project). Be sure to include only background information and context that is directly related to your research project. Really focus on what the reader needs to know to understand your work, and be interested and excited by it. The final paragraph of your Introduction should frame. your research question and de- scribe what you will be studying in your paper. Briefly mention, in words, what you will be doing and showing in the rest of the paper. It is often good to lay out your main find- ing/result here, too. A good Introduction section for an applied mathematics paper ideally has no mathematical symbols or jargon; instead, it should be focused on the real-world con- text and what you are trying to study. The math is a tool you will introduce later, not the main focus of the paper. 2 Model (this should be as long/short as it needs to be, it’s hard to give a length estimate for this section) This section is where you will lay out your base model, any analyses you performed on it, and the extended version of your model. It should be structured into three subsections, as follows: 2.1 Base Model Start by explaining the real-world mechanisms you’re modelling, and any you’re omitting. Discuss the assumptions you’re making in reducing the real-world system to a mathematical model. Define the state variables you’ll be working with. Don’t forget to clearly state the units of the variables. Define parameters (and their units) and cite any sources for the values you’re using to parameterize your model. If you cannot find specific parameter values in the literature, make educated guesses for values and explain why you’reusing these particular values (in this case, you may want to consider a range of parameters instead of just one specific value to ensure your modelling results are robust to some uncertainty in parameter values). You may want to to include a model diagram (e.g., if it’s a compartmental model). Write out the model equation(s) and explain any modelling choices you’ve made in them (e.g., discrete- vs. continuous-time). 2.2 Analysis of Base Model This subsection should describe the various analyses you’ve performed on your base model and the results you’ve obtained from them. You should be using a mix of analytical tools (e.g., finding equilibria, determining stability) and numerical tools (e.g., model simulations in R). When discussing analytical calculations, you don’t need to list out every single step of your calculation; just present the important/key steps. When discussing numerical simula- tions, you should describe what your R code is doing and present some plots to supplement your written descriptions; all R code should be presented in an appendix at the end of the paper (see below). Be sure to describe what these analyses tell you about your base model and what predictions they make (this should be in the context of the real-world scenario framing your project). 2.3 Model Extension Here, you should describe the extension you’ve chosen to study for your model. Start by discussing what the extension is and how you plan to change your base model to account for it. Similar to the base model subsection, be sure to talk about any assumptions in your modelling, define state variables and parameters (including units), and describe any modelling choices made. In particular, you should highlight how your extended model differs from your base model. If appropriate, it would be good to include a model diagram. You should also write out the model equations. Do not discuss any analyses of the extended model here. That will go in the next section. 3 Results (again, it is hard to give a length estimate for this section; it should be as long as it needs to be to convey all of your results) In this section, you should describe the analyses you performed on your extended model. Be sure to motivate your analyses in the context of your research question (i.e., why do you want to perform. each analysis, what are you hoping it will tell you). These analyses can be purely simulation-based: you are not required to perform. any mathematical analyses of your extended models, but if you can, you should! Mathematical analyses generally tell you more about model behaviour than simulations (when both are possible). You should be including plots here, as well, to go along with any simulations you did. Unlike with the draft, this section of the paper should now be complete and all results should be discussed in the paper. 4 Discussion (approx. 4-5 paragraphs) This is the final section of the main body of your paper. Start by briefly summarizing the main results you presented in the last section and relating them back to your research question. This is also where you should be providing answers, based on your results, to your research question(s). Be sure to interpret your results in the context of the real-world scenario framing your project. What are the implications of your results? You should also discuss limitations of your work. This is usually related to the modelling assumptions you made before. When are your results applicable and when are they not applicable? What factors have you omitted from your model that may affect the predictions? This is important to discuss, otherwise the reader may come away from your paper with the impression that your results are universal which is rarely the case. Finally, you should discuss possible directions for future research. Did your results open up any other questions? Where else could you go with this work? Are there other things you’ve read about in the literature that could be interesting to look at? You should also use this as a way to conclude your whole paper. 5 References This section should be a list of any references cited throughout your paper. Again, as long as all the information is present, you can use whichever citation style. you prefer. 6 Appendix: R Code This appendix should list all of the R code used in your project. 7 Appendix: Individual Contributions This should be a list of each group member and what they contributed to the project (in- cluding the presentation). If it is clear from this list that a group member did not contribute equally to the whole project, their individual grade on the final report and/or presentation will be lowered below what everyone else in the group receives.
