ECON455: Behavioral Economics Q1: Insurance Beth is taking ECON 455 and deciding when to study for the final exam versus relax. The final is on Saturday night, and Beth has come up with three possible plans: Plan A: Attend the review session on Thursday, study on Friday, take the exam on Saturday Plan B: Skip the review session on Thursday, study on Friday, take the exam on Saturday Plan C: Skip the review session, relax on Friday, and take the exam without having prepared. Beth's utility streams associated with each plan are described by the following table. Assume she starts evaluating plans at t=1. A. Suppose Beth is an exponential discounter with δ = 0.5 and it's currently Thursday. Rank the plans in order of Beth's preference. Which plan will she choose? B. Suppose Beth is a naive quasi-hyperbolic discounter with δ = 0.5 and β = 0.5 and it's currently Thursday. Rank the plans in order of Beth's preference. Which plan will she choose? C. Suppose Beth is a naive type of the quasi-hyperbolic discounter and re-evaluates her plan on Friday, will she stick with her plan? D. Suppose Beth is a sophisticated quasi-hyperbolic discounter with δ = 0.5 and β = 0.5 and it's currently Thursday. Rank the plans in order of Beth's preference. Which plan will she choose? E. Suppose Beth is a sophisticated type of the quasi-hyperbolic discounter and re-evaluates her plan on Friday, will she stick with her plan? F. Under what circumstances would the naive and the sophisticated type choose different plans, if given the choice to re-evaluate plans? Explain intuitively. Q2: Seeking Alpha Consider the decision to purchase health insurance. Imagine that there are three states of the world: you are in good health and spend $0 on healthcare; you are in fair health and spend $10,000 on healthcare; or you are in poor health and spend $100,000 on healthcare. The probability that you are in good health is 15%, the probability you are in fair health is 65% and the probability that you are in poor health is 20%. During open enrollment, you have to decide whether or not to buy insurance that will cover you next year. If you buy insurance, you are fully insured and you will pay nothing for healthcare. If an economic agent believes that the current state of the world will persist into the future (possibly in opposition to probabilistic reality) we say they have a projection bias. This projection bias can be summarized via a parameter o. If o 1 for an economic agent this would mean they are certain the future state of the world will be identical to the present. If o - O they are certain that the current state of the world will not predetermine future states of the world in any way. For o between O and 1 we expect that there is o probability the future will be identical to the present and 1-a probability that future states of the world will be determined probabilistically (given the probabilities listed above). Assume that there is no actual correlation between your current health and your future health. Your happiness is associated with a utility function of the form. u(c) c, use this information to calculate the maximum amount of money you would be willing to pay for health insurance for the coming year in each of the following scenarios. A. Imagine that you have a form. of projection bias. If α = 8/3 and your current health is poor, what is the maximum you are willing to pay for health insurance for the coming year? B. Now imagine that you have the same form. of projection bias. If α = 8/3 and your current health is good, what is the maximum you are willing to pay for health insurance for the coming year? C. Now imagine that you have an unknown degree of projection bias. If your current health is fair, what is the maximum o such that you will decide to purchase health insurance if it is being sold for $500? D. Finally, imagine again that you have an unknown degree of projection bias. If your current health is good, what is the maximum o such that you will decide to purchase health insurance if it is being sold for $500? Q3: Risk Premium and Certainty Equivalence Jichael Mordan is famous for his love of gambling. His utility over money is U($) = $x$x$ = $3. That is to say his utility over money is the cube of however much money he has. Suppose Jichael is out golfing with his friend Bharles Carkley and currently has $3,000,000.00 in his wallet. Bharles offers Jichael a $2,000,000.00 bet on the flip of a fair coin: 50% probability he loses $2,000,000.00 (walks away with $1,000,000.00) and 50% probability he wins $2,000,000.00 (walks away with $5,000,000.00). Use this information to answer the following: A. Plot Jichael's Bernoulli utility function. Is Jichael risk-loving, risk-averse, or risk-neutral? B. Will Jichael take this bet? Show that his expected utility is higher/lower if he accepts/declines this gamble. Mark the expected utility of the gamble on the graph from (A). C. What is the expected value of this gamble? Mark this number on the graph from (A). D. How much money will make Jichael indifferent between taking the gamble or walking away (what is the certainty equivalent of this gamble)? Is it greater or smaller than the expected value of the lottery? Write an economic interpretation of this number. Q4: Popping Suppose that agents live for three periods: youth, middle age, and old age. In each period, agents choose whether to consume an addictive substance (to pop) or to refrain. Once an agent pops they cannot stop, meaning trying the substance causes addiction in ALL future periods. Now further suppose the benefit from "popping" varies across periods and is decreasing over time. In other words, consuming the addictive substance is more tempting when one is young. Let Uy represent utility during youth, Um be utility during middle age, and Uo be utility during old age. The utility associated with several states of the world are summarized here: A. If δ = 1, in what periods will a time-consistent economic agent who enters youth not "popping" choose to pop? Prove this is the agent's optimal consumption path. B. If δ = 1 and β = 2/1, in what periods will a naive agent who enters youth not addicted choose to pop? C. If δ = 1 and β = 2/1,in what periods will a sophisticated agent who enters youth not addicted choose to pop? D. Discuss the behavioral implications of your answers in parts (A)-(C). How does the behavior. of different types impact the outcome of their rational decisions? Q5: Dating L is amazing. You are considering asking L out for a date but you are more than a little worried that L is dating somebody else. You figure the probability that L is dating somebody else is one chance in three. If L is dating somebody else, he/she is unlikely to accept your offer to go on a date: in fact, you think the probability is only one in five-hundred chance that they will accept if they are dating someone else. If L is not dating somebody else, you think the probability is one chance in one-hundred that they will accept your offer. Use this information to answer the following, using explicit notation in your calculations and complete sentences to explain your logic. Incomplete or inarticulate responses will not earn credit for this grade item. A. What is the probability that L is dating somebody else but will accept your offer to go on a date anyway? B. What is the probability that L is not dating somebody else and will accept your offer to go on a date? C. What is the probability that L will accept your offer to go on a date? D. Suppose L accepts your offer to go on a date. What's the probability that L is dating somebody else, given that L agreed to go on a date?
Module Title Principles of Consumer Behavior Assignment Mode Group Assignment Word Limit 2500 words (+/- 10%) for Report Citation Format APA Marks 50 marks References You are required to consult and correctly reference a MINIMUM of 10 different sources of information Date Due Refer to LMS Assignment Brief For the purposes of this assignment, you are to assume the role of an executive team working within the Marketing Department of a company that is operating within the Asian tourism industry. For the purposes of this assignment, you may choose company that is operating within the tourism industry You have been tasked by the Managing Director of the chosen company to prepare a Consumer Behaviour Report that addresses the following areas: Situation Analysis of the Company Target Market Description Target Market Decision Making Process Two Social Influences on Buying Behavior. Two Psychological Influences on Buying Behavior. Two Personal Influences on Buying Behavior. Four Marketing Strategy Recommendations This group assignment, comprising of 4 members, is a combination of theory and practical application of key concepts relating to the module on Consumer Behaviour. The required report must provide evidence of wider research and be adequately presented, investigated, and argued in a logical and coherent manner. Appropriate conclusions made must be explained, justified and appropriately referenced as is expected of a report at this level of study. The report further requires a MINIMUM of 10 different sources of information (most assignments achieving the top two grade levels available include 10 references). You must use the APA Referencing system to acknowledge your sources of information (both in-text, and as a reference list at the end). Further information on the structure and other details of the assignment will be shared by the lecturer during the conduct of the sessions.
