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[SOLVED] A37847 Algebra Combinatorics 2

A37847 2AC 06 25665 Level I LI Algebra & Combinatorics 2 2AC3 06 27142 Level H LH Algebra & Combinatorics 2 May/June Examinations 2023-24 Section A 1. (a)     (i)  State the second subring test. (ii) Is a, b ∈ R} a subring of M2(R)? Justify your answer. (iii) Is a subring of M2(R)? Justify your answer. In 1(a), you may assume M2(R) is a ring with the usual matrix addition and multipli-cation operations. [8] (b)     (i)  Let R and S be rings and let θ : R → S.  Define what it means for θ to be a homo- morphism. (ii)  Let a ∈ C. Define θa: C → C by θa(x) = ax. For which values of a is θa a homomorphism of rings?  For which values of a is θa an isomorphism of rings? Justify your answers.                                  [4] (c)     (i)  Define what it means for a ring R to be an integral domain. (ii)  Determine, with justification, the set {n ∈ N, n ≥ 2 |  Zn is an integral domain }. You may assume that if a ∈ Z, then [a]n is a unit in Zn if and only if a and n are coprime. [6] (d)  Let F5  = {0, 1, 2, 3, 4} be the field with 5 elements.  Let m(X) = X2 +2 ∈ F5[X], and let I = ⟨m(X)⟩ . (i)  Prove that m(X) is irreducible in F5[X]. (ii)  Deduce that F5[X]/I is a field. You may apply results from the lectures in (ii). (iii)  Show that [X2]I = [—2]I. (iv)  Calculate [3X +2]I·[X +4]I, giving your answer in the form [aX +b]I where a, b ∈ F5 .                                                      [7] 2. (a)  State the rule of double counting.                                                                                                [3] (b)  Define the combinatorial numbers {k(n)} and  [k(n)], for any 0 < k ≤ n.                                         [6] (c)  What is the number of permutations on the set {1, . . . , n}  that have exactly two fixed points? Justify your answer.                       [6] (d)  Show that a graph G = (V, E) that has maximum degree Δ(G) can be properly coloured Section B 3. (a)  State the division theorem for polynomials over integral domains.                                             [2] (b)  Let F be a field. Prove that every ideal of F[X] is principal. You may assume that F[X] is an integral domain. [5] (c)  Let R be an integral domain. Suppose that every ideal of R[X] is principal. (i)  Let r ∈ R{0} and consider the ideal I = ⟨r,X⟩  R[X]. Show that I = ⟨a⟩, where a ∈U(R), and deduce that I = R[X]. (ii)  By considering 1 ∈ R[X] = ⟨r,X⟩, or otherwise, show that r ∈ U(R). Deduce that R is a field.                             [6] (d) In 3(d), you may apply results from the lectures provided you explain  which results you use and when you apply them. Let α = √3+ √7 and let m(X) = X4 - 6X2 + 2 ∈ Z[X].   Let m (X) ∈ F7[X] be the polynomial obtained from m(X) by reduction modulo 7, and let g(X) = X2 +4 ∈ F7[X]. (i)  Show that g(X) is irreducible in F7[X]. (ii)  Show that m (X) = g(X)2 . (iii)  By using (ii), or otherwise, show that m(X) is irreducible in Z[X]. (b)  Calculate the number of permutations on the set of numbers {1, . . . , n}, where n ≥ 2, that have exactly two cycles.                            [6] (c)  For a graph G = (V, E), let χ(G), α (G) and ω (G) be its chromatic, independence and clique number, respectively.  Suppose that G satisfies χ(G) = ω (G).  Show that  |V|  ≤ α (G)ω (G).                   [6] (d)  Describe an algorithm that finds the smallest key in a given binary search tree. Prove that the algorithm you provided is correct.                                                        [7]

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[SOLVED] Auto MSc Consultancy Project Group Business Report and Company Presentations

Auto MSc Consultancy Project Group Business Report and Company Presentations The assignment Task: Working as a group, you are required to prepare a business report and deliver a presentation summarising your research, analysis and conclusions/recommendations from your project. It is intended that the presentation will be delivered by the team to a panel from the sponsoring company.  If allowed and feasible, this could be conducted in person at the company premises, or alternatively via video conference (e.g. MS Team or Zooms), or a combination of the two.  The business report will also be passed to the sponsoring company, providing additional detail and depth to support your presentation. The business report The report structure should be tailored as appropriate depending on the scope and objectives of the project as defined in the project briefing sessions and ongoing communications between the project team, the sponsoring company and the supervisor.  The business report should observe and respect any data confidentiality requirements identified by your sponsoring company and meet all academic quality and integrity expectations (e.g. appropriate referencing of all sources) Broadly, it is expected that the report should cover the following sections : · Executive summary · Purpose, Scope and objectives of the Project · Research and/or benchmarking methodology, implementation and analysis · Development, summary and review of proposed solutions · Conclusions / recommendations including further work proposed · Appendix & Bibliography (as appropriate) Report specifications: This assessment should be written and structured in the form. of a business report. Your business report should be a maximum of 3,000 words (+/- 10%) - approximately 10 pages in length. This word limit includes the following: · The body of the assignment • The executive summary • In-text references. • Title page, figures and tables • Contents page It excludes: • Bibliography • Appendices (please note that appendices should only be used for supporting material, the content will not count towards your grade). Sticking to a strict word limit is difficult and an important skill for you to acquire, so make sure that you write in a concise and focused manner. It should be typed font size 12 and 1.5 line spacing. You must include a word count at the start of the report. Deadline: Report to be submitted by deadline as indicted in Moodle in doc, docx or pdf format. Credits : The group business report contributes 30% to the overall unit assessment per student. Assessment Criteria : An indicative marking guide for the business report is as follows: Section Proportion of marks Executive summary 10% 1. Purpose, Scope and objectives 10% 2. Research and/or benchmarking methodology, implementation & analysis 20% 3. Development, summary and review of proposed solutions 20% 4. Conclusions / recommendations including further work proposed 20% Overall quality and professionalism of report 20% The presentation The presentation should also be tailored as appropriate depending on the scope and objectives of the project as defined in the project briefing sessions and ongoing communications between the project team, the sponsoring company and the supervisor.  The presentation should broadly follow the same structure as the business report but should be developed and presented in such a way as to provide an impactful and compelling summary of the project work. Presentation specifications: It is anticipated that the presentation will be created and delivered using powerpoint and should be 20 mins in length with an additional 15 minutes allowed for Q&A. Deadline: The presentation should be finalized and presented to the sponsoring company during the last week of August (specific date to be arranged together with sponsoring company) and uploaded to Moodle prior to the deadline indicated. Credits : The group presentation contributes 20% to the overall unit assessment per student. Assessment Criteria : An indicative marking guide for the presentation is as follows: Section Proportion of marks 1. Summary of Purpose, Scope and objectives 15% 2. Research and/or benchmarking methodology, implementation & analysis 15% 3. Development, summary and review of proposed solutions 15% 4. Conclusions / recommendations including further work proposed 15% Overall quality and professionalism of presentation material 15% Overall quality of presentation delivery 15% Effective handling and responses during Q&A 10% Plagiarism: The University of Bath operates a strict policy with regard to plagiarism and what constitutes plagiarism. It is essential that all students familiarise themselves with this policy. Please note that all group work reports will be checked for plagiarism. Cases of plagiarism will lead to severe penalties. (Please check the following UoB webpage to learn more about how to avoid plagiarism: http://www.bath.ac.uk/learningandteaching/epigeum.bho/).

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[SOLVED] HSE208 Integrated Human Physiology Trimester 2 2025 Prolog

Faculty of Health HSE208 Integrated Human Physiology Trimester 2, 2025 Welcome In this unit, students will examine the function of human physiological systems and how these systems respond to and work together (integrate) in their responses to challenges that arise from a variety of conditions such as exercise, pathology and the environment. Students will learn to explain human physiology using physiological data and published scientific evidence. This Unit Guide provides you with the key information about this unit. Please read it carefully and refer to it frequently throughout the study period. Your unit site also provides information about your rights and responsibilities. We will assume you have read this before the unit commences, and we expect you to refer to it throughout the study period. To be successful in this unit, you must: Read all materials in preparation for your learning activities, and follow up each with further study and research on the topic. Start your assessment tasks well ahead of the due date. Read or listen to all feedback carefully, and use it in your future work. Attend and engage in all educator-facilitated (scheduled) learning activities and other learning experiences as part of the unit design. Who is the unit team? Unit chair: leads the teaching team and is responsible for overall delivery of this unit Name: Anne Turner Campus: Melbourne Burwood Email: [email protected] Other members of the team and how to contact them Name: Declan Hennessy Campus: Warrnambool Email: [email protected] Name: Craig Wright Campus: Geelong Waurn Ponds Email: [email protected] Name: André Orr Campus: Melbourne Burwood Email: [email protected] Administrative queries . Check-out the (Need Help?, section on your unit site . Contact your Unit Chair or Campus Leader . Drop in or contact Student Central to speak with a Student Adviser For additional support information, please see the Rights and Responsibilities section under 'Content' in your unit site. About this unit Unit development in response to student feedback Every Trimester, we ask students to tell us, through eVALUate, what helped and hindered their learning in each unit. You are strongly encouraged to provide constructive feedback for this unit when eVALUate opens (you will be emailed a link). Previous students told us these aspects of the unit helped them achieve the learning outcomes: "Having more than one content expert is a great idea, it gives more depth. This is one of the best units I've studied at university" "Online lecture topics were well integrated and overall interesting" . "The online content was great. The mixture of reading, videos and lecture videos really kept you engaged and it was a nice change to lectures" "Engaging practicals" "Large percentage of marks from internal assignments ... taking pressure off a content heavy examination" "Good examination breakdown of SAQ and MCQ" Students also suggested improvements, so here is what we have done: Increased the seminar duration from 60 to 90 minutes to allow for greater engagement with content, fellow students and teaching staff Developed interactive topic module materials available to students in CloudDeakin Restructured and simplified the practicals and the practical reports Provided a prac report exemplar and an online help session in the lead up to submission of the first prac report Introduced progressive learning of unit materials via engagement with seminar materials Introduced a practice exam If you have any concerns about the unit during the trimester, please contact the unit teaching team - preferably early in the trimester - so we can discuss your concerns, and make adjustments, if appropriate. Learning Outcomes Each unit in your course is a building block towards Deakin's Graduate Learning Outcomes - not all units develop and assess every Graduate Learning Outcome (GLO). ULO These are the Unit Learning Outcomes (ULOs) for this unit. At the completion of this unit, successful students can: Alignment to Deakin Graduate Learning Outcomes (GLOs) ULO1 Identify key features of human physiological systems. GLO1: Discipline-specific knowledge and capabilities GLO2: Communication ULO2 Explain how human physiological systems respond to challenges and integrate in their responses. GLO1: Discipline-specific knowledge and capabilities GLO2: Communication ULO3 Calculate, report and interpret physiological data to explain human physiology. GLO1: Discipline-specific knowledge and capabilities GLO2: Communication GLO3: Digital literacy GLO4: Critical thinking ULO4 Locate, select, evaluate and use scientific evidence to explain human physiology. GLO1: Discipline-specific knowledge and capabilities GLO2: Communication GLO3: Digital literacy GLO4: Critical thinking