Assessment 4. Final Report CVEN 9051 – Masters Practice Project B Task Requirements This is your last requirement for your Thesis. You have the opportunity to compile and present a professional level document showcasing your individual achievements this semester. In preparing your Thesis B submission, whilst it is presented in ‘Report format’ you will be required to upload two submissions as one single pdf: (i) Fact Sheet (ii) Final Report. Fact Sheet A requirement that has to be included within your Thesis submission is a Fact Sheet. The fact sheet will be a one-page document, which can be used to briefly explain your project and could be used for community and industry outreach. More details on this will be covered in the Week 9 lecture. Please submit the Fact Sheet in the same upload link as the Final Report Final Report In preparing your submission for Thesis B it is expected that your document will be sequenced with these headings: Title page Originality Statement Authenticity Statement Executive Summary Acknowledgements Abbreviations Contents List of Figures List of Tables 1. Introduction 2. Literature Review 4. Methodology 5. Results 6. Discussion 6. Conclusion and Recommendations References Appendices Submission Requirements and Mark Allocation Final Report 50% - Due Sunday 17th November 11:59 PM (Week 10) via Moodle portal Assessment Task 4 as an individual submission carries the following marks allocation: • Fact Sheet (1-page maximum): 5 Marks • Final Report (25-30 pages without including Appendix): 45 Marks, Please see marking Rubric for breakdown It is expected that your Thesis submission will be at ‘industry professional standard’ with regards its: written content, set-out, spacing, headings, paragraphing, sentence structure and spelling, the inclusion of any charts, diagrams, maps or pictures, in-text referencing (to Harvard Standard) and referral to any appendix material. Additional Guidance In preparing your writings you are at liberty to include any pictures, schematics and your drawings to enhance your essay. These should be sized so that any one picture, schematic, etc. does not fill more than one-third to one-half of a page. The smallest font you should be using is 12-point for the text-body writing. ‘Times New Roman’ font is normal for this type of report writing, using single line spacing. Headings are to be in 14 or 16 point. Use ‘black’ bolding or italics, appropriately for headings and text. Use page margin sizing of 25 mm for top, bottom and right margins and 31mm for the left margin (with a 6mm allowance for the binding your thesis document). For your planning purposes at this time you are advised that Assessment Task 4 will be in the order of 25-30 pages in length plus Appendix(s). You are also advised if you are undertaking significant amounts of design calculations these should be included as Appendix detail and not form. the body (the 25-30 pages) of the Thesis. All Appendix content will not be counted in document page count. It is highly recommended that you use a reference managing software such as Zotero or EndNote to ensure you reference correctly (the “ Elsevier – Harvard (with titles)” is recommended)
MATH 127: Sample Exam 3A Wednesday, November 20, 2024 1. Let m = 28 · 33 · 54 · 113 and n = 22 · 36 · 72 · 11. (a) Determine gcd(m,n) and lcm[m,n]. You do not need to simplify your answers. [6 pts] (b) Find the smallest integer x > 1 such that x is coprime to m. [4 pts] (c) Determine the number of odd positive integers that divide both m and n. [6 pts] (d) Determine the number of integers x ∈ [m] such that x is invertible modulo m. You do not need to simplify your answer. [6 pts] 2. For each of the following sets, determine whether it is countable or uncountable. Provide a brief justification (1–2 lines). [18 pts] (a) A = {(n,x) ∈ Z+ × R | x = ln(n)} (b) B = (Z × {0}) ∪ (R × {1}) (c) C = N × Z × P(N) × P(Z) 3. (a) Use the Euclidean algorithm to calculate gcd(231 , 91). [6 pts] (b) Use the extended Euclidean algorithm to find an ordered pair (m,n) ∈ Z2 such that 231m + 91n = gcd(231, 91). [5 pts] (c) Find all x ∈ Z such that 91x ≡ 63 (mod 231). [10 pts] (d) Find all x ∈ Z such that 91x ≡ 63 (mod 231) and x has a remainder of 2 when divided by 5. [8 pts] 4. Prove that for all m,n ∈ Z+ and all a,b,c ∈ Z, if a ≡ c (mod m) and b ≡ c (mod n) then a ≡ b (mod gcd(m,n)) [15 pts] 5. Let S = (0, 5) and T = [0, 3) ∪ (3, 5]. Use the Cantor-Bernstein-Schroeder Theorem to prove that |S| = |T| . You do not need to prove your functions are well-defined, but prove any other necessary properties. [16 pts]
COMP3161/9164 24T3 Assignment 2 Type Inference for Polymorphic MinHS Version 1.4.2 Marks : 17.5% of the overall mark Due date: Monday 18th November 2024, 12:00 PM Sydney time Overview In this assignment you will implement type inference for MinHS. The language used in this assignment differs from the language of Assignment 1 in two respects: it has a polymorphic type system, and it has aggregate data structures. The assignment requires you to: • (100% marks) Implement the type inference algorithm discussed in the lectures for polymorphic MinHS with sum and product data types; • (5% bonus) adjust the type inference pass to include various simple syntax extensions from Assign- ment 1; • (5% bonus) adjust the type inference pass to allow optional type annotations provided by the user; Each of these parts is explained in detail below. The MinHS parser and evaluator are provided for you. You do not have to change anything in any module other than TyInfer .hs (even for the bonus parts). Your type inference pass should return the inferred type scheme of the top-level binding, main. Your assignment will only be tested on correct programs, and will be judged correct if it produces a correct type for main up to α-renaming of type variables, and reordering of quantifiers. Submission Submit your (modified) TyInfer .hs using the CSE give system, by typing the command give cs3161 TyInfer TyInfer .hs or by using the CSE give web interface. 1 Task 1 Task 1 is worth 100% of the marks of this assignment. You are to implement type inference for MinHS with aggregate data structures. The following cases must be handled: • the MinHS language of the first task of assignment 1 (without n-ary functions, or lists); • product types: the 0-tuple (aka the Unit type) and 2-tuples; • sum types; • polymorphic functions These cases are explained in detail below. The abstract syntax defining these syntactic entities is in Syntax .hs. You should not need to modify the abstract syntax definition in any way. Your implementation is to follow the definition of inference rules provided with this assignment. In particular, you must implement a variables-in-contexts version of Hindley-Milner type inference [1] by tracking definitions (in addition to declarations) for type variables in the context. Additional material can be found in the lecture notes on polymorphism, and reference materials [2,3]. The variables-in-contexts approach you will need to implement is outlined in this assignment specification, along with inference rules in Figures 1,2 and 3. 2 Bonus Tasks These tasks are all optional, and are worth a total of an additional 10%. Marks above 100% are converted to exam marks, at an exchange rate of 1 to 0.15—for example, a mark of 105% yields 0.75 bonus marks for the exam. 2.1 Bonus Task 1: Simple Syntax Extensions This bonus task is worth an additional 5%. In this task, you should implement type inference for multiple bindings in the one let expression, with the same semantics as the extension task for Assignment 1. You will need to develop the requisite extensions to the type inference algorithm yourself, but the exten- sions are very similar to the existing rules. 