MM. MECÁNICA DE MÁQUINAS. PRIMERA EVALUACIÓN. PRUEBA OBJETIVA. 13 de noviembre de 2023. C1 El número de grados de libertad del mecanismo se-gún la fórmula de Glübler es A) F = 4 B) F = 5 C) F = 6 D) F = 2 C2 Señala la ecuación vectorial que permite relacionar las velocidades angulares de las barras 2 y 4. A) ~ω2 ∧ ~rO2A = ~ω4 ∧ ~rO4A + ~vA4/3 B) ~ω2 ∧ ~rO2A = ~ω4 ∧ ~rO4A + ~vA3/4 C) ~ω2 ∧ ~rO2A = ~ω4 ∧ ~rO4A + vA3/4 ~ i D) ~ω2 ∧ ~rO2A = ~ω4 ∧ ~rO4A + vA4/3 ~ i C3 Indica la afirmación incorrecta relativa al número de grados de libertad. A) El número de grados de libertad de una barra es el mínimo número de parámetros necesarios para definir la posición y orientación de la misma. B) Para una barra sin restricciones en un espacio plano, el número de grados de libertad es dos. C) La fórmula de Grübler permite calcular el número de grados de libertad de un mecanismo plano. D) Conocer el número de grados de libertad es útil para determinar el mínimo número de motores necesarios para posicionar un mecanismo. C4 Indica la afirmación incorrecta relativa a los pares cinemáticos. A) El par prismático tiene 1 grado de libertad. B) El par de rodadura sin deslizamiento es de clase I. C) El par leva introduce dos restricciones cinemáticas. D) El número de grados de libertad de un par cinemático es el mínimo número de parámetros necesa-rios para establecer unívocamente la posición relativa de las dos barras unidas por el par. C5 En el mecanismo de la figura hay rodadura sin des-lizamiento entre las barras 5 y 6. El número de gra-dos de libertad según la fórmula de Glübler es A) F = 4 B) F = 5 C) F = 6 D) F = 7 C6 Indica la afirmación incorrecta. A) Una barra ternaria se conecta a otras barras mediante tres pares cinemáticos. B) Un par no binario conecta a más de dos barras. C) Un mecanismo espacial es aquel en el cual algunos puntos de algunas barras describen trayectorias no planas o no contenidas en planos paralelos. D) Una biela es una barra caracterizada por transmitir el movimiento de una deslizadera a una mani-vela. C7 En un cuadrilátero articulado, las longitudes de las 3 barras móviles son 200, 350 y 300 mm. La distancia sobre la barra fija de las dos articulaciones es de 50 mm. Dicho mecanismo es un: A) Doble balancín. B) Manivela-balancín. C) Doble manivela. D) Biela-manivela-deslizadera. C8 En el mecanismo de la figura, el punto C corres-ponde al centro de curvatura de la guía del par que une las barras 3 y 4. Indica cuál es la relación ci-nemática que permite relacionar las aceleraciones angulares de las barras en el instante de arranque. A) ~α2 ∧ ~rO2A = aA4 ~ i + ~α3 ∧ ~rCA B) ~α2 ∧ ~rO2A = aA3 ~ i + ~α3 ∧ ~rO2A C) ~α2 ∧ ~rO2A = aA3 ~ i + ~α3 ∧ ~rCA D) ~α2 ∧ ~rO2A = aA4 ~ i + ~α3 ∧ ~rO2A C9 Indica la afirmación incorrecta correspondiente a los mecanismos de biela-manivela-deslizadera del ti-po al mostrado en la figura. A) Cuando funciona como motor alternativo, el punto muerto se produce cuando la biela y la mani vela se encuentran alineadas. B) Cuando funciona como compresor alternativo, el punto muerto se produce cuando la biela se en cuentra alineada con la dirección de la deslizadera. C) Cuando funciona como compresor alternativo, la posición extrema de la deslizadera se produce cuando la biela y la manivela se encuentran alineadas. D) Cuando funciona como motor alternativo, la manivela no tiene posiciones extremas. C10 En el mecanismo de la figura, el número de grados de libertad según la fórmula de Glübler es A) F = 0 B) F = 1 C) F = 2 D) F = 3 C11 Indica la afirmación incorrecta. A) Una barra binaria es la que realiza un movimiento oscilante entre dos puntos. B) Una biela es aquella cuyo centro de rotación no es un punto fijo. C) La manivela de un mecanismo dan vueltas completas. D) Un balancín tiene el centro de rotación en un punto fijo. C12 Indica la afirmación incorrecta correspondiente a los mecanismos de cuatro barras. A) Si se cumple la igualdad en la ecuación de Grashoff, se pueden producir configuraciones cinemáti-camente indeterminadas. B) En un mecanismo que cumple la desigualdad de Grashoff siendo la barra más corta la manivela de entrada, las posiciones extremas del balancín de salida se producen cuando se alinean la manivela y la biela acopladora. C) Si se cumple la desigualdad estricta de Grashoff, la barra de entrada da vueltas completas con respecto a las demás. D) El mecanismo de cuatro barras forma una cadena cinemática cerrada. C13 Indica la afirmación incorrecta relativa a fuerzas y momentos. A) Los pares o momentos son vectores libres. B) Las fuerzas son vectores deslizantes. C) El efecto de una fuerza sobre una barra rígida es independiente del punto de aplicación de la fuer-za, siempre que la fuerza se encuentre sobre la misma línea de acción. D) El momento con respecto al punto O de la fuerza F~ cuando ésta se aplica en el punto A se calcula como M~O = F~ ∧ ~rOA. C14 Indica cuál de las siguientes afirmaciones referidas a las reacciones transmitidas a través de un par cinemático es cierta: A) Las direcciones de las fuerzas trasmitidas se corresponden con las direcciones del movimiento que restringe el par cinemático. B) En general, en un par de rodadura sin deslizamiento, la fuerza tangente al contacto vale el coefi- ciente de rozamiento por la fuerza normal al contacto. C) En ausencia de rozamiento, un par prismático transmite una fuerza según la dirección del par. D) En general, la reacción resultante sobre un par R lleva la dirección de la barra. C15 Indica qué afirmación relativa a la aplicación del Principio de las Potencias Virtuales no es correcta: A) El Principio no es aplicable cuando la velocidad del mecanismo es nula. B) La formulación consiste en la suma de potencias asociadas a fuerzas y a pares. C) La potencia correspondiente a una fuerza es cero cuando el punto de aplicación de dicha fuerza tiene velocidad perpendicular a la línea de acción de la fuerza. D) Las fuerzas de inercia se tratan como cualquier otra fuerza externa.
Economic Policy Issues ECON6003 Assessment Task 1 Name of Assessment Task: Assignment 1 (20%) Details of Task: Assignment 1 will consist of multiple-choice questions, short essays, and calculation problems, and is designed to be completed in 30 minutes or less. It will be administered via Canvas and will cover material from week 1 to 4. Purpose: • To motivate students • To cultivate the habit of active reading and comprehension • To provide a check on students' understanding of fundamental concepts, along with constructive feedback Assignment 1 is designed to assess your understanding of the academic papers covered in class. Specifically, it will test your grasp of main findings, basic definitions, conceptual frameworks, limitations, and the relationships between the papers. Marking Rubric: Each quiz will have clearly defined correct answers, leaving no room for subjective interpretation. The points allocated for each question are fixed and non-negotiable. Approximately 70-80% of the questions will assess basic knowledge, definitions, and core concepts. Feedback and Performance: You will receive feedback on your performance by the due date specified in the Assessment Task section. For the ECON6003 course: Students enrolled in ECON6003 are given additional questions in Assignment 1 compared to those enrolled in the other co-batched courses (i.e., ECON3023 and PPEI3301). Assessment Task 2 Name of Assessment Task: Assignment 2 (20%) Details of Task: Assignment 2 will consist of multiple-choice questions, short essays, and calculation problems, and is designed to be completed in 30 minutes or less. It will be administered via Canvas and will cover material from week 5 to 8. Purpose: • To motivate students • To cultivate the habit of active reading and comprehension • To provide a check on students' understanding of fundamental concepts, along with constructive feedback Assignment 1 is designed to assess your understanding of the academic papers covered in class. Specifically, it will test your grasp of main findings, basic definitions, conceptual frameworks, limitations, and the relationships between the papers. Marking Rubric: Each quiz will have clearly defined correct answers, leaving no room for subjective interpretation. The points allocated for each question are fixed and non-negotiable. Approximately 70-80% of the questions will assess basic knowledge, definitions, and core concepts. Feedback and Performance: You will receive feedback on your performance by the due date specified in the Assessment Task section. For the ECON6003 course: Students enrolled in ECON6003 are given additional questions in Assignment 1 compared to those enrolled in the other co-batched courses (i.e., ECON3023 and PPEI3301). Assessment Task 3 Name of Assessment Task: Assignment 3 (20%) Details of Task: Assignment 3 will consist of multiple-choice questions, short essays, and calculation problems, and is designed to be completed in 30 minutes or less. It will be administered via Canvas and will cover material from week 9 to 11. Purpose: • To motivate students • To cultivate the habit of active reading and comprehension • To provide a check on students' understanding of fundamental concepts, along with constructive feedback Assignment 2 is designed to assess your understanding of the academic papers covered in class. Specifically, it will test your grasp of main findings, basic definitions, conceptual frameworks, limitations, and the relationships between the papers. Marking Rubric: Each quiz will have clearly defined correct answers, leaving no room for subjective interpretation. The points allocated for each question are fixed and non-negotiable. Approximately 70-80% of the questions will assess basic knowledge, definitions, and core concepts. Feedback and Performance: You will receive feedback on your performance by the due date specified in the Assessment Task section. For the ECON6003 course: Students enrolled in ECON6003 are given additional questions in Assignment 2 compared to those enrolled in the other co-batched courses (i.e., ECON3023 and PPEI3301). Assessment Task 4 Name of Assessment Task: Final Exam (40%) Details of Task: The exact date and time of the final exam will be announced by the university and will be administered as an in-person, invigilated exam by ANU Examinations. The final exam will be comprehensive, covering all content taught during the course. Its format will be similar to Assignment 1-3. Purpose. • To motivate students • To cultivate the habit of active reading and comprehension • To provide a check on students' understanding of fundamental concepts, along with constructive feedback Final Exam will be designed to assess your understanding of the academic papers covered in class. Specifically, it will test your grasp of main findings, basic definitions, conceptual frameworks, limitations, and the relationships between the papers. Marking rubric. Each quiz will have clearly defined correct answers, leaving no room for subjective interpretation. The points allocated for each question are fixed and non-negotiable. Approximately 70-80% of the questions will assess basic knowledge, definitions, and core concepts. Feedback and performance. There will be no feedback provided for a final examination piece. This task is for you, the student, to demonstrate your mastery of the course material. For the ECON6003 course: Students enrolled in ECON6003 are given additional questions in Final Exam compared to those enrolled in the other co-batched courses (i.e., ECON3023 and PPEI3301).