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[SOLVED] Financial Mathematics Sample paper

Financial Mathematics Level H 3Fin 06 40444 Level M 4Fin 06 39842 Sample paper May/June Examinations 2024–25 1. (a)  Select one best answer from the options provided. You do not need to justify your answer. (i)  In a generalised cashflow model, the cashflows of an equity share are (A)  Fixed and known in advance (B)  Variable and uncertain (C)  Always negative (D)  Not relevant to the model (ii)  The primary reason for using models in actuarial science is to (A)  Eliminate all business risks (B)  Guarantee profit maximisation (C)  Predict future financial outcomes (D)  Simplify regulatory compliance                                                                           [2] (b)  Calculate the  present value  of £100 due in five years at the following rates of inter-est/discount: (i)  a rate of discount of 4% per annum effective; (ii)  a rate of interest of 4% per annum convertible quaterly; (iii)  a rate of discount of 4% per annum convertible monthly. Round your answers to 2 decimal places.                                                                             [6] (c)  The force of interest δ(t) is a function of time, and at any time t (measured in years) it is given by the following formula: Round your final answers to parts (i)–(iii) of this question to 2 decimal places. (i)  Calculate the accumulated value of a unit sum of money over 10 years. (ii)  Calculate the effective annual rate of interest over 10 years. (iii)  Calculate the present value at time t = 0 of a continuous payment stream that is paid at the rate of per unit time between t = 9 and t = 12.                                         [11] (d) In this question, you must calculate the answers using appropriate formulae involv- ing annuities. For each part, write the final answer in pounds and pence. Every 3 years £100 is paid into an account which earns interest at a constant rate.  Find the accumulated amount of the account immediately before the sixth payment is made, given that the interest rate is (i)  10% per annum effective; (ii)  10% per annum convertible quarterly.                                 [6] 2. A loan of £10, 000 is to be repaid over 10 years by a level annuity payable monthly in arrears. The amount of the monthly payment is calculated on the basis of an interest rate of 2% per month effective.  When answering this question, use the formulae involving annuities where appropriate and round all non-integer numerical values to 2 decimal places. (a)  Find the monthly repayment.                                                                                                        [3] (b)  Find the total capital repaid and the interest paid in the first year.                                              [8] (c)  After which monthly repayment the outstanding loan will be less than 5, 000?                        [4] (d)  For which monthly repayment the capital repayment part will first exceed the interest part?     [4] (e)  Immediately after the 80th payment of interest and capital, the effective interest rate on the outstanding loan is reduced to 1% per month.  Calculate the revised monthly repayment under the assumption that the loan is to be repaid by the originally scheduled date, i.e., 10 years from its commencement.                                                          [6] 3. (a)  Consider the following two projects.  The cash flows as well as the NPV and IRR for the two projects are given. For both projects, the required rate of return is 10%. What discount rate would result in the same NPV for both projects? A rate between 0.00% and 10.00%. A rate between 10.00% and 15.02%. A rate between 15.02% and 16.37%. Show all of your calculations.                                                                                           [10] (b)  For each of the following issues, indicate whether the price of the issue should be at the nominal value, above the nominal value, or below the nominal value. You should assume that each issue is redeemed at par. [15] 4. (a)  Describe the three forms of the Efficient Markets Hypothesis.                                        [10] (b)  The 1-year forward rate of interest at time t = 1 year is 5% per annum effective.  The gross redemption yield of a 2-year fixed-interest stock issued at time t = 0, which pays coupons of 3% per annum annually in arrears and is redeemed at 102, is 5.5% per annum effective.  The issue price at time t = 0 of a 3-year fixed-interest stock bearing coupons of 10% per annum payable annually in arrears and redeemed at par is £108.9 per £100 nominal. (i)  Calculate the 1-year spot rate per annum effective at time t = 0. (ii)  Calculate the 1 -year forward rate per annum effective at time t = 2 years. (iii)  Calculate the 2 -year par yield at time t = 0.                                                       [15]

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[SOLVED] Operations and Supply Chain Management