2.2 Bonus Task 2: User-provided type signatures This bonus task is worth an additional 5%. In this task you are to extend the type inference pass to accept programs containing some type information. You need to combine this with the results of your type inference pass to produce the final type for each declaration. That is, you need to be able to infer correct types for programs like: main = let f :: (Int -> Int) = recfun g x = x; in f 2; You must ensure that the type signatures provided are not overly general. For example, the following pro- gram should be a type error, as the user-provided signature is too general: main :: (forall ’a . ’a) = 3; You may assume for simplicity that the user-provided types have distinct type variable names for all bound / free type variables. Your solution should, for example, support programs such as: main :: forall ’a . ’a -> ’a + Int = recfun m y = let g :: forall ’b . ’b -> ’a + ’b = recfun f x = Inl y; in g 1 where the type variable ’a is in scope for the expression bound to main and appears in the user-provided type annotating g. All occurrences of ’a within the bound expression reference the same type variable. 3 Algebraic Data Types This section covers the extensions to the language of the first assignment. In all other respects (except lists) the language remains the same, so you can consult the reference material from the first assignment for further details on the language. 3.1 Product Types We only have 2-tuples in MinHS, and the Unit type, which could be viewed as a 0-tuple. 3.2 Sum Types Sum types in MinHS follow the presentation in the lectures. 3.3 Polymorphism The extensions to allow polymorphism are relatively minor. Three new type forms have been introduced: the FlexVar t form, the RigidVar t form, and the Forall t e form. FlexVar t represents a unification variable introduced during type inference. RigidVar t represents a fixed type variable introduced by a forall-quantifier. Consult Section 4 for more details on the notational conventions used in this specification and how they relate to the Haskell code. We distinguish between type schemes and other types: Type inference should return a correctly typed top-level binding for main. For example, consider the fol- lowing code fragment before and after type inference: main = let f = recfun g x = x; in if f True then f (Inl 1) else f (Inr ()); main :: (Int + 1) = let f = recfun g x = x; in if f True then f (Inl 1) else f (Inr ()); 4 Notational Conventions In this document, we will use a number of conventions and conveniences to streamline the presentation detailed in Table 1. Table 1: Notations and Conventions in this Specification vs. Haskell code for Assignment Type variable names are ranged over by lowercase greek letters. We distinguish between flexible and rigid type variables by superscripting such names with F and R, respectively. Declarations and definitions for flexible type variables appear in typing contexts, see Section 5.1 for the full grammar of contexts. Substitution for type variables occurring in types is explained in Section 6. Since there are two kinds of type variables: flexible ones introduced during type inference, and rigid ones bound by ∀-quantifiers, we have two kinds of substitution operation depending on which type variables we wish to replace. These are called substFlex and substRigid in the Subst .hs Haskell module, substituting for flexible and rigid type variables, respectively. 5 Type Inference Rules The type inference are rules presented in Figure 3using the judgement form. where blue components on the left of can be viewed as inputs to the algorithm, while red components on the right of can be viewed as outputs. The type inference rules directly encode an algorithm with explicit inputs and outputs. Inputs to the conclusion are inputs to the first premise (by convention the left-most premise of a rule). The outputs of a premise can be used as inputs to subsequent premises. The left-hand typing environment and expression are inputs to any rule. The right-hand typing environment and the type are outputs. The judgement encodes a substitution from type variables in the input typing environment to types in the output typing environment. Such an algorithm has type signature: inferExp :: Gamma -> Exp -> TC (Type, Gamma) The goal is to infer the type of the top-level binding by inferring the types for all its sub-expressions, and propagating this information upwards through the program source tree. You should replace the unannotated top-level binding (i.e. main) with an explicitly typed equivalent. 5.1 Contexts for Polymorphism, Contexts for Type Inference To support polymorphism and enable type inference, the grammar for typing contexts Γ is extended to track unification or flexible type variables, and their instantiation with a concrete type, if any. They are “flexible” in the sense that they are introduced by the type inference algorithm in order to establish constraints between types. A context tracks both declarations and definitions of flexible type variables. A declaration is denoted by α in this document, or α :=HOLE in Haskell and declares α to be the name of a flexible type variable which has not yet been instantiated with a concrete type. On the other hand, a definition is denoted by α := τ for some type variable name α and type τ . The full grammar for contexts looks like this: Γ ::= ϵ | Γ · x : σ | Γ · α | Γ · α := τ | Γ · • We distinguish a context from a suffix ∆ which is a list containing only type variable declarations or defini- tions: ∆ ::= [] | α :: ∆ | α := τ :: ∆ 5.2 Generalisation Generalisation is the process of introducing zero or more quantified type variables on a type to form. a type scheme. This process must be minimal in the sense that it generalises only those type variables relevant for the current type inference problem. The judgement form. is: where from input context Γ 1 and expression e the algorithm infers the type scheme σ and output context Γ2 . There is only one rule for generalisation given by: where rev(∆) reverses the elements in the suffix ∆ . The algorithm keeps track of relevant type variables by using markers, denoted by •, which split the context up into localities. A type variable occurring to the right of a marker can be safely generalised in a type scheme because the surrounding context does not depend on it. In the GEN rule, we can generalise τ over ∆ (which contains only type variable declarations and definitions) to form. the type scheme σ: Type variables can gain more global relevance by moving their declarations to the left of markers. Such a movement is irreversible, once a type variable has moved beyond a marker it can never be moved back “to the right” . To keep type inference tractable, generalisation is performed only on let-bindings and the top-level main binding. Recursive functions are not generalised. Pay close attention to the premises of the LET and PRO - GRAM typing rules in Figure 3to see where generalisation should be used. 5.3 