PSY205 SONA Research Requirement OPTION B: Article Reviews You may choose to write review papers of research articles to fulfill your four SONA credit requirements instead of participating in SONA studies. PLEASE NOTE: THERE IS NO DEADLINE EXTENSION OR “OH SHIT” DO-OVER AVAILABLE FOR THE PARTICPIATION IN RESEARCH (SONA) REQUIREMENT! YOU MUST HAVE ALL FOUR CREDITS COMPLETE BY WEDNESDAY, APRIL 24th. You have until 11:59pm to submit an Option B article review. LATE SUBMISSIONS (EVEN BY A SECOND!) WILL NOT BE GRADED. PLEASE DON’T WAIT!!! Option B requires you to critically evaluate a scholarly research article (you must select an article from the approved list located in Blackboard) and write a written summary of the article. One research review paper is worth 1 research credit. Your review should answer all of the questions (see below) and be no more than 2 pages, double-spaced (shorter is fine). To receive ALL 4 credits for research participation, you would need to read 4 of the provided articles and write a 1-2 page review paper for each article. Keep in mind that you can complete your four required SONA credit hours in any combination of Option A or B. All reviews are due by December 4th before 11:59pm EST. Your completed work must be submitted via Turnitin and follow all formatting instructions to receive credit. THERE IS NO LATE SUBMISSION POLICY FOR THE RESEARCH REQUIREMENT! INSTRUCTIONS: For each Option B Article Review, you must select an article from the approved list at the end of this document. Then, locate that article (a PDF of the article can be found in the Article folder in Blackboard), read it, and write your review by answering all of the questions below. FORMAT: Each research article summary should: · Be no more than two pages long · Be typed · Be double-spaced · Have Times New Roman, 12-point font · Have one-inch margins · Be written in complete sentences To earn research credits, you must follow these formatting instructions. INCLUDE: Your review must contain the following information: · At the top, include your first and last name and the APA citation for the article you selected (see list at the end of this document). · Next, read your article and answer ALL of the following questions: a. Hypotheses – What was the hypothesis being tested by the author(s)? b. Participants – Who were the participants in the study? c. Results – What did the author(s) find? d. Conclusion – What did the author(s) conclude? e. Critical analysis – What is your own impression of the findings? How does this relate to the material covered in class? You must make at least one specific connection between the article and something we have learned in class this semester, either in your readings or in Dr. Martin’s lectures. Before submitting, ensure that your work is saved as a PDF document. No other format will be accepted. Please review the instructions for submitting work to Turnitin in the Lecture Blackboard page to ensure that your work is submitted correctly. Documents that result in errors in Blackboard will not be considered submitted (See “How to submit your work so we can read it” in the Lecture Syllabus). Save your digital receipt! Academic Integrity Reminders: All Option B research reviews are to be completed independently. If you have questions about the material or the assignment, you are welcome to ask your TA or Dr. Martin for help. Do NOT share your assignment in any form. with any student for any reason. Do not ask others for their work. Do not use any online resource to complete this article. Everything you need to complete the Article Review is in the article itself and your own brain. You cannot use ChatGPT or any other Artificial Intelligence tool to complete this assignment. The work should be entirely your own. Your responses must be written using your own words. Do NOT copy/paste things from your article or quote what the researchers say! Doing any of the above violates the academic integrity expectations for this course, and will result in a referral to the Center for Learning and Student Success (CLASS) – the office that handles academic integrity cases. Please review SU’s academic integrity policy HERE and the course policy located in the syllabus. Also note: You will receive a copy of your Originality Report when you submit your work, which means that you can self-evaluate potential Academic Integrity violations and have an opportunity to revise it (another reason to turn your work in well before the deadline!). If you submit your assignment to Turnitin and receive an Originality Report that indicates that your assignment has a Similarity Score of 40% or higher, you should revise your assignment and resubmit your work using your own words. You must resubmit BEFORE the original due date/time for your resubmission to count. Only the latest version as of December 4th at 11:59pm EST will be graded. If that version indicates a violation of the academic integrity policy for this course, an academic integrity report will be filed. For more information on how to read and interpret your originality report, see the “How to submit to Turnitin” folder in the Syllabus and Tools for Success link in the Lecture Blackboard page. THERE IS NO LATE SUBMISSION POLICY FOR THE RESEARCH REQUIREMENT! LATE SUBMISSIONS WILL NOT BE GRADED. The following articles may be selected to complete Option B. You must select an article from this list or you will not receive credit. You can find all six of these articles in the Option B folder in Blackboard. List of articles you can choose to read and evaluate 1. Aydin, N., Krueger, J. I., Fischer, J., Hahn, D., Kastenmüller, A., Frey, D., & Fischer, P. (2012). “Man's best friend:” how the presence of a dog reduces mental distress after social exclusion. Journal of Experimental Social Psychology, 48, 446-449. doi:10.1016/j.jesp.2011.09.01 2. Barry, A. E., Howell, S. M., Riplinger, A., & Piazza-Gardner, A. K. (2015). Alcohol use among college athletes: Do intercollegiate, club, or intramural student athletes drink differently? Substance Use & Misuse, 50, 302-307. doi:10.3109/10826084.2014.977398 3. McCarthy, R. J., Coley, S. L., Wagner, M. F., Zengel, B., & Basham, A. (2016). Does playing video games with violent content temporarily increase aggressive inclinations? A pre-registered experimental study. Journal of Experimental Social Psychology, 67, 13-19. doi:10.1016/j.jesp.2015.10.009 4. Musher-Eizenman, D. R., Holub, S. C., Miller, A. B., Goldstein, S. E., & Edwards-Leeper, L. (2004). Body size stigmatization in preschool children: The role of control attributions. Journal of Pediatric Psychology, 29, 613-620. 5. Wei, W., Ma, J., & Wang, L. (2015). The ‘warm’ side of coldness: Cold promotes interpersonal warmth in negative contexts. British Journal of Social Psychology, 54, 712-727. doi:10.1111/bjso.12108 You must choose articles from the above list. Only reviews of these articles will be accepted. If you summarize a different article, you will not receive credit.