Operations and Supply Chain Management Post Graduate Diploma in Management Year: 2024/2025 INTRODUCTION TO THE MODULE In today's dynamic and interconnected business landscape, operations and supply chain management stand as critical pillars for organizational success. Operations management entails the design, execution, and improvement of processes that convert inputs into goods and services, aiming to maximize efficiency and quality while minimizing costs. On the other hand, supply chain management involves the coordination of activities that procure raw materials, transform. them into finished products, and deliver them to customers, emphasizing seamless integration and responsiveness to market demands. In essence, operations and supply chain management serve as the backbone of modern businesses, driving efficiency, agility, and customer satisfaction in an ever-evolving marketplace. Mastering these disciplines is not just a strategic advantage but a necessity for businesses aiming to thrive in today's fast-paced and interconnected world. This module's main objective is to assess pertinent and applicable concepts and practices related to operations and supply chain management. Additionally, it will empower learners to critically analyse the intricate issues at the core of this subject. Furthermore, learners will be given the chance to evaluate strategic decision-making processes within their respective organizations. LEARNING OUTCOMES On successful completion of this module the student will be expected to be able to display the knowledge, understanding and application of the following: a) Recognise, analyse and critically reflect on key concepts, managerial frameworks and techniques available to operations managers. b) Demonstrate conceptual and practical understanding of the opportunities and constraints that organisational characteristics place on operations managers and on operational decision making in the supply chain context. c) Critically discuss the managerial relevance of topics in business operations and supply management, analysing their benefits and implementation challenges to organisations and their supply chains. d) Apply managerial concepts, theoretical frameworks, and approaches to solve specific operations and supply chain problems in a range of business case scenarios, including related implementation challenges. e) Demonstrate ability to relate theory to practice and to identify and proactively anticipate broader implications for selected issues across contexts. f) Produce and justify appropriate informed decisions in the context by elaborating pros and cons arguments concerning application of relevant concepts and managerial frameworks. INDICATIVE CONTENT 1. Introduction to Operations Management 2. Operations Strategy 3. Quality management 4. The Design of Services, Products and Processes 5. Lean Management 6. Supply Network Management 7. Capacity Management 8. Forecasting 9. Planning and Control 10. Operations Improvement 11. Innovation in operations and supply chains 12. Sustainability within the context Recommended Text Nigel Slack, Alistair Brandon-Jones, Robert Johnston (2022) Operations Management, 10ed. Pearson. Learners are to read from a wide variety of other sources – journal articles, websites, other textbooks – which will vary from one topic to another. Online Resources 1. The Harvard Business Review https://hbr.org/ 2. Ivey Business Journal https://iveybusinessjournal.com/ 3. JSTOR Digital Library https://www.jstor.org/ 4. ResearchGate.net https://www.researchgate.net/ 5. Cambridge University Press https://www.cambridge.org/core/journals/business-ethics-quarterly 6. Bookboon online https://bookboon.com/ Assessment The assessment for this module consists of two forms of assessment. Submission dates are as indicated. Assessment Activity Mark Submission method Submission dates Code Assessment Type Assessment Deliverables AS1 Reflective Piece Individual Critical Reflection (1800 words) 50% Blackboard Refer to Blackboard AS2 Report Individual Report (1800 words) 50% Blackboard Refer to Blackboard Please see page 8 for AS1 brief and page 12 for AS2 brief. All coursework assignments and other forms of assessment must be submitted by the published deadline which is detailed above. It is your responsibility to know when work is due to be submitted – ignorance of the deadline date will not be accepted as a reason for late or non-submission. Any late work will NOT be accepted and a mark of zero will be awarded for the assessment task in question. You are requested to keep a copy of your work. 2.0 Additional Information 2.1 Grading Scheme Amity Global Institute uses the following grading scheme for its courses. Grade Grade Points Marks A+ 4 90 to 100 A 4 80 to 89 B+ 3.5 75 to 79 B 3 70 to 74 C+ 2.5 65 to 69 C 2 60 to 64 D+ 1.5 55 to 59 D 1 50 to 54 F (FAIL) 0 0 to 49 EX 0 - Note: In case of multiple assessment types, the students’ marks (Grade/ Classification) will be decided according to the aggregate weight age of the assessment types. 2.2 Progression criteria Amity Global Institute courses are modular and there are no pre-requisite modules. Hence the concept of ‘progression’ to the next level does not apply to the Amity Global Institute courses. Students who have failed a module may choose to re-take the module. Hence, a progression criterion at Amity Global Institute is student progression to the next level of the programme or to the next educational level. 2.3 Award criteria When the students have completed all the sufficient modules and amassed enough credits, they graduate. All assessments are held every semester, and a student if fails can retake the assessment without any difficulty or time lag. 2.4 Appeal Procedure · Students who have not passed their modules may submit an appeal for review of results using AGI-SS-FRM-020 Results Appeal Form. through the Student Support Officer giving their reasons. · This appeal must be submitted within 1 week of the release of exam results. · The Student Support Officer passes the Appeal Form. to the Principal, who obtains the response from the teacher/marker on the merit of the appeal. · Principal then submits the appeals with the teacher’s response to the Examination Board for decision. · The Principal communicates the decisions of the Exam Board to the students of the outcome of their appeal and the same is updated in the results in the Examination Register and the student is issued with the revised Results Notification Letter. (subject to any changes in the results) · Amity Global Institute works within the following timelines for processing and release of the final exam results and appeal results. a) Release of final exam results – within 4 weeks after completion of the final paper of the examination b) Release of appeal results – within 4 weeks from the official date of release of the exam results (or 3 weeks from the close of the appeal period) · Amity Global Institute returns the examination scripts / assignments to students after 4 weeks or more from the official date of release of the examination results. · A student whose appeal is unsuccessful may apply to Amity Global Instituteto take a re-test (also referred as re-sit) with payment of a re-test fee. This application must be submitted within 1 week of the release of the appeal results. If the student fails the re-test, he must either repeat the module in order to accumulate the required number of passed modules for graduation. · A student who chooses not to appeal may apply to Amity Global Instituteto take a re-test, with payment of a re-test fee, within 1 week of the release of the exam results. 2.5 Assessment Offences As an academic community, we recognise that the principles of truth, honesty and mutual respect are central to the pursuit of knowledge. Behaviour that undermines those principles weakens the community, both individually and collectively, and diminishes our values. We are committed to ensuring that every student and member of staff is made aware of the responsibilities s/he bears in maintaining the highest standards of academic integrity and how those standards are protected. You are reminded that any work that you submit must be your own. When you are preparing your work for submission, it is important that you understand the various academic conventions that you are expected to follow in order to make sure that you do not leave yourself open to accusations of plagiarism (e.g. the correct use of referencing, citations, footnotes etc.) and that your work maintains its academic integrity. Definitions of Assessment Offences Plagiarism Plagiarism is theft and occurs when you present someone else’s work, words, images, ideas, opinions or discoveries, whether published or not, as your own. It is also when you take the artwork, images or computer-generated work of others, without properly acknowledging where this is from or you do this without their permission. You can commit plagiarism in examinations, but it is most likely to happen in coursework, assignments, portfolios, essays, dissertations and so on. Examples of plagiarism include: · directly copying from written work, physical work, performances, recorded work or images, without saying where this is from; · using information from the internet or electronic media (such as DVDs and CDs) which belongs to someone else, and presenting it as your own; · rewording someone else’s work, without referencing them; and · handing in something for assessment which has been produced by another student or person. It is important that you do not plagiarise – intentionally or unintentionally – because the work of others and their ideas are their own. There are benefits to producing original ideas in terms of awards, prizes, qualifications, reputation and so on. To use someone else’s work, words, images, ideas or discoveries is a form. of theft. Collusion Collusion is like plagiarism as it is an attempt to present another’s work as your own. In plagiarism the original owner of the work is not aware you are using it, in collusion two or more people may be involved in trying to produce one piece of work to benefit one individual, or plagiarising another person’s work. Examples of collusion include: · agreeing with others to cheat; · getting someone else to produce part or all of your work; · copying the work of another person (with their permission); · submitting work from essay banks; · paying someone to produce work for you; and · allowing another student to copy your own work. Many parts of academic life need students to work together. Working as a team, as directed by your tutor, and producing group work is not collusion. Collusion only happens if you produce joint work to benefit of one or more person and try to deceive another (for example the assessor). Cheating Cheating is when someone aims to get unfair advantage over others. Examples of cheating include: · taking unauthorised material into the examination room; · inventing results (including experiments, research, interviews and observations); · handing your own previously graded work back in; · getting an examination paper before it is released; · behaving in a way that means other students perform poorly; · pretending to be another student; and · trying to bribe members of staff or examiners. Help to Avoid Assessment Offences Most of our students are honest and want to avoid committing assessment offences. We have a variety of resources, advice and guidance available to help make sure you can develop good academic skills. We will make sure that we make available consistent statements about what we expect. You will be able to do tutorials on being honest in your work from the library and other support services and faculties, and you will be able to test your written work for plagiarism using a software package that detects plagiarism. You can get advice on how to use honestly the work of others in your own work from your lecturer and personal tutor. If you are not sure whether the way you are working meets our requirements, you should talk to your personal tutor, module tutor or other member of academic staff. They will be able to help you and tell you about other resources which will help you develop your academic skills. Procedures for assessment offences An assessment offence is the general term used to define cases where a student has tried to get unfair academic advantage in an assessment for himself or herself or another student. We will fully investigate all cases of suspected assessment offences. If we prove that you have committed an assessment offence, an appropriate penalty will be imposed which, for the most serious offences, includes expulsion from Amity Global Institute.

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[SOLVED] MATH 2B - Summer I 2025 Practice Midterm

MATH 2B - Summer I 2025 Practice Midterm 2. No work required (a) (2 points) Write  x2 ln x dr using the limit definition of the integral. (Don't evaluate the limit). (b) (2 points) Let v(t) = t2 - 9 for 1 ≤ t ≤ 4. Write an integral expression for the net change in displacement. Then write the integral for the total distance traveled. (c) (2 points) If  f(x) dr = 20,  f(x) dx = 6 and  g(x) dr =-4. Find (d) (2 points) What is the upper bound of integration in  (e) (2 points) If you were going to apply the substitution rule to the following integral what is the best candidate for u? 3. (10 points) Let Find F'(x). 4. (10 points) Approximate the area under f(z) =  on [1,5] using the right endpoint rule with 4 rectangles. 5. (20 points) Evaluate 6. (20 points) Evaluate 7. (20 points) Compute 8. (a) (10 points) Find the area between y = x3 and y = (b) (10 points) Find the volume generated by rotating this region around the y-axis. (c) (10 points) Find the volume generated by rotating this region around the z-axis. 9. (20 points) Evaluate

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[SOLVED] Assignment

Assignment 1. Please see Individual Assignment Document 1, available from Canvas. You have carried out an Environmental Impact Analysis on your project. Document 1 is the analysis of the main identified impacts of your project by specialist consultants through its pre- construction, construction, operational and decommissioning phases. These impacts fall into six categories: a. Ecological/Biodiversity b. Risks c. Heritage (Archeology & Palaeontology) d. Air Quality e. Avifaunal (Impact on Birds) f. Noise See Document 1 for full details. 2. You have to choose where in the world your project will be based, the exact location. It will need to be within 30km of a river/watercourse/wetland and hydrologically connected to them. Alternatively, it can be within 30km of a town. Whether you choose a river/wetland, or a town you need appropriate descriptive data: e.g. for rivers/wetland either chemical and/or ecological data, for a town population, AQ, socioeconomic data. The resources folder might be useful to see examples of useful types of data. As far as you are aware try not to choose the same site as anybody else. 3. The aim of your assignment is to describe and justify which of the identified impacts you will mitigate, and how. You are unlikely to have the space to mitigate all of the impacts, so you need to make hard choices about which you consider more important for your location, and why. This will be the largest and most significant part of your assignment. 4. For those impacts you choose not to mitigate, you will need to outline your strategic approach to how they could be mitigated and by who ,and why they might do this. 5. We live in a very beautiful and graceful world, but also a very imperfect world, and you are likely to find this assignment challenging at a number of levels. This is implicit in the design. Specification of your assignment 1. Your size limit is five (5) A4 sides plus another for references. Deadline is on Canvas. 2. For complete clarity you are required to hand in your Assignment as a single document that comprises a number of specific sections, below: · Section 1 will contain only the location of your project, the name and country/area of your town or river/wetland area, it will include a schematic location map with the location of your project and the town or river/wetland marked on it. It will include major topographical features, e.g mountains, rivers, coastlines etc. This section will have one or two references: the website/page or paper that you have used to identify your site and one containing the data required for that site. Note these and all references in this work should be cited in the text, a bibliography is not acceptable. · Section 2 Identify the impacts you will mitigate. Justify your choices in terms of environment/ecological health, human health, and resources. · Section 3 Identify the impacts you will not mitigate. Outline a strategic approach to the mitigation of these impacts and where the resources might come from. · Each section should have its own references. 3. The resources folder includes a number of useful ‘goto’ references that will be useful. There are examples of rivers with the type of chemical data that could be useful in the Studies folders to help you choose/identify from the other rivers what the answers to your questions about your river might be. Again, reference which example you have used and why it seems appropriate.