Unification Solving type inference problems depends on solving unification problems between types. Just like the type inference rules, unification can be expressed algorithmically as a transformation on the typing context. Some of these rules were discussed in lectures and are repeated in Figure 1 (except a few structural and symmetric rules — fill in the details!) and take the following form. where, again, inputs are blue and outputs are red. Figure 1: Unification Rules 5.4 Instantiation The unification judgement depends on instantiation, that is, solving an equation involving a flexible type variable (unification variable) and any type which is not a flexible type variable. This judgement (Figure 2) takes the following form. The algorithm simplifies the problem by moving through the context, similar to the strategy employed during unification for the case of unifying two flexible type variables. Some points worth noting: • FTV (τ) computes the set of names of flexible type variables occurring in τ ; • For DEFN, we must check that the no flexible type variables occurring in τ have the name α . This condition is known as the occurs check and prevents cyclic dependencies which are unsound; • Instantiation accumulates a list ∆ recording the type variable dependencies of τ which must be given more global relevance in order to solve for α ; • For DEFN, the dependencies of τ are placed to the right of the definition of α because by setting α :=τ , it also depends on type variables in ∆; 6 Substitution Substitutions are implemented as an abstract data type, defined in Subst .hs. Subst is an instance of the Monoid type class, which is defined in the standard library as follows: class Monoid a where mappend :: a -> a -> a -- also written as the infix operator mempty :: a Figure 2: Algorithmic instantiation rules For the Subst instance, mempty corresponds to the empty substitution, and mappend is substitution composition. That is, applying the substitution a b is the same as applying a and b simultaneously. It should be reasonably clear that this instance obeys themonoid laws: mempty x == x -- left identity x mempty == x -- right identity x (y z) == (x y) z -- associativity It is also commutative (x y == y x) assuming that the substitutions are disjoint (i.e that dom(x)∩ dom(y) = ∅). In the type inference algorithm, your substitutions are all applied in order and thus should be disjoint, therefore this property should hold. You can use this operator to combine multiple substitutions into a single substitution; however, there should be little need to use anything more complicated than single substitutions for this algorithm. You can construct a singleton substitution, which replaces one variable, with the =: operator, so the sub- stitution ("a" =: FlexVar "b") ("b" =: FlexVar "c") using substFlex is a sub- stitution which renames all flexible type variables with name a or b with the name c. The Subst module also includes a variety of functions for running substitutions on types and expres- sions for both rigid and flexible type variable replacement. In particular, the module provides two functions for expressions and types respectively, for substitution of type variables: -- | Perform. substitution on rigid type variables . substRigid :: Subst -> Type -> Type -- | Perform. substitution on flexible type variables . substFlex :: Subst -> Type -> Type and similar for Exp. You can use these functions for implementing some of the algorithimic rules. 7 Errors and Fresh Names Thus far, the following type signature would be sufficient for implementing our type inference function: inferExp :: Gamma -> Exp -> (Type, Gamma) Unification is a partial function, however, so we want a principled way to handle the error cases, rather than just bail out with error calls. To achieve this, we’ll adjust the basic, pure signature for type inference to include the possibility of a TypeError: Figure 3: Algorithmic Type Inference Rules for MinHS expressions and programs inferExp :: Gamma -> Exp -> Either TypeError (Type, Gamma) Even this, though, is not sufficient, as we cannot generate fresh, unique type variable names for use as flexible/unification variables: freshId :: Id -- it is impossible for fresh to return a different freshId = ? -- value each time! To solve this problem, we could pass an (infinite) list of unique names around our program, and fresh could simply take a name from the top of the list, and return a new list with the name removed: fresh :: [Id] -> ([Id],Id) fresh (x:xs) = (xs,x) This is quite awkward though, as now we have to manually thread our list of identifiers throughout the entire inference algorithm: inferExp :: Gamma -> Exp -> [Id] -> Either TypeError ([Id], (Type, Gamma)) To resolve this, we bundle both the [Id] state transformer and the Either TypeError x error handling into one abstract type, called TC (defined in TCMonad.hs) newtype TC a = TC ([Id] -> Either TypeError ([Id], a)) One can think of TC a abstractly as referring to a stateful action that will, if executed, return a value of type a, or throw an exception. As the name of the module implies, TC is a Monad, meaning that it exposes two functions (return and >>=) as part of its interface. return :: a -> TC a return = . . . (>>) :: TC a -> TC b -> TC b a >> b = a >>= const b (>>=) :: TC a -> (a -> TC b) -> TC b a >>= b = . . . The function return is, despite its name, just an ordinary function which lifts pure values into a TC action that returns that value. The function (>>) (read then), is a kind of composition operator, which produces a TC action which runs two TC actions in sequence, one after the other, returning the value of the last one to be executed. Lastly, the function (>>=), more general than (>>), allows the second executed action to be determined by the return value of the first. The TCMonad .hs module also includes a few built-in actions: typeError :: TypeError -> TC a -- throw an error freshId :: TC Id -- return a fresh type variable name Haskell includes special syntactic sugar for monads, which allow for programming in a somewhat imperative style. Called do notation, it is simple sugar for (>>) and (>>=). do e -- e do e; v -- e >> do v do p >= p -> do v do let x = y; v -- let x = y in do v This lets us write unification and type inference quite naturally. A simple example of the use of the TC monad is already provided to you, the specialise function, which takes a type with some number of quantifiers, and replaces all quantifiers with fresh variables (very useful in the type inference cases for variables, constructors, and primops): specialise :: Scheme -> TC (Type, Suffix) specialise (Forall xs t) = do ids Either TypeError a Please note: This function runs the TC action with the same source of fresh names each time! Using it more than once in your program is not likely to give correct results. 