FIN3008S Derivatives Securities WELCOME MESSAGE As moduIe coordinator of the Derivatives Securities moduIe, I weIcome you to the moduIe. The finance sector is a major driving force of a country’s economy. It encompasses the creating and maintaining of weaIth, and overaII managing of money that is cruciaI to the success of every business. Very broad areas, finance professionaIs can be found in every industry heIping businesses as weII as individuaIs. The subject of Derivatives Securities provides a mixture of both theory and practise. It aims to provide the students with an introduction to the derivatives worId, as weII as using these securities as hedging tooIs for risk management, thus providing a soIid foundation for further study or empIoyment in the financiaI services industry. To successfuIIy compIete this moduIe, it is strongIy recommended that a consistent routine of studies is maintained, and severaI Iearning activities such as course assignments are to be compIeted at the stated submission date(s). The graduates wiII have a weaIth of career choices within and beyond the finance sector. You wiII be equipped for success in fieIds such as credit, corporate finance, financiaI pIanning and services, investment and weaIth management as weII as risk management. This study guide outIines the discussion areas for each session. It is essentiaI for these to be read prior to the sessions to have a better understanding in the subject topics. PART 1: lNTRODUCTlON This Study Guide is designed to provide you with detaiIs of the moduIe FIN3008S Derivatives Securities, the Iearning outcomes, deIivery and assessment arrangements. The Study Guide consists of 6 parts. Part 1 gives background detaiIs to the subject area are provided and the broad aims of the moduIe are set out. Part 2 consists of the moduIe outIine. In this part the (a) moduIe Iearning outcomes, (b) the themes and topics to be expIored are expIained aIong with the (c) Iearning supports to be used. Part 3 gives detaiIs of the moduIe deIivery arrangements. It sets out the session arrangements and the expectations in reIation to your prior preparation and student engagement. Part 4 provides detaiIs of the assessment techniques used in this moduIe expIaining the assessment components, their rationaIe. Part 5 expIains the UCD grading poIicy and grade descriptors drawing on the university document are given for each assessment component (i) Assignment and (ii) Examination. Part 6 presents the concIuding comments. Accessing Live Zoom Classes PIease Iog into Brightspace, go to“FlN3008S-Derivatives Securities-2024/25 Autumn”, cIick“My Class”,“Zoom”. PIease aIways Iogin using your UCD emaiI address and your name. Your name shouId be visibIe to the Iecturer and other students to faciIitate coIIaboration. PIease join your onIine session no Iater than five minutes before the advised time of your session. Engagement tooIs on ZOOM Throughout the onIine sessions for this moduIe, you wiII be frequentIy asked to engage with both your Iecturer, and with your feIIow students. The Iecturer may send you into breakout groups and you discuss some cIass content in smaIIer groups before your findings are discussed with the whoIe cIass. You may use the “Share Screen” function (if enabIed) to show some summary points of the breakout group discussions. If you seIect “Chat”, a chat window wiII open and you can communicate with the whoIe cIass or with your Iecturer. If you wouId Iike to send a private message to your Iecturer, pIease seIect your Iecturer’s name instead of everyone. By cIicking on “Reactions”, another menu wiII open. This menu aIIows you to raise your hand if you have a question or wouId Iike to comment. If you see a hand icon in the Ieft upper corner of your screen, your hand is currentIy raised. You can Iower your hand by cIicking on this icon a second time. The Iecturer can aIso Iower your hand. When you join a Zoom session, you wiII be muted, and your camera is turned off. But for better engagement in the cIass, it is advised to keep your camera turned on. PIease onIy unmute yourseIf if you wouId Iike to speak to avoid background noises. You can change your audio and video setting by cIicking the smaII arrow beside the “Unmute” or “Start Video” icon. For more information please see https://buselrn.ucd.ie/student/category/using-zoom/ Background Details a. Background to the Topic This moduIe introduces the fundamentaIs of Derivative Securities. Topics covered incIude derivative markets, uses of derivatives and the pricing of derivatives. Asset cIasses covered wiII incIude equities, foreign exchange and commodities. The topics covered in this moduIe wiII aIIow students to Iearn about the concepts and theories in finance that wouId heIp investors and business decision-makers in making investment and financing investments as weII as knowing how risk can be managed through the use of derivatives securities. The knowIedge obtained from this course wouId be very vaIuabIe for one’s to embark on a professionaI or business career in either the FinanciaI Markets or the different FinanciaI Institutions. b. ModuIe Aims The aim of this moduIe is to introduce derivatives as a tooI for managing risk. The key products are futures, options and swaps. This moduIe describes in detaiI how the internationaI derivatives markets work, how they can be used by treasury and risk management departments, and what determines prices in them. Among the topics covered in this moduIe are: futures and options markets, interest rate futures, types of options, dynamic hedging and portfoIio insurance, introduction to options strategies, interest rate and foreign currency swaps, pricing options and credit derivatives. Module philosophy The moduIe draws on student prior Iearning and work experience and combines insights from strategy, internationaI trade and investment theory, human resource management and other areas. The assessment tasks for this moduIe have been designed with this in mind as detaiIed Iater in the study guide.
PHYS5033 Environmental Footprints and IO Analysis Reading Material Week 3 Week 3 System of National Accounts and pricing within input-output tables Input-output tables are usually compiled by national statistical agencies such as the Australian Bureau of Statistics (ABS) and represent one year of economic activity (see Australian Bureau of Statistics, 2022). These are compiled following the framework laid out in the UN’s System of National Accounts (SNA) (United Nations Statistics Division, 2008), which may be adapted for use at a country level (see for example Australian Bureau of Statistics, 2021). The following information has been extracted from the ABS publication Australian System of National Accounts: Concepts, Sources and Methods, 2021, which can be accessed here. Gross Domestic Product 8.1 The central concept in a national accounting system is economic production. Production is the process whereby inputs of labour, materials (produced or natural), accumulated capital assets and knowledge are combined to provide outputs of goods and services. This definition of production includes: • production of goods that are supplied to units other than their producers, including goods used as inputs to the production of other goods; • production of goods that are retained for the producer's own use; • provision of services of all kinds which add to the value of goods (such as transport and merchandising services); • provision of services directly bought and sold in the market in their own right (such as the services of doctors, teachers and entertainers); • provision of knowledge-capturing products (the provision, storage, communication and dissemination of information, advice and entertainment) which the consuming unit can access repeatedly; and • illegal production, comprising the production of illegal goods and services (i.e. for which distribution or possession is banned by law), and production of legal goods and services by unauthorised producers (e.g. unlicensed medical practitioners [page 119] Basic, Producers’ and Purchasers’ Prices 8.11 There is more than one set of prices that can be used to value outputs and inputs depending on how taxes and subsidies on products and transport charges are recorded. ASNA [the Australian System of National Accounts] uses basic prices for the valuation of industry outputs, and purchasers' prices for valuation of intermediate inputs and of final demand. This is in line with the recommendations in 2008 SNA. 8.12 It is important to note the distinction between taxes (and subsidies) on products and other taxes (and subsidies) on production when discussing alternate price measures. Taxes on products are payable per unit of the product (i.e. a flat amount dependent on the physical quantity of the product, or a percentage of the value at which the product is sold). Other taxes on production are imposed on the producer regardless of the production of any product (e.g. land taxes). [page 121] Basic Prices 8.13 The basic price is the amount receivable by the producer from the purchaser for a unit of a good or service, minus any tax payable (including deductible value added taxes) plus any subsidy receivable, as a result of production or sale of the unit. Subsidies artificially reduce the sale price, so they are included in the basic price to obtain a measure of the true value of the goods or services produced. Taxes on products, if included, would artificially increase the price and so are excluded. The basic price also excludes any transport charges invoiced separately by the producer as recommended by 2008 SNA. The basic price therefore measures the amount retained by the producer in respect of the good or service that is produced as output. 8.14 Analysts who use Input-Output tables (I-O tables) have expressed a strong preference for the definition of basic prices in the 1968 version of the SNA, which excludes the transport component whether separately invoiced or not. This treatment has been implemented in the I-O tables. This results in changes to estimates of output and intermediate use by industry for series at basic prices, with no impact on gross value added, GDP or series at purchasers' prices. [page 121] Producers’ Prices 8.15 2008 SNA states output can also be measured using producers' prices. These are defined as the amount receivable by the producer, from the purchaser, for a unit of a good or service produced as output, minus any non-deductible GST invoiced to the purchaser and excluding any transport charges separately invoiced by the producer. This measure of output is not included within the ASNA. [page 121] Purchasers’ Prices 8.16 The purchasers’ price is the amount paid by the purchaser in order to take delivery of goods or services. Purchasers' prices include any taxes payable (less any subsidies receivable) on production and imports, and any transport charges paid separately by the purchaser to take delivery. Value added taxes such as GST are included in purchasers' prices unless they are allowable as deductions from the purchaser's value-added tax liability. Purchasers' prices are also referred to as market prices. 8.17 In the derivation of industry value added, outputs are valued at basic prices and intermediate consumption is valued at purchasers' prices. By convention, the resulting estimates of industry value added are described as being 'at basic prices'. [page 121-2] Figure 3.1 provides a visual representation of the relationship between these three prices Figure 3.1: Relationship between basic price, producers’ price, and purchasers’ price. Common taxes and subsidies Some of the most common Australian taxes and subsidies (excluding income and company taxes) that would be considered in the input-output table valuation are included in Table 3.1. These are colour-coded blue for taxes and subsidies on production, and orange for taxes and subsidies on products. Table 3.1. Common Australian taxes and subsidies. See this link for more examples. Trade / retail margins and transport costs In practical terms, most consumer purchases are made within the retail sector, where individual consumers hand money over to a retailer at the point of final demand. The design of input-tables requires that this expenditure should be accounted for against the sector which received it, which would mean that, if no adjustments were made, most final demand would be accounted for against the retail sector. However, the products purchased by the final consumer are not an output of the retail sector, rather, the retail sector is providing a service which connects the outputs of other sectors with the final consumer. The ‘trade margin’ charged by the retail sector is the output which it contributes to the economic activity captured within the input-output table. To account for this, adjustments are made as expenditure data are incorporated into an input-output table. Expenditure is accounted for against the sector which produced the final product related to that expenditure using producers’ prices rather than purchasers’ prices, and the value of the trade margin is assigned to the retail sector. In a similar way, expenditure by the final consumer on a product sometimes includes delivery costs. These costs are required for the consumer to receive the product, but they are not an output of the sector which provides that product. In this case, the value of the delivery cost is assigned to the transport sector, which provided the delivery service. Most input-output tables use basic prices as the valuation within the T matrix because taxes and subsidies may not be applied evenly across all sectors. For example, in Australia fuel excise is not payable if the vehicle being refuelled will not be used on public roads. This means that the mining and agriculture sectors generally do not pay the fuel excise. The Y and v matrices contain information on taxes, subsidies, trade margin, and transport costs so that once calculated, total output and total input by sector are provided at purchasers’ prices and therefore capture the total value of all economic activity in the input-output system. Consider the example of a pair of jeans purchased for $100 from a retailer, who facilitates home-delivery which is charged as a $10 extra fee. The retailer has purchased these jeans for $80 from a jeans manufacturer, and therefore the trade margin is $20. The final consumer hands over $110 to the retailer, which would be accounted for as illustrated in Figure 3.2 Figure 3.2: Illustration of the accounting of a retail purchase within input-output tables. References Australian Bureau of Statistics 2021, Australian System of National Accounts, viewed July 3, 2022, https://www.ausstats.abs.gov.au/ausstats/subscriber.nsf/0/29225F69B784BD1CCA25870C0021C201/$File/5216.0_2021.pdf Australian Bureau of Statistics 2022, Australian National Accounts: Input-Output Tables, 2019-20 financial year, viewed July 3, 2022, https://www.abs.gov.au/statistics/economy/national-accounts/australian-national-accounts-input-output-tables/latest-release United Nations Statistics Division 2008, 'System of National Accounts', New York.