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[SOLVED] CS 6043 Fall 2024 Homework 1

CS 6043 – Fall 2024 Homework 1 solutions 1    Problem 1 All digits are now 0 . . . d - 1.  As in class, observe that every increment causes some number of (d - 1)-to-0 flips, as well as exactly one additional flip. Set Φ = # non-zero bits in counter We then have ci  = 1 + # (d-1)-to-zero flips And Φi - Φ(i - 1) ≤ 1 - # (d-1)-to-zero flips So then ˆ(c)i  = ci + Φi - Φ(i - 1) ≤ 2 So in fact, no matter the value of d, the amortized number of flips is at most d = O(1).  (The constant inside O(1) actuallys down with d, but O(1) is good enough.) 2    Problem 2 Say that at some point we have T.num = x, T.size = 4x for some large x, and then operation i is a T.pop.  In this case we do a rebuild, so after the rebuild we have T.num = x - 1 and T.size = 2T.num = 2(x - 1) ci  = x and Φi-1  = 0 and Φi  = 4(x - 1) - 2(x - 1) = 2(x - 1) So ˆ(c)i  = x + 2(x - 1) = 3x - 1, which is very large when x is big, so this potential function does not work. 3    Problem 3 3.1    Part 1 Recall that if we do n increments then the number of bits used is Blog(n)...B0 . Recall that bit i is flipped n/2i  times.  Using aggregate analysis, we now have that the total time over n increments is   3.2    Part 2 Intuitively, for the accounting analysis, we want to add i$ to bit Bi  if that bit is a 1, so that this money can be used to pay for flipping bit Bi. In fact to make the algebra work out we need to add 2i$ to bit Bi.  Recall that Bi is always one or zero. To capture the above intuition, we use the following potential function:   Recall that every increment finds the right 0-bit (say Bk ) and then flips Bk to 1 while flipping all of B0 . . . Bk-1  to 0. Let’s focus on some increment j and let Bk  be the right-most 0-bit right before the increment. This means that we end up flipping all of B0 . . . Bk  so we have: We have:   and   where in both of the above equations we are using the standard summation formula  We thus have   Multiplying out all the parentheses gives us ˆ(c)j  = — .5k2  + 4.5k — 2 We thus have ˆ(c)j  = f(k) for the function f(k) = — .5k2  + 4.5k — 2. Since  .5k2   grows asymptotically faster than 4.5k, the function f(k) is upper bounded by a constant.  More concretely, is not hard to show that f(k) ≤ 9 for k ≥ 0.  You can this either using basic caluclus to optimize the function (it is maximum when k = 4.5), or you can simply plot the function on a graphing calculator. In other words, we always have ˆ(c)j  ≤ 9 = O(1), so the amortized cost per flip is O(1). 4    Problem 4 Algorithm: ● Whenever T.num = T.size:  rebuild into new array of size T.size = 1.3 · T.num ● Whenever T.num ≤ T.size/1.5: rebuild into new arrayof size T.size = 1.3 · T.num Use potential function Φ(D) = 10 · |1.3T.num — T.size| Analysis ● If no rebuild then ci  = 1 and Φ(Di )—Φ(Di-1 ) is at most 10·1.3 = O(1), so ˆ(c)i  = O(1). ● note that AFTER every rebuild we have Φ(D) = 0, because rebuild always sets T.size = 1.3T.num after ● If append causes rebuild then: – ci  = T.num + O(1) –  Φ(Di ) — Φ(Di-1 ) = 0 — 10 · .3T.num = —3T.num —  So ˆ(c)i  = O(1) + T.num — 3T.num < O(1). ● If pop causes rebuild then: — ci  = T.num + O(1) —   Φ(Di ) — Φ(Di-1 ) = 0 — 10 · .2T.num = —2T.num 5    Problem 5 Let Si  be the number of balls in bin i.  We then set   , where | · | is the absolute value function. Consider any move step from some bin Bj   to some other bin  Bk .   As mentioned in the hint, before the move we have Sj  > n and Sk  < n, so it is easy to see that every move decreases Φ by exactly 2. On the other hand, it is easy to check that Φfinal  = 0 Finally, since |Si  — n| ≤ Si + n, we have   . Thus, the total number of moves is at most 2n2 /2 = n2 , as desired.

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[SOLVED] IMEL7000/ECEN7003_001 Fall 2024

IMEL7000/ECEN7003_001 Fall 2024 General Project Report Outline Reference You have to hand in project reports for the projects in this course. The project report should be comprehensive, clear and brief. Captured schematics and simulated waveforms should be legible and with proper explanations. For group projects, only one report is required per group, but the individual contribution should be clearly justified. You should use the following general outline as a reference for your reports. You may include the appendix and references if necessary. 1.   Personal Information: Include the course code and name, project number and title, your full name and student ID. 2.   Summary: A table summarizing the design parameters, and comparing calculated and simulated results. 3.   Introduction: Overview of the project and the objective of your approach and justification 4.   Suggested contents (but not limit to) (1). DC Hand Calculations: a)    DC calculations b)    Simulation results (plots/waveforms) c)    Comparison between calculated and simulated results d)    Problems encountered and solutions (2). AC Hand Calculations: a)    Small-signal calculations b)    Simulation results (plots/waveforms) c)    Comparison between calculated and simulated results d)    Problems encountered and solutions (3).  Conclusions: a)    A summary of your design b)    Discussion on the results obtained c)    Discussion on the problems, solutions and possible improvements 5.   Appendix/References: (only if necessary) Remark: •    The maximum number of pages for the report is 5 in IEEE double-column format with reasonable figure size. •    The format of the report should be pdf. •    Important: the filename of your report  should be PX_YYYYYYY, where X is the project  number, YYYYYYY is your student ID, i.e. if your student number is DC12345 and you are  handing in your project 1 report which is a pdf file, your filename should be “P1_MC12345.pdf”. •    Post-layout simulation results with comparison and discussion will be considered as a bonus.

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[SOLVED] Biochemical Engineering Processing

Biochemical Engineering Question 1 Is the following statement true or false? A yeast cell is prokaryotic. Select one: True False Question 2 Which of the following apply to prokaryotic cells? Select ALL. a. Energy metabolism takes place in cell membrane b. Linear DNA c. They have internal compartments d. Energy metabolism takes place in ribosomes e. Circular DNA f. Energy metabolism takes place in mitochondria g. Most have a cell wall h. They don't have internal compartments Question 3 What is the mass of a 120 Ib. person in grams? Question 4 What are the common signs of cell culture contamination? Select ALL that apply. a. Cell arrest b. Abnormal pH c. Cell proliferation d. Cell differentiation e. Spontaneous cell detachment f. Turbid medium g. Cell death h. Colour change Question 5 What is 2.5 mbar (millibar) in Pa (pascal)? Question 6 What is 72mph (miles per hour) in m/s? Question 7 A man makes a 27.0 km trip in 16 minutes. If the speed limit was 55 miles per hour, was the driver speeding? Select one: a. Yes b. No Question 8 What cell line is interferon-deficient and it was the first to be FDA approved for the production of viral vaccines? a. HeLa b. Vero c. CHO-K1 d. CHO-DG44 e. MDCK Question 9 What word describes the consistency of a series of measurements or tests? Question 10 Which is greater: 45 miles or 76 kilometers? Select one: a. 76 kilometers b. 45 miles

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[SOLVED] DDES9012 Critical Approaches to Design Assessment 2

DDES9012 Critical Approaches to Design Assessment 2 SUMMARY of INFORMATION Title: Assessment 2 - Emergency Response – Design Solution Weighting: 50% Assessment type: Project Submission requirements: In class Design Response (individual presentation) and Visual Journal Electronic PDF file that documents the Design Response and Visual Journal Group work: No Where to submit: Moodle and Padlet Due: Week 11 ASSESSMENT DESCRIPTION: Using the findings presented in the collaborative visual report (Assessment 1), you are required to develop a design outcome that addresses one or more factors associated with your chosen emergency scenario. You   are required to work iteratively through material and process testing and experimentation, toward the design and production of a working prototype OR non-working prototype of equivalent resolution OR scale model of equivalent resolution. Your design response can be positioned within a disciplinary specialisation of your choosing or employ an interdisciplinary approach ie textile design, furniture design, object design, graphic design, environments, or a combination of design disciplines. HOW TO COMPLETE THE ASSESSMENT: 1.   Select an issue to address – Based on your interests, disciplinary focus and the research conducted as part of Assessment 1, select a design problem to address. 2.   Design development - Use the most relevant theories, methods and/or frameworks found in your research to design a solution to your chosen issue. Work iteratively, using sketching and sketch modelling to test each design for its functionality, appropriateness of aesthetic and plausibility in production. You should work through a number of iterations, improving your design with each evolution. 3.   Material testing - Test the making/realisation processes, techniques, mediums and materials that you will use to produce your working prototype, non-working prototype or scale model. You should  work through a number of iterations, improving the materiality and execution with each new design. 4.   Design production - Produce your working prototype OR non-working prototype of equivalent resolution OR scale model of equivalent resolution, using the most appropriate materials and construction techniques, as identified by secondary research, iterative sketching, sketch modelling and material testing. 5.   Ensure that your design process does the following: a.   Uses research to identify a problem/issue affecting your chosen community. b.   Uses research to identify best-practice theories, methods and/or frameworks proven capable of addressing the identified problem/issue. c.    Uses the identified best-practice theories, methods and/or frameworks to guide the iterative design of a design outcome that addresses the identified problem/issue. SUBMISSION REQUIREMENTS: Electronic Submission: What to submit: •     Design response and pre-recorded, 5-minute individual presentation which includes: o  An introduction to the issue that you are addressing with your design o  An introduction to and discussion of the theories, methods and/or frameworks you are adopting in designing a solution to your chosen issue o  Final design response rationale within the context established in Assessment 1 o  Presentation and discussion of relevant material and process testing aligned with the design solutions o  Final design response production drawings, process photographs and final design photographs o  Final design response working prototype OR non-working prototype of equivalent resolution OR scale model of equivalent resolution •    A single PDF Visual Journal which includes: o  Presentation slides. o  Documentation of all primary research. This could include original written notes/annotations, drawings, audio investigations, interviews etc o  Documentation of all secondary research. This will be in your own words, no copy and pasting! You must use correct APA referencing to identify sources of all collated resources o  Minimum 30 x design development sketches o  Production drawings of your final design response o  Minimum 20 x photographs documenting your material research, testing and prototyping process o  Minimum 10 x photographs and/or highly resolved drawings of your final design response o  1 x 500-word reflection and evaluation of your individual design and its successful response to the emergency scenario How to submit: •     Upload your pre-recorded, 5-minute individual presentation to your Padlet. •     Submit your PDF Visual Journal to Moodle. •     Maximum file size 5MB •    Your file name must include zID and Family name eg. z123456_Smith Where to submit: •     Upload your pre-recorded, 5-minute individual presentation to your Padlet in the Padlet section of your course Moodle page. •     Upload your PDF Visual Journal to the Assessments section of your course Moodle page. Due date: •     Due by 12:00 midday on Monday, Week 11. Please note: •      Penalties apply for late submission as indicated in the course outline