8 Program structure A program in MinHS may evaluate to any non-function type, including an aggregate type. This is a valid MinHS program: main = (1,(InL True, False)); which can be elaborated to the following type: main :: forall ’t . (Int * ((Bool + ’t) * Bool)) = (1,(InL True,False)); 8.1 Type information The most significant change to the language of assignment 1 is that the parser now accepts programs without any type information. Type declarations are not compulsory! Unless you are attempting the bonus parts of the assignment, you can assume that no type information will be provided in the program. You can view the type information after your pass using --dump type-infer. 9 Implementing Type Inference You are required to implement the function infer. Some stub code has been provided for you, along with some type declarations, and the type signatures of useful functions you may wish to implement. You may change any part of TyInfer .hs you wish, as long as it still provides the function infer, of the correct type. The stub code is provided only as a hint, you are free to ignore it. 10 Testing Your assignments will be autotested rigorously. You are encouraged to autotest yourself. MinHS comes with a tester script, and you can add your own tests to this. Your assignment will be tested by comparing the output Program of your infer function (not the output of tyinf --dump type-infer) against the expected output Program. Your solution must be α-equivalent to the expected solution. Much like the previous assignment, you are given a suite of tests for Task 1. Unlike the previous assignment, the tests do not specify the expected results—note the lack of .out files. Beware: unless you add .out specifying the expected result yourself, the tests will report success no matter what you return. It is up to you to write your own tests for the extension tasks. Any .out files and additional tests you write are for your own benefit – you will not submit them for marking. In this assignment we make no use of the later phases of the compiler. 11 Building MinHS Building MinHS is exactly the same as in Assignment 1. To run the type inference pass and inspect its results, for cabal users type: $ cabal run tyinf -- --dump type-infer foo .mhs Users of stack should type: $ stack exec tyinf -- --dump type-infer foo .mhs You may wish to experiment with some of the debugging options to see, for example, how your program is parsed, and what abstract syntax is generated. Many --dump flags are provided, which let you see the abstract syntax at various stages in the compiler.
ECON-GA 1005 Macroeconomics (MA) PROBLEM SET n. 7 Deadline: Monday, Nov 18 - 4:00pm Submit a clear legible scan of your solution through Brightspace’s Assignments before 4pm next Monday Consider a full general equilibrium model of the economy with no uncertainty, perfectly competitive markets, inelastic labor supply. The representative household’s preferences are given by ∑∞t = 0 βtu(ct), with β ≡ 1⁄(1 + ρ) and utility function u(ct) = log ct. The production function (with lt = 1 at all t) has the form. yt = f(kt) = Akt, with A constant. Assume 5 > δ + ρ. [In class we discussed how this could be the reduced form. of a production function with either human capital accumulation or learning-by-doing. Here we ignore the reasons behind the linearity in capital and focus on characterizing the dynamics implied by this production function] Capital accumulation depends on investment It (net of depreciation): kt+1 = It + (1 − δ)kt. The resource constraint for the economy is ct + It = yt. 1. Write the equilibrium dynamical system (the two dynamic equations) for c and k. [You don’t need to show all the maximization problems and the derivations; just write the two equations first for general functions f(k) and u(c), and then for these specific production function and utility function] 2. Construct the phase diagram: - Take the first equation and ask where c is stationary, growing or declining. What does the equation tell you about the growth rate of consumption? - Take the second equation and ask where k is stationary, growing or declining. - Is there a steady state for c and k (apart from the origin)? 3. We have seen in class that if the levels of the variables do not reach a steady state, in the long run the economy may follow a balanced growth path (BGP), defined as a path along which c and k (as well as output y) grow at constant rates. Try to characterize a balanced growth path for this economy: - First, show that a BGP exists: i.e. show that there is a constant growth rate for k and for c such that the two equilibrium conditions are satisfied, and y also grows at a constant rate. [Hint: you know already what c is doing from the first equation; now use the dynamic equation for capital to look at kt+1/kt and argue about what the growth rate of k must be to have a BGP; then use the production function to argue about the growth rate of y.] - What is the BGP growth rate of y, k and c? What is the ratio c/k along the BGP? Show in the phase diagram what the BGP equilibrium path looks like. [If you know what the ratio c/k is along the BGP, you can draw the BGP path in the (c, k) graph] 4. Finally, comment very briefly on the implications of this model for long-run growth. - Is there persistent long-run growth in per capita income? Why? What is the crucial difference with the standard neoclassical growth model that explains the different implication for long-run growth? - Given an arbitrary initial condition k0, does the economy have to go through a transitional dynamics before it settles on a balanced growth path or is it possible for the economy to be from the initial period on the BGP? [You don’t need to solve the system or prove that the economy will start immediately on the BGP;just think why in the standard model we have a transition and why we may not need it here.] - Optional: try to prove that the economy will start immediately on the BGP [Use the expression for the growth rate of k from the dynamic equation for k; check what happens next if you start with % above or below the BGP; would you converge to the BGP or not?]
CSU4405 Computer Graphics Final Project Guideline In the final project, you will develop a computer graphics application to showcase the techniques you have learned in the module in a single framework. The project title is Toward a Futuristic Emerald Isle. This project is strictly individual (no groupwork). Your project will be demonstrated in your project deliverables, but you may additionally be required to demonstrate your working program to the lecturer upon request. Your application should include the following features: - The application is implemented in C/C++, using shader-based OpenGL 3.3. - A minimum frame. rate of 15 FPS must be achieved, when running on the latest generation of GPU (i.e., a desktop 4090). Refer to Lab 4 on how frame. rate is calculated anddisplayed in the window title. - The application should demonstrate an infinite scene. The camera should be controllable (using up, down, left, right keys or mouse buttons). When the camera moves, the application should simulate an endingless effect, demonstrating that the camera can move