GROUP REPORT The group report is to be written in groups of 4 students. Deadline: Friday, 28th March 2025 (noon) Length: maximum of 4000 words Submission: Please submit your work ONCE (per group) on or before March 28th, 2025, via the link provided on Canvas. Instructions for the group assignment Data Obtain time series data on the price of a single commodity. The choice of commodity is yours. An appropriate data source would be Bloomberg, Refinitiv or similar. The information about how this data can be accessed should be clear. Analysis (1) Transform the data if necessary. (2) Plot the data and tabulate the descriptive statistics. Comment on your observations. (3) Conduct ARIMA modelling. (4) Appraise the adequacy of the results and apply appropriate diagnostic procedures. (5) Forecast the commodity price using appropriate forecasting methods and evaluate your forecasts. Select the best model for forecasting. (6) Compare your methods and findings with those of other empirical studies on this topic (in the conclusion to your report). The complete R file used for your analysis must be included in the Appendix of the Report for reference. Report Write an analytical report of all your analysis. Your report should read like an extended academic article. Read some empirical papers such as Applied Economics Letters and copy their style. Your report should include: a) a short Introduction, b) a Literature Review, c) a Data Set section, d) an Empirical Results and Modelling section, and e) a Conclusions section. Discuss the choice of the best ARIMA model, including references if you refer to any of the related studies. Further Instructions: Bear in mind that commodity prices tend to be highly correlated and often exhibit persistence. Therefore, make sure you conduct unit root tests to determine the stochastic properties of the data. The sample size plays an important role in the precision of your results. Consider the sample size and the exact definition of the data. The final project report must be typed. Relevant tables and figures should be within the main text. Do NOT include your computer printouts in the main text; they can be included in the Appendix for reference. Screenshots are unacceptable. You should process and digest the relevant information from the computer printouts and then summarise them in tables that should be in the main text. Note that a lot of the results can be condensed into a few tables. Read journal articles and copy their style. As mentioned above, the complete R file used for your analysis must be included in the Appendix for reference. Leave time for writing up - this tends to be overlooked. Sometimes students who can do all of the analysis fail to describe what they have done and what it means. Do not just transcribe the results of performing dozens of regressions. Try to structure the interpretation of the results, pose questions and explain how the regressions provide answers to them. Marking: The group report will be marked using the criteria specified in the Marking Rubric that is available on Canvas. The individual mark you will obtain for the group report depends on the joint mark the group will receive from the marker AND your individual peer assessment score. For the latter, you will rate yourself and your group members on a scale of 1 (very poor effort) – 5 (full effort). Suppose you are part of a group of four. The maximum number of points you can receive is 20. Suppose, you assign yourself a 3; your first group member assigns you a 3, your second group member assigns you a 4; and your third group member assigns you a 5. Then, your total score will be 3 + 3 + 4 + 5 = 15, and your score will be 15/20 = 0.75. 80% of the mark is awarded to all group members. This means that for an assignment scoring 60, all group members have 48. 20% of the mark is adjusted according to your average peer assessment score. A student who is rated at 75% effort will end up with 57, in the above example. . Peer assessment is compulsory. If you do not assess all your group members, you automatically get 0% effort. . Peer assessment is anonymous via Canvas. . your individual mark = 0.8 * (joint mark) + 0.2 * (average peer score/20) * (joint mark) Further examples: assume the group mark assigned by the marker (joint mark) is 60. i) If you are a group of four, and your individual score based on your rating of your effort and others’ ratings of your effort is 10 out of the possible maximum 20 (i.e., 0.5), then your individual mark is = (0.8*60) + (0.2*0.5*60) = 54. ii) If you are a group of four, and your individual score based on your rating of your effort and others’ ratings of your effort is 15 out of the possible maximum 20 (i.e., 0.75), then your individual mark is = (0.8*60) + (0.2*0.75*60) = 57. iii) If you are a group of four, and your individual score based on your rating of your effort and others’ ratings of your effort is 20 out of the possible maximum 20 (i.e., 1), then your individual mark is = (0.8*60) + (0.2*1*60) = 60. Feedback The project is to be completed without supervision. After marking is complete, students will receive detailed generic feedback as well as feedback on each group submission.