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[SOLVED] INFS 5135 Assignment Analysis of a datasetPython

INFS 5135 Assignment – Analysis of a dataset Individual 1 Bibliography 1.1 Source 1 The New Profession of Business Analyst and the New Occupational Standards: The Case of Russia (Chernysheva, Y. garyevna, & Shepelenko, G. i., 2018) explains the current situation of the emerging profession of business analyst in Russia and the challenges it faces. By combining international experience and local needs, it introduces the standards of this profession and how to improve the application and value of business analysis in enterprises. a) Read This study focuses on the main concepts of business analysis in international and Russian practice and compares the differences between business analysis in Russian companies and more mature business analysis methods in the world. b) Find With globalization and technological progress, information and analysis have become the key to business success. Companies need to use analysis to identify problems, develop solutions, and predict future business development. c) Evaluate The results of the CRAAP test analysis of this paper are shown in Table 1.1. Currency The article was published in 2018. Considering the rapid development of the business analyst profession, the information in this article is still of certain reference value, but it may need to be supplemented with the latest data and research. Relevance The article is highly relevant to the study of the business analyst profession, especially in terms of how Russia has introduced and standardized this profession. The article is very valuable for those who study the Russian market or compare international standards. Accuracy The article uses a lot of literature and case analysis to support its views, especially the reference to BABOK enhances its academic nature. However, the article is mainly based on literature and case analysis, and may lack empirical data support for the latest practices. Authority The authors are professors from the Russian State University of Economics with a doctorate in economics. They have rich academic and practical experience in related fields. This provides strong support for the credibility of the article. Purpose The purpose of the article is to explore the international standardization of the business analyst profession and its application in Russia. The purpose is clear and it is of great significance both academically and practically. The article does not show any bias and the information is presented objectively. Table 1.1: CRAAP Test of reference article 1 1.2 Source 2 The article "An Investigation of the Role of Business Analysts in IS Development" (Debra, P., & Yin, T. L.,  2015) mainly analyzes the role of business analysts in information systems projects and their contribution to project outcomes. This article focuses on understanding the role of business analysts, the skills they need, the techniques and methods they use, and how their work affects the success of information systems projects. d) Read A case study method was adopted, and data was collected through one-on-one conversations. The research subjects were senior business analysts with rich experience, each of whom had at least ten years of work experience. These experts were able to provide in-depth insights into the work of business analysts. e) Find The study found that business analysts firmly believe that they now play an important role in the company's information system. However, when they first started this job, they also faced problems such as mismatched skills and insufficient work experience that led to difficulties in applying for jobs. f) Evaluate The results of the CRAAP test analysis of this paper are shown in Table 1.2. Currency The article was published in 2015. Considering the rapid development of information technology and business analysis, it may be necessary to combine the latest research results to verify the validity of its conclusions. Relevance The article directly addresses the topic of the role of business analysts in the development of information systems, and introduces the career development process of business analysts in the company. The main content is highly relevant to my analysis direction. Accuracy The research method is rigorous, and the data is based on first-hand information from business analyst experts. Although the sample size is small, the data is still very serious and thorough. Authority The author is from the University of Reading in the UK and is an expert in this field. The article is published in the AIS Electronic Library, a respected information system academic resource platform. Purpose The purpose of the study is to fill the gap between the theory and practice of the business analyst position, enhance the understanding of business analysis work, so as to understand the skills, tools and other factors involved in this profession, and point out the direction for future research. Table 1.2: CRAAP Test of reference article 2 2 Mind map of the problem 2.1 Problem Through the above reference articles, I have a clearer understanding of the profession of business analyst. What skills do you have, whether you have work experience, which companies need business analysts most, and what similar positions are there? These questions have aroused my curiosity. In order to better study these issues, I drew a mind map as shown in Figure 2.1. 2.2 Mind map   Figure 2: Relevant factors for business analysts 3 Data dictionary 3.1 Data introduction To perform. data analysis on the mind map above, I used the "1.3M LinkedIn Jobs and Skills 2024" dataset from Kaggle. This dataset contains about 1.3 million job postings from LinkedIn, covering job opportunities in different regions and industries. The dataset consists of multiple CSV files, mainly including job postings on LinkedIn and job-related skill requirements. 3.2 List of columns a) job_skills.csv: job_link Data Element Name job_link Definition The URL link to the job posting on LinkedIn. Format/Type String. This data type is a string, represents job url of LinkedIn. Example https://mx.linkedin.com/jobs/view/sewer-at-stryker-3682088743 Justification Prove that the source of the job data is authentic and reliable, and the link can be used to directly access the corresponding job on LinkedIn. Guidelines for Use It is a unique identification string for each job, which can be used to connect with linkedin_job_postings.csv and can be used to count the number of jobs. Source https://www.kaggle.com/datasets/asaniczka/1-3m-linkedin-jobs-and-skills-2024/data?select=job_skills.csv job_skills Data Element Name job_skills Definition The skill string required for the job. Format/Type String. The data type is string, which is a string concatenated by multiple skills through ", ". Example HVAC, troubleshooting, Preventative maintenance, Inspections, Repairs, Record keeping, Parts management, Time management, Travel Justification It is necessary to track the skills required by business analysts and the priority of each skill. Guidelines for Use Use ", " to split the data into a skill list, so as to obtain the skills required for each business analyst career in LinkedIn and analyze them. Source https://www.kaggle.com/datasets/asaniczka/1-3m-linkedin-jobs-and-skills-2024/data?select=job_skills.csv b) linkedin_job_postings.csv: job_link Data Element Name job_link Definition The URL link to the job posting on LinkedIn. Format/Type String. This data type is a string, represents job url of LinkedIn. Example https://mx.linkedin.com/jobs/view/sewer-at-stryker-3682088743 Justification Prove that the source of the job data is authentic and reliable, and the link can be used to directly access the corresponding job on LinkedIn. Guidelines for Use It is a unique identification string for each job, which can be used to connect with job_skills.csv and can be used to count the number of jobs. Source https://www.kaggle.com/datasets/asaniczka/1-3m-linkedin-jobs-and-skills-2024/data?select=linkedin_job_postings.csv Company Data Element Name Company Definition Company name offering the job position. Format/Type String. String of company name. Example Wasatch Adaptive Sports Justification You need to track companies that post jobs to analyze which companies are looking for business analysts. Guidelines for Use Keep the string value and perform. group statistics to get the number of business analyst positions posted by each company. Source https://www.kaggle.com/datasets/asaniczka/1-3m-linkedin-jobs-and-skills-2024/data?select=linkedin_job_postings.csv Is Being Worked Data Element Name Is Being Worked Definition Indicates if the job posting is currently being worked on or not. Format/Type Bool Example f Justification You need to track whether the companies that post positions require work experience when recruiting business analysts to analyze the impact of work experience on business analysts. Guidelines for Use Retain the values and perform. group statistics to obtain the proportion of positions that require work experience. Source https://www.kaggle.com/datasets/asaniczka/1-3m-linkedin-jobs-and-skills-2024/data?select=linkedin_job_postings.csv Job Title Data Element Name Job Title Definition Title of the job listing. Format/Type String. String of job title. Example Independent Real Estate Agent Justification It is necessary to analyze the job information of business analysts. Through this data, we can determine whether the job posted by LinkedIn is a business analyst. Guidelines for Use We can determine whether this job belongs to a business analyst by fuzzy querying whether the value contains business analyst. Source https://www.kaggle.com/datasets/asaniczka/1-3m-linkedin-jobs-and-skills-2024/data?select=linkedin_job_postings.csv Search Position Data Element Name Search Position Definition Position used as a search criterion for collecting the job postings. Format/Type String Example Color Maker Justification Represents the position selected by the user, but LinkedIn returns the position of business analyst. The similarity between other positions and business analyst can be analyzed. Guidelines for Use Retain the string value and perform. group statistics to obtain which positions have the highest similarity with business analyst. Source https://www.kaggle.com/datasets/asaniczka/1-3m-linkedin-jobs-and-skills-2024/data?select=linkedin_job_postings.csv 4 Result of exploring the data 4.1 Which companies need business analysts the most? Analysis steps Data collection: I extracted job information related to "business analyst" from the data set, including job_title, company name, and skill information required for the position, and finally obtained 4440 records. Data cleaning: I cleaned the job data, removed irrelevant columns. Data aggregation and grouping: The cleaned data was grouped by company name, and the number of business analyst positions posted by each company was counted and displayed in descending order. Because there are too many company names in the results, for easy viewing, I filtered out companies with less than 30 business analysts. Analysis purpose The purpose of this is to understand which companies have the greatest demand for business analysts and how these demands are distributed among different companies. This helps job seekers understand market opportunities and helps companies and recruiters better understand the competitive situation in the industry. Analysis results As shown in Figure 4.1, LATICRETE International has the highest number of business analyst positions posted on LinkedIn, which is significantly higher than other companies. This shows that companies in this traditional industry rely heavily on data analysis and business insights. Figure 4.1: Number of business analyst positions in companies Think about the result From the results, traditional companies, especially in the physical industry, have a high demand for business analysts, reflecting that these companies rely heavily on data-driven analysis in their decision-making process. This may also indicate that business analysts have good career prospects in these industries. 