without going out of the scene. - The application should include the four basic features covered in Lab 1, 2, 3, 4: geometry rendering, texture mapping, lighting and shadow, and animation. - The application should allow user interaction and camera-control. User should be able to move around the scene using the keyboard and/or the mouse. At a minimum, implement moving forwards and backwards, turning left and turning right . - The application should include an implementation of one of the following advanced features that are not discussed in the class. For other features you are welcome to discuss with the lecturer before implementing them. o Deferred shading o Screen-space ambient occlusion o Screen-space depth of field o Environment lighting o Level of details o Instancing o Real-time global illumination, e.g., voxel cone tracing o Physics-based animation, e.g., particle systems, smoothed particle hydrodynamics o Support multi-platform. graphics: Android/iOS, WebGL, AR/VR. Deliverables The deliverables of the final includes: - Afinal report (max 4 pages) that includes: (1) an introduction of your application (what is it about, what features you implement, what is your achievement); (2) progress report that demonstrates the development of the application over time by showing at least 5 screenshots that capture the application rendering at each stage of the development; (3) a discussion on the quality and robustness of the application; (4) a discussion on current limitation and potential future work. (5) an acknowledgement paragraph for any peers helping or discussing with you in the project, and for any open data and source code used. - An illustrative mp4 video that captures the final state of your application. The videos should be maximum 7 minutes long and should clearly demonstrate all features. Please consider providing a voiceover and/or overlaid text/arrows, etc. The video should illustrate the main results of your application. By default, we might consider uploading selected videos to a YouTube playlist for reference for future classes. You can opt-out if you do not want your work to be published by sending an email to notify the lecturer. - All source code and data (C++ code, shaders, model files) packaged in a zip file including a Git repository that stores all the history of your code development. For the project report, it is recommended that you use Overleaf and LaTeX and follow the ACM SIGGRAPH template to write your report. • A template on Overleaf is provided here: https://www.overleaf.com/read/vtbyjvngrzgz#e28726 • Trinity College Dublin provides professional Overleaf subscriptions for staff and students.https://www.overleaf.com/edu/tcd Submit all your deliverables to Blackboard. Timeline • Project final submission: Wednesday, December 11, 2024 at 12:00 (noon). • Late submissions are accepted until Sunday, December 15, 2024 at 23:59 (midnight). After December 15, the submission system will be closed. No further submissions are allowed after this date. Evaluation criteria The project is 60% of the total module marks with the following breakdown: • Originality, creativity: 10% • Technical quality and complexity: 30% • Robustness: 10% • Report: 10% • A bonus of max 10% will be given to projects that demonstrate advanced feature implementations. • A penalty of 20% is applied to late submissions, meaning you will get a maximum of 40% for your project. • Note that not showing the progress report will result in significant deduction in the technical marks. If you forgot to capture screenshots during the development, you can disable some of your code and take screenshots. Keep a Git history will help in this case. - Academic dishonesty and misconduct (e.g., plagiarism, fabrication) are strictly not tolerated. Doing so will result in a penalty for your project evaluation. On the use of open-source code and GPT/AI models: - You are free to explore open source and GPT-generated code to assist your development. - You can explore GPT/AI models to create assets for your application such as 3D geometry, textures. It is good to give credits in such cases (which model is used for such content generation). - You cannot use GPT to generate all the project deliverables. Doing so will result in a zero mark for your project. - It is allowed to use a library to load models, as long as this is acknowledged in the report. - It is also allowed to use a library for some special effect, extra to the core functionality, such as physics, as long as this is acknowledged in the report. If in doubt, ask the lecturer or the demonstrators. - It is not allowed to use a graphics engine (e.g., UE4, Unity, etc.). This is a test of your ability to program the basic 3D graphics functionality covered in class, so no higher- level libraries or engines are allowed for rendering, camera transformations, etc.
PSYC51A Report #2 – t tests & ANOVA INSTRUCTIONS Learning Goals: · Perform. and interpret your first inferential statistical tests om grouped data. o Conduct 1-sample t tests, both manually and with JASP, to compare levels of an independent variable to chance. o Use JASP to conduct t tests comparing two levels of an independent variable to each other. o Use JAPS to conduct one-way ANOVA, to compare multiple levels of an independent variable o Synthesize results across all analysis to deduce broad conclusions about non-verbal perception. · Illustrate your analysis with the descriptive statistics and plots obtained in Report #1, revised and improved, if necessary, on the basis of critiques provided by the grading of Report #1. · Write your conclusions in both APA format and “newspaper” format, which is described, in your text, in posted lectures, and in the posted Hypothesis Testing Guides. · Analyze the strengths and weakness of your conclusion. Background Information: You will answer the research questions posed below which pertain to the experiment studying interpersonal perception experiment presented in class, outlined as follows: Population: All humans Sample: Students in PSYC51A Study Design: · All subjects are presented 9 IPT scenes which depict real social interactions with objectively definable qualities; all subjects answer a multiple-choice question (3 options) about each social interaction (0-9 correct). · Subjects are randomly assigned to either view an audio-visual movie of the scene (verbal + lots of non-verbal information) or to read a transcript. (verbal + a tiny bit of non-verbal information) · All subjects, in both presentation modes, judged scenes with 3 types of social interactions – affiliation, deception, dominance (0-3 correct per type of interaction) Data: The data file is posted in the Moodle module “Data Analysis Reports – Instructions and Assignments” in a link entitled “IPT Data-REAL”. DO NOT use “IPT Data-PRACTICE” by mistake Procedures: All JASP procedures The procedure will have been demonstrated in class (an Echo recording of which is available in case you missed the class), and it is also described in the Achieve Using Statistical