MECÁNICA DE MÁQUINAS. SEGUNDA EVALUACIÓN. PRUEBA OBJETIVA. 8 de enero de 2024. C1 La aplicación del teorema de las fuerzas vivas, según el método simplificado de análisis dinámico de movimiento, permite calcular A) la posición del mecanismo en función del tiempo. B) la velocidad generalizada en una posición. C) la aceleración generalizada en una posición. D) ninguna de las otras respuestas es cierta. C2 Indica la afirmación incorrecta referida a la Ley del Engrane: A) Si en dos dientes en contacto, la normal a las superficies de los dientes en el punto de contacto intersecta a la línea de centros en un punto fijo, se cumple la Ley del Engrane. B) Las parejas de curvas que cumplen la Ley del Engrane se denominan conjugadas. C) Si en dos dientes en contacto, la normal a las superficies de los dientes en el punto de contacto intersecta a la línea de acción en un punto fijo, se cumple la Ley del Engrane. D) En dos dientes en contacto de una pareja de engranajes normalizados, la normal a las superficies de los dientes en el punto de contacto pasa por el punto primitivo. C3 En una máquina el par motor Qm es constante mientras que el par resistente responde a la función Qr = |sin q|, tal como se representa en la figura. Suponiendo que la máquina funciona cíclicamente (con ciclos que se repiten cada media vuelta de la máquina), el par Qm que garantiza el régimen per-manente es: A) Qm = π 1 N·m B) Qm = π 3 N·m C) Qm = π 4 N·m D) Qm = π 2 N·m C4 En una máquina cíclica cuya inercia generalizada es constante, la fuerza generalizada varía a lo largo de un ciclo tal como se muestra en la figura. Indica la afirmación incorrecta a partir de los datos de la gráfica: A) La velocidad es máxima cuando q = 270◦ . B) La velocidad es mínima cuando q = 0◦ . C) La aceleración es máxima cuando q = 180◦ . D) La energía cinética es mínima para q = 90◦ . C5 En un engranaje normalizado con módulo igual a 10 y altura de diente normal, la altura del diente es... A) 10 mm B) 12.5 mm C) 22.5 mm D) 20 mm C6 La figura muestra la fuerza generalizada de una má-quina que funciona cíclicamente. A partir de los da-tos de la gráfica y sabiendo que el grado de irregula-ridad es δ = 0,01 y la velocidad promedio ωm = 10π rad/s, el momento de inercia del volante que garan-tiza estas condiciones de funcionamiento es: A) Iv = 100/π kg·m2 B) Iv = 100 kg·m2 C) Iv = 200/π kg·m2 D) Iv = 200 kg·m2 C7 En el tren de la figura, el módulo del engranaje 3 es 4 mm, mientras que el módulo del engranaje 2 vale 2 mm. Sabiendo que el número de dientes de los engranajes 3, 4 y 5 son respectivamente z3 = 20, z4 = 60 y z5 = 25 dientes, el número de dientes del engranaje 2 es: A) z2 = 30 dientes. B) z2 = 5 dientes. C) z2 = 25 dientes. D) z2 = 55 dientes. C8 La figura muestra las curvas características para una máquina rotativa (Qm es el par motor y Qr es el resistente). Indica la afirmación incorrecta: A) Con el motor y la carga conectados, la veloci-dad inicial es ωB. La máquina acelera hasta que ω = ωC. B) Con el motor conectado y la carga desconec-tada, la velocidad inicial es 0. La máquina acele-ra hasta que ω = ωD. C) Con el motor y la carga conectados, la veloci-dad inicial es ωD. La máquina decelera hasta que ω = ωC. D) Con el motor y la carga conectados, la velo-cidad inicial es 0. La máquina acelera hasta que ω = ωC. C9 Sabiendo que en una máquina cíclica la velocidad promedio vale ωm = 100π rad/s y el grado de irregu-laridad δ = 0,2, la velocidad máxima de la máquina es: A) ωmax = 130π rad/s B) ωmax = 120π rad/s C) ωmax = 110π rad/s D) ωmax = 140π rad/s C10 Indica la afirmación incorrecta: A) El problema dinámico directo es aquel en el que se conocen las fuerzas externas y debe obtener-se el movimiento del sistema. B) La ecuación de Eksergian permite calcular la aceleración de una máquina en el arranque. C) A través de un balance de energía (Energía cinética en el instante final-Energía cinética ini-cial=Trabajo de las fuerzas exteriores) se calcula la velocidad en un instante de tiempo dado. D) La inercia generalizada de un mecanismo de un grado de libertad, en general, depende de la posi-ción del mecanismo. C11 La línea de acción es siempre tangente a la circunferencia de base A) en todos los engranajes de perfil conjugado. B) solo en los engranajes de perfil cicloidal. C) solo en los engranajes de perfil de evolvente. D) solo en los engranajes de perfil de evolvente intercambiables (normalizados). C12 Indica la afirmación incorrecta referida a volantes de inercia: A) Reduce el grado de irregularidad. B) Reduce los periodos de arranque y parada. C) Su tamaño es menor si se coloca en el eje de mayor velocidad. D) En la medida de lo posible, debe colocarse cerca de la fuente de irregularidad. C13 Indica la afirmación incorrecta referida a engranajes tallados con perfil de evolvente: A) El flanco del diente es la superficie del mismo situada entre la circunferencia de fondo y de cabeza. B) El adendo es la distancia entre la circunferencia primitiva y de cabeza. C) El dedendo es la distancia entre la circunferencia primitiva y de fondo. D) El paso circular se mide a la altura de la circunferencia primitiva. C14 Indica la afirmación incorrecta referida a un tren ordinario compuesto: A) En general, la relación de velocidades entre la entrada y la salida se calcula a través del cociente de número de dientes del primer y último engranaje del tren. B) Permite disponer de relaciones de transmisión más grandes con engranajes con menos dientes que mediante un tren ordinario simple. C) Tiene un grado de libertad. D) Permite transformar velocidades angulares y pares de fuerza. C15 La fórmula de Willis se desarrolla aplicando a todos los elementos del tren una velocidad angular y de sentido opuesto a la A) de la rueda central. B) de la rueda planeta. C) del brazo portaplaneta. D) de la corona.
Task Purpose The ability to identify ways in which a learning design can include or exclude individuals or groups is a critical skill that all learning designers need to be able to employ in their work. Having a broad set of theories, principles and tools at your disposal will help support the creation of socially inclusive learning designs. The goal of this assessment is to show your understanding of the key terms from the unit and how the tools you select can be used to create more socially inclusive learning designs. Your assessment should reflect your own personal journey in understanding the concepts and also be supported through citations and references to the readings and other media included in the unit. In this task, you will use the tool of reflexive practice to engage with the literature, definitions, and learning design tools discussed in this unit to show how learning designs can be more socially inclusive. In doing so you will begin to curate your own toolkit for the purposes of creating socially inclusive learning designs that empower all people to bring and engage their full selves in the learning experience. Task Description This assessment may be submitted in a written, video, or visual canvas format (such as Padlet or Miro). The approximate word count is included in the description for each section, but word count equivalent may be used when creating videos. In cases where this occurs, a guideline of 150 words per minute of video will be used. This means that a 1600 word equivalence is approximately 10.5-11.5 minutes of video. You should include a reference list regardless of the format in which you choose to submit this assessment. Your submission should contain a short introduction and a conclusion, as well as the three sections noted below. For more information on writing an academic essay, you can visit the Monash Student Academic Success site here: https://www.monash.edu/student-academic-success/excel-at-writing/how-to-write/essay. The introduction and conclusion should be approximately 400 words combined. The remainder of this assessment will be divided into three parts, each of which should be approximately 400 words. Each section will address one of three concepts from the unit, and should have a heading that corresponds to the concept(s). The three concepts are: · Equity and equality · Social justice · Diversity In each section you should: 1. Define the concept(s) for that section, using your own words and the readings/videos from the unit. 2. Provide an example of a tool that can be used to address the concept in a learning design (this can be a theory, a principle, or a developed tool provided in this unit). You should: a) Use the literature to support and explain how this tool helps create an inclusive learning design, embracing the concept for the section. b) Include at least two quotes from your reflexive practice and reflection on them to show your engagement with the tool and/or concept for the section. This could be an example of where you have experienced the term in education, insight into your changing understanding of the term, or another insight related to the tool or term from your weekly practice. These excerpts should be referenced appropriately using the Personal Communications information noted here: https://guides.lib.monash.edu/apa-7/getting-started/in-text-citation Quality Criteria 1. Definitions of equity, equality, social justice and diversity are included, appropriate and accurate 2. Selection of tool supports the term, is appropriate, and supported by the literature 3. Explanation of tool provides clear relationship between the term and its use in a learning design context 4. Personal reflection is included and is appropriate and relevant to the discussion 5. Writing or equivalence uses appropriate citation and referencing for APA 7th Edition and appropriate academic writing conventions
Mecánica de Máquinas Segunda Evaluación 8 de enero de 2024 PROBLEMA 1: (50% de la nota de problemas) El mecanismo de la figura se encuentra situado en un plano vertical. Está accionado por un par motor, T2, que actúa sobre la barra 2. En el punto B existe un par pasador-guía (par de horquilla) entre las barras 2 y 4 y en el punto C hay un par de rodadura sin deslizamiento. Los centros de masas de las barras coinciden con sus centros geométricos. Tomando como coordenada generalizada q el ángulo de la barra 2 con la horizontal y sabiendo que el mecanismo está arrancando en la posición inicial q0 = 20º y alcanza la posición final qI = 50º, se pide obtener: a) La expresión de la inercia generalizada I(q). (2 puntos) b) La expresión de la fuerza generalizada Q(q). (2 puntos) c) La aceleración de arranque. (1,5 punto) d) La velocidad cuando llega a la posición final. (2 puntos) e) La aceleración en la posición final. (2,5 puntos) PROBLEMA 2: (50% de la nota de problemas) En el mecanismo que se muestra en la figura y sabiendo que: Z1 = 40; Z2 = 14; Z3 = 36; Z4 =18; Z5 =50; Z6 = 90; Z7 = 30; Z8 = 110; m = 4 para todos los engranajes y que los ejes Intermedio y de Salida son coaxiales. Se pide: a) Indicar el tipo de trenes de engranajes que componen el mecanismo e identificar cada uno de los componentes. (2 puntos) b) Obtener la relación de velocidad entre los ejes de entrada y salida (ωs / ωe). (8 puntos) Nota: Los resultados se escribirán en la parte posterior del enunciado.
Foundations of Music Theory and Aural Skills MU1100 Homework 6 1. Write the indicated perfect interval above each note. 2. Write the indicated perfect interval below each given note. 3. Write the indicated major or minor interval above each given note. Note: M=Major m=minor 4. Write the indicated major or minor interval below each given note. 5. Write the indicated augmented or diminished interval above each note. 6. Write the indicated compound interval above each note. 7. Write the indicated intervals. Place the requested note to the right of the given note. 8. Write the indicated interval above the given note. (Place the requested note to the right of the given note.) 9. Write the indicated interval below the given note. (Place the requested note to the right of the given note.) 10. Write the indicated intervals above the given notes by placing them in the TREBLE staff. 11. Write the indicated intervals below the given notes by placing them in the BASS staff.