4.2 Essential skills for business analysts Analysis steps Data collection: I extracted job information related to "business analyst" from the data set, including job_title, company name, and skill information required for the position, and finally obtained 4440 records. Data cleaning: I cleaned the job data, removed irrelevant columns, split the skill field, and separated each skill. For some similar skills caused by input problems, I used string replacement (such as: problem solving replaced problemsolving) to ensure the accuracy of the analysis results. Data aggregation and grouping: The number of times each skill appeared in the recruitment of business analysts in different companies was counted to determine which skills are most commonly required for business analyst positions. Analysis purpose The purpose of this analysis is to understand which skills employers value most when recruiting business analysts and to explore the priority of these skills. This will help consulting companies understand the market demand for business analyst skills, and can also help identify key skills and provide reference for recruitment and training. Analysis results From the Figure 4.2, the skill requirements for business analyst positions are very diverse, requiring both technical skills and business and communication skills. This multi-dimensional skill demand reflects the multiple roles that business analysts play in enterprises - not only processing data, but also converting analysis results into actionable business recommendations. Figure 4.2: Essential skills for business analysts Think about the result From the results, traditional companies, especially in the physical industry, have a high demand for business analysts, reflecting that these companies rely heavily on data-driven analysis in their decision-making process. This may also indicate that business analysts have good career prospects in these industries. 4.3 Job positions related to business analysts Analysis steps Data collection: I extracted job information related to "business analyst" from the data set, including job_title, company name, and skill information required for the position, and finally obtained 4440 records. Data cleaning: I cleaned the job data, removed irrelevant columns. Data aggregation and grouping: Group according to the value of search position and analyze which positions have a high number of "Business Analyst" when users search, so as to identify positions with strong relevance to Business Analyst. Analysis purpose The purpose of this analysis is to understand the degree of relevance of the profession of "business analyst" to other professions. By identifying which positions are most likely to have "business analysts", it can reveal the degree of cooperation or overlapping responsibilities between these positions and business analysts. This analysis helps companies understand the career paths related to business analysts and also helps companies identify opportunities for career cooperation. Analysis results As shown in Figure 4.3, "Business Analyst" is most likely to appear when users search for management analysis positions (with a probability of more than 25%), followed by Job Analyst, Quality Assurance Analyst and Consulting Education. Figure 4.3: Positions most associated with business analyst Think about the result The results show that the job responsibilities of business analysts and management analysts are very similar. Both involve data analysis, problem identification, solution recommendations, etc., and their main goal is to help companies optimize decision-making and improve operational efficiency. There are other occupations such as Job Analyst, Quality Assurance Analyst and Consulting Education, which have a strong correlation with the work content of business analysts and may require regular cooperation or have similar skill requirements. 4.4 Skills required for management analysts To prove the guess in 4.3, I processed and analyzed the source data set again to find the required skills for the management analyst profession. Analysis steps Data collection: Data collection: I extracted job information related to "management analyst" from the data set, including job_title, company name, and skill information required for the position, and finally obtained 898 records. Data cleaning: I cleaned the job data, removed irrelevant columns, split the skill field, and separated each skill. For some skills that were similar due to input problems, I used string replacement (such as: problem solving replaced problem solving) to ensure the accuracy of the analysis results. Data aggregation and grouping: Count the number of times each skill appears in the recruitment of management analysts in different companies to determine which skills are most commonly required for management analyst positions. Analysis purpose he purpose of this analysis is to understand which skills employers value most when recruiting management analysts and explore the similarity of these skills with business analysts. This proves that my analysis results in Section 4.3 are correct. Analysis results As can be seen from Figure 4.4, the top 5 skills most required for the management analyst position are the same as the top 5 skills most required for the business analyst, with only the order of the fourth and fifth skills being different. Figure 4.4: Essential skills for management analysts Think about the result Business analysts and management analysts share the same core skills, which means there is a clear overlap in their responsibilities. Both need to process large amounts of data, conduct in-depth analysis, and transform. the results into insights that can guide business decisions. 5 Data quality analysis 5.1 Introduction The dataset "1.3M LinkedIn Jobs and Skills 2024" contains about 1.3 million job postings from LinkedIn, covering recruitment data updated from January 12 to January 17, 2024. The following are some assessments on data quality (DQA), including completeness, consistency, accuracy, timeliness, validity, and uniqueness. 5.2 Completeness The dataset contains multiple fields, such as job title, company name, location, last processed date, skill requirements, job type, etc. In the data I analyzed (Business Analyst and Management Analyst occupations), the data of all fields is complete, but due to the large amount of data, some records may have missing values or incomplete information, which will bring challenges to data analysis. 5.3 Consistency Although the data are all captured from the same platform. (LinkedIn), some fields (such as job skills) may have inconsistent expressions due to the freedom of job posters. For example, some companies use business analytical, business analysis, and business analytics to represent business analysis skills, and the naming of skills may also contain abbreviations (such as ba). This needs to be standardized before analysis. I used the string replacement method in the Python code of data clean to solve this problem. 5.4 Accuracy The accuracy of the data is generally high because it comes from a reliable professional social platform. However, the job title, job summary, and job skills are entered by the company itself, so there may be human errors or subjective descriptions. When analyzing, it is necessary to combine the needs of business analysts to reasonably screen and verify the data. 5.5 Timeliness The job information in the dataset mainly covers the recruitment data on LinkedIn in January 2024. Although it has been more than half a year, it is still very timely and suitable for analyzing recruitment trends at the beginning of this year. However, since the company's recruitment information will be modified at any time, some data may be outdated, and the impact of time factors in analyzing business analysts needs to be considered. 5.6 Validity While analyzing the most in-demand skills for business analysts, we found a lot of anomalies in the skill data, where some skills were abbreviated as BA, while others were written as business analysis, business analytics, and business analytical. Some skills were written as communication, while others were written as communicate. This confusing data raised questions about its validity in the context of our analysis. As shown in Figure 5.1, I queried the number of occurrences of skills similar to business analysis in the data where job_title included business analyst. Figure 5.1: Number of occurrences of business analysis-like skills As can be seen from the above figure, more than a dozen business analysis-like skills appeared more than 5 times, and many less than 5 times were filtered out by me. In order to reduce the interference of these data on the analysis and ensure the integrity of the data and the availability of the analysis. I implemented the cleaning of the job_skill column in the business analyst data in Python code, as shown in Figure 5.2. Figure 5.2: Job skill cleaning code 5.7 Uniqueness There may be duplicate records in the data set, for example, the same position was captured multiple times, resulting in duplicate values in the job_link in the data set. In order to avoid these duplicate records causing deviations in the analysis process, I will use deduplication counting on job_link during the analysis process to ensure the uniqueness of the data and reduce the interference of duplicate data on the analysis results. 6 Summary Through the analysis of LinkedIn job data, we can fully understand the distribution of the business analyst position in various companies, the key skills required for the position, and the related positions. And the data quality analysis further ensures the reliability of the analyzed data and analysis results. In the role of business analyst, the combination of technical and business capabilities is particularly important. The demand for these comprehensive skills by recruiting companies reflects their key position in the modern data-driven business environment. In the future, career development and corporate recruitment strategies can be planned and adjusted more targeted based on my analysis. 7 References Chernysheva, Y. garyevna, & Shepelenko, G. i. (2018). The New Profession of “Business Analyst” and the New Occupational Standards : The Case of Russia. European Research Studies Journal, 21(1). https://www.um.edu.mt/library/oar/handle/123456789/33818 Debra, P., & Yin, T. L. (2015). An Investigation of the Role of Business Analysts in IS Development. ECIS 2015 Completed Research Papers, 142. http://aisel.aisnet.org/ecis2015_cr/142