Software: A Guide to SPSS, R, JASP, and jamovi , as well as in the online JASP User Guide link provided in the Moodle “Data Analysis Reports - Instructions and Assignments” module. Where you are asked to provide descriptive statistics for this report, you may use results from Report#1. However, before copying them, you should improve them, if necessary, by consulting the grading feedback and the posted answer key for Report #1. Research Question 1. You will manually perform. a 1-sample t-test of whether performance for each of the 3 types of social judgments studied (dominance, affiliation, deception) differs from chance (guessing, without any information about the IPT scenes). The number of questions expected correct by chance (guessing) in a large population is μ= n*p, where n is the number of questions and p is the probability of getting each question correct by chance. For Research Question 1, n=3 because there are 3 questions and p=1/3 because all IPT scene questions had 3 possible answers, so μ= n*p= 1/3 * 3 = 1 question correct by chance. The sub-parts of Question 1 lead you through the manual calculations. Research Question 2. Requires using JASP to conduct 1-sample t test of whether performance for each information channel (Transcript, Audio-visual) differs from chance guessing. Again, the number expected correct by chance (guessing) is μ= n*p, where, n=9 because all subjects answered 9 questions and p=1/3 because all IPT scene questions had 3 possible answers, so μ= n*p= 1/3 * 9 = 3. Research Question 3. Requires using JASP to conduct an independent groups t test to compare the two information channels to each other (rather than comparing each to chance, like in Question 2). Research Question 4. Requires using JASP to conduct a one-way, within-subjects (repeated measures) ANOVA to compare the performance on the three types of social interactions When done answering the assigned questions, remove these 2 instruction pages and all the red rubric information interspersed with th questions below, so your report will look like a coherent, systematic investigation of the research questions, rather than like a question-by-question response. (Do not delete the questions.) Re-read the report at this point to make sure all the answers are quantitatively consistent, grammatically correct, and use consistent, prose terminology for all constructs and statistical elements. Convert the finished report to a PDF, upload it to Gradescope, and assign pages. Research Question 1 (21 pts) As explained in the Background Information, all subjects in both information channel conditions answered 9 IPT questions, so the theoretical population mean number correct by chance (guessing) is μChance=3. This research question asks: Do the observed sample means for each information channel – Transcript. and Audio-visual – differ from chance (guessing); the desired false positive error probability is p=0.05. 1.1 (1pt) Insert the table of descriptive statistics from Report 1 for the two information channel conditions. Be sure to label them adequately (JASP variable names alone are not sufficient), and make any other changes called for by the grading of Report#1. · -1 pt if N, M, s missing or wrong for either channel · -.5 if only JASP variable names used as labels · Note: policy for labels is that full IV, level, and DV labels must appear either in every individual table/plot or as some kind of a legend associated with the plot 1.2 (2 pt) What are the statistical hypotheses, for each channel? Transcript. Audio-visual: -1 pt per missing/wrong hypothesis (deduct if not FULLY correct) 1.3 (3 pt) What is are the critical α level, directionality, and degrrees of freedom for each channel? Transcript. α=______, _______-tailed, df=_________ Audio-visual: α=______, _______-tailed, df=_________ · -.5 pt per missing/wrong value 1.4 (2 pt) What are the critical t values, for each channel? Transcript. tObs=______ Audio-visual: tObs=______ · -1 pt per channel missing/wrong 1.5 (1 pt) What is the decision rule (same for both channels) Decision rule: __t__ · -1 pt if missing/wrong 1.6 (3 pt) What are the mean and standard error for the sampling distributions for chance (guessing) performance, for each channel? Show the formula and result. Transcript. μM=; sM= Audio-visual: μM=; sM= · -.5pt per μM value missing/wrong · -.5 pt per channel if sM formula OR values inserted in formula missing/wrong · -.5 pt per channel if answer missing/wrong 1.7 (3 pt) Insert histograms for each channel (Make sure to label conditions). Place the red line representing the sample mean on each histogram. Scale the normal curve template and superimpose on the histograms to represent the sampling distribution for chance. · -1 pt if BOTH histograms not present and if missing/wrong · -.5 pt per sample mean ref line not place properly · -.5 pt per sampling distribution not scaled/placed properly · Note: policy for labels is that full IV, level, and DV labels must appear either in every individual table/plot or as some kind of a legend associated with the plot 1.8 (2 pt) What is the observed t value for each channel? Show the formula and result. Transcript. tObs______ Audio-visual: tObs_____ · -.5 pt per channel if formula OR values inserted in formula missing/wrong · -.5 pt per channel if answer missing/wrong 1.9 (2 pt) What is the decision, for each channel? Transcript. Decision:_ _____ Audio-visual: Decision:_ _____ · -.1 pt per channel if missing/wrong 1.10 (2 pt) What is the effect size for each channel? Show the formula and result. Transcript. Cohen’s d____ Audio-visual: Cohen’s d____ · -.5 pt per channel if formula OR values inserted in formula missing/wrong · -.5 pt per channel if answer missing/wrong Research Question 2 (15 pts) This research question is the same as Research Question 1: Do the observed sample means for each information channel – Transcript. and Audio-visual – differ from chance (μChance=3), with a desired false positive error probability of p=0.05. In this question the test will be performed with JASP rather than manually. 2.1. (6 pts) Perform. 1-sample t tests for each information channel compared to chance, in JASP. Be sure to request the effect size, descriptive statistics, and bar plots with 95% confidence intervals. In order to perform. these analyses separately on each information channel condition, you will have to create new JASP variables with just the Transcript. IPT_Tot values in one column and just the Audio-visual IPT-Tot values in another column. Do this by copy-paste operations for each set of values from the original IPT_Tot column to the new columns (as we will demonstrate in class). Be sure to set up the analysis consistent with the directionality of the research question. Provide i) the t test output table including effect size (Cohen’s d) (2 pts), ii) a descriptive statistic table (2 pts), iii) bar plots for both conditions with 95% confidence intervals (2 pts). Put all tables/plots on one page. If your results do not match what you had found manually in Research Question 1 then you need to examine both procedures and resolve whatever errors caused the discrepancies. ● -2 if any value in the t table missing/wrong ● -.5 if t table not labelled fully comprehensibly ● -2 if any value in the descriptives table missing/wrong ● -.5 if descriptives table not labelled fully comprehensibly ● -1 pt per missing/wrong bar plot ● -.5 if plots not labelled with full name of conditions, y-axis, and type of error bar ● Note: policy for labels is that full IV, level, and DV labels must appear either in every individual table/plot or as some kind of a legend associated with the plot 2.2 (6 pt) Using the information from your manual and JASP analyses, write one APA report about the primary research question encompassing both channels, including all essential elements. 