EXERCISES: Exercise 1: Compositional Interpretation Compositionally interpret the sentences in (1) and (2). In both cases, your answer should include the Logical Form. annotated with semantic types, the lexical entries assumed (plus any auxiliary assumptions), and the step-by-step-interpretation. For the purposes of this exercise, treat at least two as a single lexical item. (1) [D At least two] prisoners escaped. (2) Kara played the cello which Koskou had damaged. Exercise 2: The Interpretation of Pronouns Consider the example in (4). Abstracting away from the internal composition of the relative clause, can our current grammar interpret the sentence? (3) He who must not be named returned. Your answer should include a brief recap of the grammar of pronouns and a syntax tree annotated with semantic types.
1 Data Sources The data used in this study includes corporate financial data, green bond issuance data, credit risk data, and macroeconomic data. The specific data sources are as follows: Corporate Financial Data: Capital Expenditures (CAPEX): obtained to track business investment spending using databases such Bloomberg. Cash Flow: taken from company cash flow records to assess internal financing capability. Total Assets, Total Liabilities, Net Profit: gathered from databases including Bloomberg to compute profitability, leverage, and company size as control factors. Green Activity Data: Green Innovation: Calculated based on the quantity of green patents registered by companies from databases including Derwent Innovation. Green Governance: Calculated using companies' ESG ratings derived from databases including Refinitiv ESG. Green Bond Issuance: Drawn from Bloomberg and Thomson Reuters, a dummy variable showing whether a company issued green bonds in a certain period. Credit Risk Data: To gauge company credit risk, credit rating data are gathered from rating companies as Moody's and S&P. Credit risk is represented by proxies from credit ratings or credit spreads. Macroeconomic Data: Institutions like the World Bank and Eurostat provide macroeconomic statistics including GDP growth rate, interest rate, inflation rate, etc., which helps one to control the influence of the macroeconomic environment on company investment behavior. 2 Variable Construction Dependent Variable: Investment Expenditure (Investment): Calculated by the capital expenditures (CAPEX) to total assets or new fixed asset ratios.. Core Independent Variables: Cash Flow (Cashflow): Measured by the ratio of operating cash flow to total assets to represent internal financing capacity. Green Activities (GreenActivity): Measured by green innovation (number of green patents), green governance (ESG scores), or green bond issuance (dummy variable). Credit Risk (CreditRisk): Measured by credit ratings or credit spreads to represent corporate credit risk. Control Variables: Firm Size (Size): Measured by the natural logarithm of total assets. Leverage (Leverage): Measured by the ratio of total liabilities to total assets. Profitability (Profitability): Measured by net profit or return on assets (ROA). Market Valuation (Tobin's Q): Measured by the ratio of market value to book value. 3 Econometric Methods This study employs a panel data regression model. The core regression equation is as follows: Investmenti,t=α+β1Cashflowi,t+β2GreenActivityi,t+β3CreditRiski,t +β4Controlsi,t+ϵi,t Where Investmenti,t represents the investment expenditure of firm i in period t, Cashflowi,t represents cash flow, GreenActivityi,t represents green bond issuance, CreditRiski,t represents credit risk, and Controlsi,t represents control variables (e.g., firm size, leverage). To further analyze the moderating effect of credit risk on the impact of green bonds on investment, an interaction term is introduced: Investmenti,t=α+β1Cashflowi,t+β2GreenActivityi,t+β3CreditRiski,t +β4(GreenActivityi,t×CashFlowi,t)+β5Controlsi,t+ϵi,t To further analyze the interaction effect between cash flow and green activities, an interaction term (Cashflowi,t×GreenActivityi,t) is introduced. If β4 is significantly negative, it suggests that green activities can enhance the impact of cash flow on reducing investment-cash flow sensitivity. 4 Data Processing Data Cleaning: The data are cleaned to handle missing values and outliers, ensuring completeness and consistency. Panel Data Construction: Corporate financial data, green bond issuance data, credit risk data, and macroeconomic data are integrated into a panel dataset. Fixed Effects Model: A fixed effects model is used to control for firm-specific and time-specific effects, ensuring the robustness of the regression results. Instrumental Variable (IV) Regression: If endogeneity issues are present, instrumental variable (IV) regression is employed to address them. 5 Model Validation To guarantee the model's precision and dependability, this document utilizes multiple methods of verification. Initially, the paper employs the Hausman test to select between a fixed and a random effect model, aiming to identify the most appropriate model. Next, this paper carries out multicollinearity test. This is done to confirm that there is no high correlation between explanatory variables. In this paper, robust standard error is also used to explain heteroscedasticity. In order to solve the possible endogeneity problem, regression of lagging variable and instrumental variable (IV) is implemented in this paper. Subsample analysis and quantile regression are used to verify the robustness of the model under different conditions.
ECON455: Behavioral Economics Overview This assignment requires students to work independently to propose a novel nudge that is likely to have a positive impact on a measurable economic outcome. The purpose of this assignment is to apply course topics in a 'real-world' setting while also developing students' technical and analytic writing skills. Successful papers will focus on specific actions, like increasing sales of a product, improving adherence to a policy, or reducing the number of adverse events associated with a particular activity. Regardless of the setting of the problem, the structure of this paper should be the same: Identify a sub-optimal economic outcome Articulate an explicit and actionable nudge that would address it the sub-optimal outcome Describe what benefits the nudge is likely to generate and to whom those benefits are likely to accrue Offer evidence supporting the effectiveness of the nudge, including a review of the relevant academic literature Respond to counter-veiling arguments or potential unintended consequences of the suggested nudge Estimate the source and size of the positive impact associated with the nudge proposed intervention Format & Requirements The assignment deliverable will be an essay of no less than 1,250 words and not more than 1,750 words, however any extraneous information that is included in the document will be penalized so students are encouraged to be concise. This essay must be submitted via this course's Canvas page as a single PDF document no later than August 3, 2025. No email submissions or late work will be accepted. It is recommended that you submit work well in advance of the assignment deadline to ensure your work is accepted for grading.