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[SOLVED] Visual Analytics Resit Coursework Specification

Visual Analytics Resit Coursework Specification Summer June 2025 1. Overview The goal of this coursework is to give you experience of the whole lifecycle of carrying out a full visual analytics project. Your goals are: · To follow a sound visual analytics process · To develop a visualisation that displays important features of a dataset · To write a clear report on your findings. The outputs from this work should be 1. a Tableau dashboard and associate worksheets (as a packaged workbook); 2. a written report with sections as defined below. The submission deadline is 13:00 on the 21st of July: create a single zip file for all the files in your submission and submit to Blackboard, 2. Task Details The task you are asked to carry out for the coursework is to design, construct, and evaluate an exploratory analysis of a dataset using visualisation and data projection. The data you should work with is taken from the 1994 census in the USA which can be found here https://archive.ics.uci.edu/ml/datasets/Adult. You should not use more than 3-4 tables. You must provide at least two data projections using different algorithms. You are also expected to use Bayesian methods appropriately. Your report should contain the following sections: · Abstract. A brief description of the key points in the report. · Introduction. The background of the problem. · Data Preparation and Abstraction. What data manipulation was necessary to create a dataset for analysis and the principal data types and semantics that you have analysed. · Task Definition. A description of the tasks for which you have created the visualisations. · Visualisation. Justification. Which visualization techniques you used and a justification for your choices. This justification and explanation are a very important assessment criterion, so do not skimp on this and make sure that it is grounded in the theoretical concepts we have covered during the course. You should refer to the principles of info vis, relevant aspects of human perception and cognition, and the scientific literature where appropriate. · Conclusion.                          - What you have learned about the socio-economic problem that was the basis of the visualization.                          - What you have learned about information visualisation from doing the coursework. I am expecting the report to be about six pages in length. This is an expectation, not a strict limit, so there will be no penalty for exceeding it. But if you find yourself writing much more than this, you are almost certainly providing too much detail. In particular, note that I will see the visualisation you generate, so there should be little or no need for screenshots. The assessment criteria are: · Problem understanding: how well you have explained the goals of the tasks, taking account of end-user requirements. (10 marks) · Data preparation and task analysis: care taken over extracting and manipulating the data; insights gained through the task analysis. (10 marks) · Data visualisation: appropriateness of visualization and modelling approaches; systematic use of statistical and visualisation methods; justification of visualization approach used. (55 marks) · Conclusions: effectiveness and insight of the evaluation; what the user should learn from your analysis. (15 marks) · Presentation: fluency and coherence of the written text; quality of images and graphics used. (10 marks) ·   Please consider the general feedback that was given on a similar coursework last year. · Ensure that questions you set out to ask are answered by the visualisation and in the report. · Having the option of switching between absolute values and proportions is often a useful feature. This is particularly helpful when comparing areas with different populations. · When using dimensionality reduction it is important to communicate to the user which variables were used in the original data space as otherwise it is hard to interpret the plots. · Tooltips should identify the corresponding point (e.g. a location) particularly for projected data. · The introduction should contain some discussion of the type of user the visualization is intended for. · The report should note data anomalies (e.g. missing values) in report, in particular, quantifying the number of missing values etc. · The abstract should describe the main findings of the work. · Data cleaning matters. · The use of section and page numbers helps the reader to navigate the report. · References to secondary literature are valuable to provide context.    

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[SOLVED] FITE7407 SECURITIES TRANSACTION BANKING 2024/25

FITE7407 SECURITIES TRANSACTION BANKING 2024/25 –ASSIGNMENT: REDUCING THE SETTLEMENT TIMEFRAMES Assignment Questions - Please answer all questions In the ‘traditional’ area of Securities, we covered Shares, Bonds and Funds as the basic products of choice for investors. We looked at the basic processes for trading, settlement and custody and discussed settlement times. Please consult the paper “T+1 After Action Report” on moodle, the documents referenced therein and do your own research on settlement processes and further acceleration of settlement times. Please answer the following questions in this context: 1) (15%) Please explain the term ‚settlement‘ in the context of securities transactions. Please make sure you elaborate on the reasons for settlment, the meaning of ‘T+2‘ as well as the participants involved 2) (20%) Earlier this year, the USA moved to T+1. Please explain the rationale behind the move, i.e. describe the primary reasons and motivations for the shift from T+2 to T+1. 3) (20%) Identify and elaborate on the operational and technological challenges that financial institutions and transaction banks might face during such a transition. 4) (20%) Analyze how this transition impacts risk management and operational efficiency for banks and other market participants. 5) (15%) Compare the settlement cycle changes in the US with those in other major financial markets around the world. Discuss any similar trends or divergent practices. 6) (10%) Please speculate on the potential future developments in settlement cycles. Could T+0 be a realistic goal? What might be the benefits and drawbacks? Assignment Some good ideas • Create a nice piece of text • should look nice when printed - give it a title, page numbers, subheadings • should be complete with Name and Student ID on the pages • should have an academic tone to it (= no colloquial terms, use some “official” language) • Consult students, books, internet, AI tools • do some reading, to get more context • do your ‘own reading’ – do not rely on given texts, esp not from ‘intelligent agents’ • Think about what you want to write • give it a structure • explain the structure • make your statements / write your answers • strip away everything that does not help to support your main idea • Some words attributed to Blaise Pascal: • “I would have written you a shorter letter, but I did not have the time” • Don’t write all you know about a subject • being selective in your answer shows that you know what is important • writing all kind of facts unrelated to the question shows that you have difficulties in separating the important from the unimportant facts • Beware of Wikipedia, Investopedia, AI Text generators… • For our purposes, Wikipedia can be a valid source of initial/general knowledge • For later uses (your thesis, academic texts), Wikipedia is an invalid source • In some cases it can be instructive to consult AI search tools, in ALL cases it is dangerous to rely on them • DO NOT COPY TEXT FROM ANYWHERE !!!! • verbose “borrowings” must be labeled as such (nothing wrong with referring to or citing small portions of other writers’ text, that is part of academic writing) • However, copying of text without giving the source of it is PLAGIARISM !!

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[SOLVED] AERO2363 Aerospace Structures StudioHaskell

AERO2363 – Aerospace Structures Studio Advancing Green Aviation through Composite Wing Design – Final Report – Group 21 Executive Summary This report investigates the structure of the PILATUS PC-9 main spar, from Rib 9 through Rib 25. This report carries on from the previous “Progress Report”. The current PILATUS PC-9 wing structure is analysed with the intent of moving to a composite wing structure. By analysing the current structure, Margins of Safety (MOS’s), lifting loads, structural integrity, and fatigue life can be established. From this basis, a composite wing structure can be researched, with the aim of reducing emissions. An aerodynamic analysis using XFOIL was performed to determine the maximum lift and drag generated by the wing planform. at cruise conditions, as well as the spanwise lift and drag distribution. The analysis found that the maximum lift produced by one wing at cruise is 19,887.5N, and the spanwise lift and drag distribution is nearly triangular. The static analysis considers an unnotched and notched main spar and investigates fatigue.  Two load cases were considered: Case A assumes that the flanges of the main spar resist all direct stresses, while Case B assumes the web to be fully effective in resisting direct stress. Case B consistently yielded higher direct, shear, and von Mises stresses. The lowest MOS calculated was 4.56 for Case B. The dynamic analysis analysed the dynamic loading and safe life of the main spar, assuming an Aluminium structure. Considering the mean stress effect, and using the SWT rule, the safe life was calculated to be 25.7 years. To make transitioning to a composite structure feasible, the cost of retrofitting the PC-9 must not outweigh the cost-savings associated with reduced fuel use. By considering MOS, safe life, and aircraft loads, the feasibility of the composite structure can be later established. Introduction The introduction is too short and lacks key components such as the problem statement and the adopted methodology. You have only mentioned static analysis, while other essential components like dynamic and fracture analyses were overlooked. A more detailed introduction would set a clearer foundation for the report. Everyday, new net zero targets are set for businesses, industries, and countries. Aviation is not immune to scrutiny, with net zero expected by 2050 (IEA 2023). Currently, aviation is not on track to achieve this objective (IEA 2023). Airframe. optimisation is one such way to meet net zero targets. The transition from an aluminium airframe. to a composite one could reduce emissions by up to 20% (Timmis et al. 2014). This report seeks to optimise the PILATUS PC-9 wing planform. by replacing the existing aluminium wing structure with a composite structure. Literature Review Replacement of the PC-9 aluminium airframe. with composite has been investigated by Jost (1989), who highlighted the significant weight savings, which would enhance aircraft performance and improve fuel efficiency. Improved fuel efficiency means lesser emissions, the aim of this report. Composites are also slated to have improved durability and fatigue resistance when coMPared with aluminium (Jost 1989). The extended lifespan of the airframe. also reduces operating costs over the lifetime of the aircraft, and non-operational emissions associated with repairs.  Kopp (2003) also highlights the opportunity to replace ageing aluminium structure with composite ones. Kopp (2003) cites enhanced fatigue resistance, lower weight, and removal of threat of corrosion has benefits that make composite airframes attractive. Methodology This report provides a basis to showcase the potential benefits of composite airframes when compared with aluminium. First, an aerodynamic analysis is conducted using XFOIL to understand the loads the PC-9 undergoes in its operational cycle. A static analysis is undertaken on the existing aluminium airframe. to determine the overall stresses acting on the spar, and the MOS of the structure during use. A notched stress analysis is done using the Ramberg-Osgood relationship to determine the maximum and minimum stresses and strains around the edges of the holes in the flanges and the web. The residual stress of the main spar is examined. Goodman’s rule and Smith-Watson-Topper’s rule are utilised to determine the structural safe life of the aluminium structure. The mean stress effect is considered. Linear Elastic Fracture Mechanics (LEFM) is used to determine the structure's ability to sustain damage (such as cracks) without catastrophic failure. Scope and Limitations This analysis is limited by the assumptions used, and the lack of available proprietary data pertaining to PILATUS aircraft. It does consider a wide range of failure modes to ensure that a composite structure operating in the same conditions meets the requirements of existing customers to ensure transitioning to composites is an attractive prospect. It does not consider the costs associated with this transition, and whether the composite structure is feasible. This may be conducted at a later stage. Aerodynamic Analysis The aerodynamic analysis examines the lift and drag generated by the wing between Rib 9 and Rib 25. XFOIL was used to generate the aerodynamic characteristics of the wing at cruise conditions. The analysis found a maximum lift of 19,887.5 N per wing at cruise conditions, a uniform. spanwise drag distribution, and an almost perfectly triangular lift distribution. The discrepancy between calculated lift and expected lift at cruise is likely explained by trim conditions and overestimation of lift by XFOIL (Kallstrom 2022). These findings inform. the remainder of the report. The PILATUS PC-9 uses a PIL15M825 airfoil at its root, and a PIL12M825 wing at its tip. These two airfoil geometries are proprietary, so no airfoil data is publicly accessible. The PILATUS airfoils are based on NACA64A415 and NACA64A612 airfoils, with modifications to reduce the pitching moment of the geometries (Dulio and Turi 1984).  By using the NACA derivatives, the calculated bending moments generated in the main spar are larger than reality, leading to a conservative calculation for the composite wing, and a higher Margin of Safety (MOS) for the composite wing. The PC-9 has a cruising speed of 154.44m/s at an altitude of 7,620m (Jackson 2003). At this altitude, the speed of sound is 309m/s, and the Mach number for the PC-9 is 0.499 (NASA n.d.). These inputs yield the flow characteristics shown in Table 1. Density (kg/m3) Temperature (°C) Dynamic Viscosity (Ns/m2) 0.552 -34.475 1.540 * 10-5 Table 1. Fluid characteristics at PC-9 cruise (Engineering Toolbox n.d.) Using these parameters, the Reynold’s Number per mean chord can be found according to Appendix B. The mean chord of each section is found using the taper ratio, shown in Appendix C. The mean chord of each section is shown in Appendix D. To calculate the coefficient of lift and drag for each section, the Mach number was defined in XFOIL. 100 iterations were allowed to ensure that XFOIL could converge on a result. The number of airfoil panels was set to 250 to strike a balance between computing time and accuracy. The calculated Reynold’s Number and corresponding AoA of the wing section was input into XFOIL, which then output a coefficient of lift, drag, and moments for that section. Varying Reynold’s number due to varying chord for each wing section is accounted for by varying the Reynold’s number in XFOIL. AoA was assumed to vary almost linearly along the wingspan. The airfoil profiles were interpolated between the root and the tip to give a more accurate representation of the wing structure. An XFOIL code excerpt is shown in Appendix E. From the data produce by XFOIL, the lift and drag of the section were calculated using the wing area. The table of drag, lift, and moment coefficients is shown in Appendix F. Table 2 shows the resulting lift and drag of the wing.   Value Unit Lift (one wing) 19887.50 N Drag (one wing) 181.15 N MTOW 31,392.00 N Error Percentage 26.70 % Table 2. PC-9 key aerodynamic properties The calculated lift of the wing is slightly greater than half the MTOW of the entire aircraft. This discrepancy may be explained by the PC-9 requiring trim at cruise to reduce the lift generated by the wings. Furthermore, the real lift of the wing may be further reduced by turbulence induced by artefacts on the wing surface, such as rivets, sensors, and lights that are not accounted for in this simulation. The NACA64A415 and NACA64A612 are not identical to the PC-9 airfoil, which means that the actual PC-9 airfoil may not produce the same amount of lift at cruise conditions as the modelled airfoil. Additionally, XFOIL’s accuracy is limited above Mach 0.4, and the software tends to over-estimate lift, and under-estimate drag (Kallstrom 2022). The calculated spanwise lift distribution is shown in Figure 1. The drag distribution has the same shape. Figure 1. Spanwise lift distribution The spanwise lift distribution is almost triangular, with only a minor deviation from linearly reducing lift with change in span. As such, a triangular lift distribution was assumed for the static analysis. Static Analysis The static analysis of the main spar requires analysis of loading applied to an aircraft during cruise conditions. Cruise conditions are used for the static analysis as this is when the wing will be under the highest static load. The analysis is conducted at ‘Rib 9’. Therefore, only loads from Rib 9 to 25 are considered for the analysis. Aircraft wing structure can be found in Appendix A.