2.3 (3 pt) Write a non-statistical, newspaper-style. report about the results. · 1 pt – general description of the non-effect of verbal and positive effect of non-verbal info relative to chance (in other words, a clear reference to the research question) · 1 pt – some statement conveying significance, in common language · 1 pt – statement conveying functional impact, in common language Research Question 3 (17 Pts) This research question compares the effects of Transcript. (written verbal information plus a small amount of non-verbal information) and Audio-visual (audible verbal information with a large amount of non-verbal audible/visible information) channels on the accuracy for perceiving social interactions (number of IPT questions correct). It is important to understand that the scenes read/viewed are natural scenes in which 1) the participants did neither knew what aspect of the interaction experimental subjects would be asked judge nor intentionally conveyed information, 2) the verbal content of the Transcript. and Audio-visual conditions give no clues to the correct interpretation of the aspect of the scenes which the subjects had to judge, and 3) chance performance is what would result if subjects guessed the interpretation of the scenes without being exposed them. 3.1 (2 pts) Taking into account analyses of both previous research questions, is a directional or non-directional research hypothesis justified for a direct comparison between conditions? Explain your choice citing previous analyses. Keep in mind that a one-tailed hypothesis is more powerful (more likely to find a difference if there really is one, or, equivalently, less likely to produce a false negative conclusion) than a two-tailed hypothesis, so one-tailed should be used if it is justified by previous analyses. · -1 if directional is missing/wrong · -.1if explanation does not cite previous results OR is logically inconsistent with results cited 3.2 (1 pt) Convert the research hypothesis to a statistical hypothesis · -.5 for each member of the paired hypotheses missing or not fully correct 3.3 (8 pts) Do the analysis in JASP and insert i) the t test output including effect size (Cohen’s d) (2 pts), ii) tables for the assumptions of normality and equal variance (Levene) (2 pts), iii) a descriptive statistic table ( 2 pts), and iv) a bar plot showing both conditions (channels) with 95% confidence intervals (2 pts). Be sure to set up the analysis to be consistent with your research hypothesis. Be sure to get all tables/plots on one page. ● -2 if any value in the t table missing/wrong ● -.5 if t table not labelled fully comprehensibly ● -1 for each assumption table missing/wron ● -2 if any value in the descriptives table missing/wrong ● -.5 if descriptives table not labelled fully comprehensibly ● -2 pt if missing bar plot ● -1 pt of plot present but dat wrong ● -.5 if plots not labelled with full name of conditions, y-axis, and type of error bar ● Note: policy for labels is that full IV, level, and DV labels must appear either in every individual table/plot or as some kind of a legend associated with the plot 3.5 (6 pts) Write an APA-style. report about Research Question 3. The report should contain a final sentence stating weakness in the analysis. Research Question 4 (22 pts) In the nonverbal person perception experiment outlined in the Backgroud section, every respondent answered 3 IPT questions about each of 3 aspects of social interactions: the relative dominance (status) of the interacting people, their affiliation (kinship) relations, and their deceptiveness. The primary research question here is whether the type of interaction judged affects the accuracy of non-verbal interpersonal perception. The secondary question is how the accuracy for different type of interactions differ. 4.1 (1 pt) Insert the table of descriptive statistics for the three types of social interactions from Report#1. Be sure to label itadequately (JASP variable names alone are not sufficient), and make any other changes called for by the grading of Report#1. · -1 pt if N, M, s missing or wrong for any type of social interaction · -.5 if only JASP variable names used as labels 4.2 (2 pt) Describe the four steps through the Decision Tree we have been using in class to determine that a 1-way repeated measures ANOVA is the appropriate way to analyze the primary research question. Decision Tree Question Answer -.5 for any question if answer either missing or wrong 4.3 (2 pt) What are the formal null and alternative hypotheses for the primary research question? -1 for each hypothesis missing or not fully correct 4.4 (8 pts) Perform. a 1-way repeated measures ANOVA in JASP for the primary research question. When setting up the analysis, be sure to provide descriptive labels for the levels of the IV in the “Repeated Measures Factors” box (this will ensure adequate labeling of the output). The analysis options should include an estimate of effect size (η2), the a check of the sphericity (equality of variance) assumption and the Greenhouse-Geisser correction if the assumption is violated, a bar plot of the levels of the IV, and post-hoc comparisons among the levels of the IV using the Bonferroni correction for multiple comparisons. These setup options will have been discussed in class. Insert i) the Within-subjects ANOVA table, ii) the sphericity check, iii) the bar plot, iv) the post-hoc test table. · -2 pts if Within-subject ANOVA table missing or if any value is wrong o -.5 if present but not labeled correctly · -2 pts if sphericity table missing or if any value is wrong o -.5 if present but not labeled correctly · -2 pts if bar plot missing or if any value is wrong o -.5 if present but not labeled correctly · -2 pts if post-hoc table missing or if any value is wrong o -.5 if present but not labeled correctly · Note: policy for labels is that full IV, level, and DV labels must appear either in every individual table/plot or as some kind of a legend associated with the plot 4.5 (1 pt) Do the ANOVA results indicate a significant effect of the type of interaction judged on the IPT accuracy (1 pt)? What value from the table backs up your claim? (1 pt). · -.5 if “ significant” is missing/wrong · -.5 if p