Department of Mechanical Engineering ME50401 Propulsion and Vehicle Technologies for Sustainable Mobility 1. (a) What is the primary drawback of using a traditional tailpipe-only approach when comparing the CO2 emissions associated with vehicles which are propelled by internal combustion engines, and those with battery electric propulsion systems. [3 marks] (b) Proposed legislation aims to the reduce average carbon intensity in the UK national electricity network from 162 g CO2/kWh to 50 g CO2/kWh. If this new scenario was achieved, how much less time would it take to reach a CO2 emission break-even point (to the nearest year), when comparing the data for the ICE and BEV vehicles provided below. Provide results for 2, 4, 6, 8 and 10 years after vehicle manufacture. Take the average annual vehicle usage to be equivalent to 11,120 km. Plot your results using the graph paper provided. Vehicle A (internal combustion engine propulsion system): • Embedded (manufacture of vehicle): 5,600 kg CO2 • In-service tailpipe emissions 83.5 g CO2/km Vehicle B (battery electric propulsion system): • Embedded (manufacture of vehicle including battery): 10,679 kg CO2 • In-service vehicle energy consumption rate 0.137 kWh/km [17 marks] 2. (a) Describe, with the aid of a sketch of the relevant pressure/volume (PV) diagrams of the Otto and the Diesel cycle. Describe the thermodynamic process and corresponding practical process that is assumed to be happening during each phase of the cycle. [6 marks] (b) Describe with the aid of a sketch a pressure/volume (PV) diagram of a typical gasoline engine operating under throttled conditions. Annotate the diagram to show regions of positive work, pumping losses and exhaust blowdown losses [6 marks] (c) Describe how “downsizing” an engine can improve its efficiency at part load operating points. [4 marks] (d) Why would Hydrogen (H2) and Ammonia (NH3) be considered as alternative fuels for future engines. List at least one of the advantages and one of the disadvantages of both Hydrogen and Ammonia as fuels. [4 marks] 3. (a) The separately excited DC machine was widely used in the railway industry as the traction motor before the technical maturity of power semiconductors. It has a straightforward structure for speed control. Sketch the equivalent circuit of the separately excited DC machine and list the methods of speed control. [3 marks] (b) A separately excited DC machine is rated Trated = 10Nm , nrated = 4500rrm. The armature winding resistance is Ra = 0.4��. When delivering 1.6kW of mechanical power at 3000 rpm, the armature terminal is connected to a 400V DC power supply. The efficiency of the machine is 80%. Neglecting all losses from field winding, use these conditions to calculate torque and back-emf coefficient of the machine [9 marks] (c) Tesla uses induction machine for their first Model S. Now PM becomes a more popular choice in traction motor than induction machine. Compare the pros and cons between PM and Induction Machine. Sketch three phase inverter driving a star connection stator winding from PM machine. [4 marks] (d) An electric propulsion system is sometimes coupled with a mechanical transmission system to form. the powertrain. The components can be arranged on the chassis in various configurations. List three types of electric powertrain configurations and discuss the principles, advantages, and disadvantages of each. [4 marks] 4. (a) A gearbox is being designed for a new car. The estimated vehicle properties are shown in TABLE Q4-1. A 1.5L engine has already been selected for the vehicle and has the efficiency map as shown in FIGURE Q4-1. TABLE Q4-1 Vehicle Mass 1800 kg Rolling Radius 0.32m Rolling Resistance Coefficient 0.02 Frontal Area 2.5m2 Drag Coefficient 0.33 Final Drive Ratio 4.1 Transmission Efficiency 95% i) Assuming a flat road and an air density of 1.225kg/m3, calculate the tractive power at the wheels to maintain a steady speed of 110 km/h [4 marks] ii) It is desired to cruise at this speed in 5th gear at an engine speed of 2000rpm. Calculate the power at the engine, and hence the engine torque. Use this to estimate the engine efficiency. [5 marks] iii) Calculate the overall gear ratio at these conditions and hence the 5th gear ratio required. [3 marks] (b) It is decided that the 1.5L engine is not powerful enough for the vehicle, and that a 20kW electric motor will be added to the powertrain between the engine and clutch. What architecture and level of hybridisation is described? [4 marks] (c) Describe 2 benefits and 2 drawbacks of hybridisation. [4 marks] 5. Waymo operates fully driverless robotaxis in several major U.S. cities. Since the company received approval to charge for their robotaxi service in 2023, the company is now providing over 150,000 paid rides every week. Waymo’s Chinese rival, Apollo Go, is leading the robotaxi market in China. Since operating commercially in 2022, Apollo Go is now providing 75,000 paid rides every week. (a) Both Waymo and Apollo Go robotaxis are ‘SAE Level 4 automation’. • Explain the key features of level 4 automation. • Explain why Level 3 automation would not be sufficient for this application. • Explain why Level 5 automation is not needed for this application. [7 marks] (b) Both Waymo and Apollo Go use a comprehensive sensor suite that includes LiDAR, Radar, HD camera and both are using HD maps. Explain how these technologies work together to enable automated driving. [7 marks] (c) Even though Waymo and Baidu operates in two very different markets (e.g. normal taxi fares, traffic situation and infrastructure readiness), robotaxi companies such as these two are facing similar challenges. List such challenges in at least three aspects. [6 marks]
Let p be an odd prime, K a finite extension of mathbb{Q}_p with ring of integers mathcal{O}_K and residue field k = mathcal{O}_K / pmathcal{O}_K (of characteristic p ). Let X be a proper smooth algebraic variety over mathcal{O}_K , whose special fiber X_k = X times_{mathcal{O}_K} k is geometrically connected, and whose generic fiber X_K = X times_{mathcal{O}_K} K is an abelian variety with complex multiplication (CM). Let ell eq p be another prime, and let rho: text{Gal}(overline{K}/K) to text{GL}_{2g}(mathbb{Q}_ell) be the Galois representation induced by the ell -adic Tate module of X_K , where g = dim X_K . Assume rho is semisimple and its image is contained in a split torus (i.e., a "potentially abelian" representation). 1. Prove that there exists a crystalline representation rho_{text{cr}} with Hodge-Tate weights {0, 1, dots, 2g-1} associated to rho , and that its Fontaine-Laffaille module satisfies specific filtration conditions. 2. If X_k is supersingular, show that the eigenvalues of the Hecke algebra action on H^1_{text{et}}(X_{overline{K}}, mathbb{Q}_ell) are in bijection with embeddings of elements of some ring of integers of the CM field of X into mathbb{Q}_ell . 3. Using the above results, explain how this Galois representation satisfies the local case of the Langlands program's conjecture relating Galois representations of abelian varieties to automorphic forms over non-archimedean local fields. This problem lies at the intersection of arithmetic algebraic geometry, p-adic Hodge theory, and the Langlands program—core areas of modern research in number theory. It requires mastery of: - Fontaine's rings ( B_{text{cr}}, B_{text{st}} ) and the classification of crystalline representations; - The arithmetic of CM abelian varieties and the Galois action on their Tate modules; - Deep connections between Galois representations and automorphic forms, particularly in local settings.
CHEM20018 Tutorial Week 5 Reactions and Synthesis: Thermodynamics of Inorganic Reactions 1. Provide a brief description of the structures of NaCl, zinc blende, wurtzite, CsCl and CaF2 in terms of the close packing of ions and the occupation of interstitial sites. What factors affect the type of packing that is found? 2. The calculated enthalpy change associated with the reaction: Ca(s) + F2(g) —> Ca2+(g) + 2F-(g) is +1415 kJmol-1 Given that the reaction to form Ca2+ ions and F- ions is highly endothermic, why does calcium react with fluorine to form. the ionic compound CaF2(s)? 3. The Madelung constant is used in both the Born-Landé and Born-Mayer equations. a) What factor determines the value of the Madelung constant used in these equations? b) Does a high Madelung constant lead to a greater or lower lattice enthalpy? Why? 4. The Born-Landé and Born-Mayer equations take into account the contribution of Born forces to the lattice enthalpy in addition to the Coulombic interactions. What is the origin of the Born forces? 5. The Kapustinskii equation allows the estimation of the lattice enthalpy but unlike the Born-Landé and Born-Mayer equations it does not include the Madelung constant. a) Explain why the Kapustinskii equation does not include the Madelung constant. b) Would you expect the Born-Mayer equation or the Kapustinskii equation to give a more accurate estimation of the lattice enthalpy? 6. BaCl2 crystallises in two crystalline forms one of which has the fluorite (CaF2) structure. a) Using the Born-Haber cycle calculate the lattice enthalpy. b) Using the Born-Landé equation estimate the lattice enthalpy. c) Using the Born-Mayer equation estimate the lattice enthalpy. d) Using the Kapustinskii equation estimate the lattice enthalpy. Data and equations for Tutorial 1 ΔatomHo(Ba) = +180 kJ mol-1; ΔdisHo (Cl2) = +244 kJ mol-1; Δion1stHo (Ba) = 509 kJ mol-1; Δion2ndHo (Ba) = 971 kJ mol-1; ΔegHo (Cl) = -355 kJ mol-1; ΔfHo(BaCl2) = -859 kJ mol-1. NA = 6.022 x 1023 ; e = 1.602 x 10-19 C; εo = 8.854 x 10-12 J-1C2m-1; d* = 34.5 pm; A (CaF2) = 2.519, Born exponent values, n: Ba2+ 12, Cl- 9; ionic radius of Ba2+ : 135 (6-cordinate), 142 (8-coordinate) pm; radius Cl-: 181 (6-coordinate), 175 (4-coordinate) pm; k = 1.21 x 105 kJ pm mol-1. Born-Landé equation: ΔLHo = NAA(½zAzB ½e2/4πεod)(1 – 1/n) Born-Mayer equation: ΔLHo = NAA(½zAzB ½e2/4πεod)(1 – d*/d) Kapustinskii equation: ΔLHo = Nion(½zAzB ½/d)(1 – d*/d)k Radius of Mg2+ 72 pm (6–coordinate), Radius of Ba2+ 135 pm (6–coordinate) Thermochemical radius of CO32- 178 pm. Supplementary Questions S1. Crystalline ionic solids represent examples of highly ordered materials. i) What is the driving force for the formation of an ionic solid? ii) What factors impact upon the stability of an ionic solid? S2. The lattice enthalpies of MgCO3 and BaCO3 may be estimated using the Kapustinskii equation. The thermochemical radius of the carbonate anion is estimated as 178 pm. The 6-coordinate radii of Mg2+ and Ba2+ are 72 and 135 pm respectively. a) What is a thermochemical radius? b) Using the Kapustinskii equation estimate the lattice enthalpy of MgCO3 and BaCO3. c) Would you expect MgCO3 or BaCO3 to be more stable with respect to decomposition? Why? S3. For the following compounds indicate whether they would be considered as a basic oxide, an acidic oxide or an amphoteric oxide. SO2, BaO, Li2O, Ga2O3 For the acidic oxides and basic oxides give equations that illustrate their acidic or basic behaviour. For the amphoteric oxides give equations that illustrate both acidic and basic behaviour.