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[SOLVED] GFW0033 Pembangunan Pengoptimuman Laman Web

GFW0033 Pembangunan & Pengoptimuman Laman Web GFW0033 Website Development & Optimization Tarikh: 7 Oktober 2024 Date: 7th October 2024 Tugasan 2 (25 markah) Assignment 2 (25 marks) Nama/ Name :   Nombor metrik/  Matric number :   Kumpulan (gariskan)/ Group (please underline) : 1  / 1M  / 2 Tarikh hantar tugasan/ Assignment submission date : Kumpulan 1/ Group 1 4 November 2024 sebelum 12pm (Spectrum) 4th November 2024 before 12pm (Spectrum)   : Kumpulan 1M/2 Group 1M/2 6 November 2024 sebelum 11am (Spectrum) 6th November 2024 before 11am (Spectrum) 1. Berdasarkan topik (sama ada NGO/ persatuan/ perniagaan/ hobi) yang anda pilih di borang Google (https://forms.gle/ZMD623WvDJnXgfsi9), huraikan dengan lebih lanjut jenis perkhidmatan atau maklumat laman web ada sediakan. Based on the topic (either NGO/ association/ business/ hobby) that you select on the Google form. (https://forms.gle/ZMD623WvDJnXgfsi9), describe in more detail the type of service or information the website provides. (7 markah/ 7 marks)  2. Bina jadual untuk buat pembandingan hasil janaan daripada TIGA (3) AI tools iaitu ChatGPT (https://chatgpt.com), WIX (https://www.wix.com) dan WriteSonic (https://app.writesonic.com) Build a table to compare the results generated from THREE (3) AI tools, namely ChatGPT (https://chatgpt.com), WIX (https://www.wix.com) and WriteSonic (https://app.writesonic.com) (10 markah/ 10 marks)  3. Buat analisis bagi perbandingan di atas (soalan 2) dan lakarkan cadangkan menu untuk laman web anda. Make an analysis for the comparison above (question 2) and sketch a suggested menu for your website. (8 markah/ 8 marks)

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[SOLVED] Surfaces of Section

4. (16 points) Surfaces of Section (a) (3 points) A plane pendulum with a ball of mass m at the end of a massless, rigid rod of length L is attached to a horizontally moving support that is driven according to x = x0 sin (ω0t). If we introduce a dimensionless time τ = t/T, where T = 1/ω0, and consider the particular case of x0 = L, the Euler-Lagrange equations yield the dimensionless equation                      (3) where overdots represent derivatives with respect to τ. We can turn this second-order differential equation into two first-order ODEs through the standard trick (like we need in order to use ODEint in Python):                    (4) This is an explicitly time-dependent system with one degree of freedom, i.e., two phase space dimensions (θ, ω) with an explicit time dependence. These are the lowest-dimensional systems that can exhibit chaos (time-independent one degree-of-freedom systems cannot). Using the programming language of your choice, plot numerical solutions for differ-ent initial conditions in (θ, ω) state space, assuming Show that different trajectories cross one another on such a plot. This is due to the explicit time depen-dence (they aren’t crossing at the same time, only at different times). This makes it difficult to visualize the dynamics. (b) (5 points) We can always convert a time-dependent one degree-of-freedom system to a two degree-of-freedom torus picture like we considered in class by thinking of time as an additional angle θ2:                    (5) i.e. solving the set of differential equations                   (6) Notice that the third ODE is immediately solvable, so this set of differential equa-tions is equivalent to those in part (a). In this picture, θ2 (secretly, time) is the az-imuthal coordinate long-ways around the outside of the doughnut, while our origi-nal θ is the angle around around the small circular cross-section of the doughnut. Use your programming language of choice to plot a surface of section at θ2 = 0, i.e., plotting a point in θ, ω space only each time θ2 (i.e., time) passes 0, 2π, 4π, etc. Assume again that ω0 2 = g/L. Try different initial conditions and attach a plot that includes quasiperiodic and chaotic trajectories. You should find that different trajec-tories now do not cross one another. Explain in words what the times θ2 = 0, 2π, 4π, ... physically correspond to in the real system. (c) (8 points) The differential equations for a double pendulum, where we assume that both balls are of mass m, that the lengths of both pendulums are l = L, and that time has been non-dimensionalized through a dimensionless τ = t/T = ω0t, with are given by                     (7) where ∆θ = θ2 — θ1, and θ1 and θ2 are the angles from the vertical for the top and bottom pendulum, respectively . The dynamics conserve the dimensionless Hamil-tonian                  (8) Making a surface of section for this system is much trickier than the case above (try it!), because you cannot tell the numerical integrator what values of time you want to integrate to ahead of time–you would have to integrate along, and each time you cross the section, go backwards in time and find the exact time at which you crossed. The simplest method would be to narrow down the time through bisection. A nice general trick is to instead switch the independent variable from time to the angle at which you want to take your section (here θ2). We can use the chain rule to convert any time derivative to a derivative with respect to θ2, e.g.,                 (9) This leads to differential equations                (10) Now that we have everything in terms of θ2 (think of it as time like in part (b), we can again integrate to θ2 = 0, 2π, 4π, ... for our section. Using your programming language of choice, plot a surface of section at θ2 = 0 (only when passing from negative θ2 to positive) for different initial conditions, all of which have a fixed value of H = 1. Include quasiperiodic and chaotic trajectories.

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[SOLVED] RLGN 3270 Guru and Disciple 2024-2025

Guru and Disciple RLGN 3270 (A01) CRN 25000 2024-2025 (Term 1: FALL 2024) Description What is the role of the spiritual teacher (guru) and how are we to understand discipleship? What is the significance of the guru- disciple relation today and in the future? The traditional role of the guru is not widely understood, even by those professing to practice  within a tradition entailing discipleship. This course will explore and critically assess the dynamic of guru and disciple, utilizing traditional sources and contemporary writings. Required Readings: Gurus in America, edited by Thomas A. Forsthoefel and Cynthia Ann Humes, Albany: State University of New York Press (2005). Other Readings will be available on UMLearn. Course Requirements 1. Class attendance/participation =        10%. 2. A written assignment ( 1250 words), due on 28 October, addressing the question, Is a Guru Necessary? = 30%. 3. Each student will be responsible for a class presentation based on one of the chapters or topics examined in the required reading = 20%. 4.        A research paper (1500-1800 words) due on 6 December, focusing on the guru-disciple tradition or any related idea, theme, or issue within a contemporary context, and that illuminates our understanding of the guru-disciple dynamic and its relevance today=40%. Percentage-letter grade relation A+        95-100%        B+        80-85%        C+        65- 70%        D 50-55% A        86-94%             B        71-79%        C         56-64%        F 0-49%  

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