MGEC82 Midterm Due: Tuesday, October 24, 2023 5:05 pm (Eastern Daylight Time) Assignment description This exam is designed to be 1 hour and 50 minutes in length. You have extra 15 minutes, totalling 125 minutes to complete the exam and upload the answers to Crowdmark. You are expected to submit your answers as you complete them along the way. Do not leave that portion of the exam until the end. You will be able to change your submitted answers throughout the exam. All answers must be handwritten. Please note that although it may be possible on Crowdmark to submit after the deadline of 5:05 pm. Crowdmark time-stamps the submissions, and to be fair to everyone writing the exam, we will not mark anything submitted at 5:06 pm or later. The University of Toronto's Code of Behaviour on Academic Matters applies to all University of Toronto Scarborough students. The Code prohibits all forms of academic dishonesty including, but not limited to, cheating, plagiarism, and the use of unauthorized aids. Students violating the Code may be subject to penalties up to and including suspension or expulsion from the University. In submitting this exam in Crowdmark under my name, I confirm that my conduct during this exam adheres to the Code of Behaviour on Academic Matters. I confirm that I did NOT act in such a way that would constitute cheating, misrepresentation, or unfairness, including but not limited to, using unauthorized aids and assistance, collaborating with another person, impersonating another person, and committing plagiarism. You are allowed to use their course notes, the course textbook, as well as a calculator for this exam. You need to upload to Crowdmark a separate picture for each question. For full credit, you must show your work, or explain your answer fully in all cases. Answer all questions with complete sentences/paragraphs, in addition to diagrams and/or equations as appropriate. Pay attention to the proportion of marks assigned to each question, and allocate your time accordingly. In case of technical issues, below is the IT help desk contact information that should be contacted immediately: Students help desk: [email protected] or (416) - 287 - 4357 (HELP) Submit your assignment After you have completed the assignment, please save, scan, or take photos of your work and upload your files to the questions below. Crowdmark accepts PDF, JPG, and PNG file formats. Q1 (4 points) What are the two factors that affect trade in the gravity model? Explain whether each factor increases or decreases trade. (4 marks) Q2 (3 points) Describe some limitations of the Ricardian model of trade (3 marks). (Answer in complete sentences/paragraphs, with carefully-labelled diagrams as appropriate) Q3 (2 points) State whether the following statement is true, false, or uncertain in a model with two goods and two mobile factors, labour and capital. In evaluating each of the following statements, assume that the two countries have identical tastes and identical technology. Also assume that the two countries are engaged in trade. Explain your answer. According to the Heckscher-Ohlin model, if two countries participating in international trade have identical technologies and produce the same two goods, factor prices in the two countries will be equalized. (Answer in complete sentences/paragraphs, with carefully-labelled diagrams as appropriate). Q4(a) (1 point) For this question, you need not draw any diagrams, or even add curves to the diagrams presented. Just answer the questions clearly. a) Albania refused to engage in international trade for ideological reasons. To maximize its economic welfare it would choose to produce at which point in the diagram above? Suppose the PB/PA at point a is equal to 1. (Answer in complete sentences/paragraphs, with carefully-labelled diagrams as appropriate) Q4(b) (2 points) For this question, you need not draw any diagrams, or even add curves to the diagrams presented. Just answer the questions clearly. b) Now that the Cold War is over, Albania is interested in obtaining economic welfare gains from trade. The relevant international relative price is PB/PA = 2. Albania would therefore choose to produce at which point (a, b, or c)? Which good would Albania export? (Answer in complete sentences/paragraphs, with carefully-labelled diagrams as appropriate) Q4(c) (3 points) For this question, you need not draw any diagrams, or even add curves to the diagrams presented. Just answer the questions clearly. c) Now, suppose that the relative price of A is actually not higher than Albania's autarkic level of 1, but quite the opposite (e.g. PB/PA = 0.5). Would Albania still be able to gain from trade? If so, where would be its production point? Which good would Albania export? (Answer in complete sentences/paragraphs, with carefully-labelled diagrams as appropriate) Q4(d) (5 points) For this question, you need not draw any diagrams, or even add curves to the diagrams presented. Just answer the questions clearly. d) Suppose, as a result of various dynamic factors associated with exposure to international competition, Albania's economy grew, and is now represented by the rightmost production possibility frontier in the Figure above. If its point of production with trade was point b, would you consider this growth to be export-biased or import biased? If Albania were a large country with respect to the world trade of A and B, would this growth affect Albania's terms of trade? Its real income (or welfare)? What if Albania were a small country? (Answer in complete sentences/paragraphs, with carefully-labelled diagrams as appropriate) Q5(b) (13 points) Consider the same model from 5a, copied here: [There are two countries, Home and Foreign, and two goods, wheat and cars (put cars on the horizontal axis). There is a single factor of production, labour. The unit labour requirements for Home in wheat and cars are 2 and 4 respectively and for Foreign, they are 6 and 5. Home has 1800 units of labour, while Foreign has 1200 units of labour.] b) Draw and carefully label both of the production possibility frontiers for these countries. Place cars on the horizontal axis. In the absence of trade and assuming that both goods are produced in each country, then what are the prices in each country? What are the production and consumption points? (Handwritten - Answer in complete sentences/paragraphs, with carefully-labelled diagrams as appropriate & upload a picture of your work) Q5(a) (6 points) Consider the following model. There are two countries, Home and Foreign, and two goods, wheat and cars (put cars on the horizontal axis). There is a single factor of production, labour. The unit labour requirements for Home in wheat and cars are 2 and 4 respectively and for Foreign, they are 6 and 5. Home has 1800 units of labour, while Foreign has 1200 units of labour. a) Describe the pattern of comparative advantage and absolute advantage. Relate this to the pattern of trade to be expected. Which country will export what? (Handwritten - Answer in complete sentences/paragraphs, with carefully-labelled diagrams as appropriate & upload a picture of your work) Q5(c) (5 points) Consider the same model as 5a, copied here: [There are two countries, Home and Foreign, and two goods, wheat and cars (put cars on the horizontal axis). There is a single factor of production, labour. The unit labour requirements for Home in wheat and cars are 2 and 4 respectively and for Foreign, they are 6 and 5. Home has 1800 units of labour, while Foreign has 1200 units of labour.] c) Draw and carefully label the World Relative Supply (RS) schedule. (3 marks) (Handwritten - Answer in complete sentences/paragraphs, with carefully-labelled diagrams as appropriate & upload a picture of your work) Q5(d) (14 points) Consider the same model as 5a. d) Allow for trade. Let the World Relative Demand (RD) curve intersect the World Relative Supply (RS) curve at relative prices (Pcars/Pwheat) equal to 1. Draw the RD curve on the diagram in (c). Given this price ratio, which good will be produced at Home and Foreign? Demonstrate the pattern of trade, using trade triangles, carefully labeling exports and imports on the diagrams from part (b), as well as the points of production and consumption. Which country(ies) gain(s) from trade? (Although you can use the diagrams from part (b), you must take a separate picture for this question, 4d). (Handwritten - Answer in complete sentences/paragraphs, with carefully-labelled diagrams as appropriate & upload a picture of your work) Q5(e) (6 points) e) Consider the model of 5a. However, suppose that the world relative price (Pcars/Pwheat) is not 1 (as in 4d), but is now 2. Which country(ies) now gain(s) from trade? At this new relative price, label each of Home and Foreign with a one-word description. (Handwritten - Answer in complete sentences/paragraphs, with carefully-labelled diagrams as appropriate & upload a picture of your work) Q5(f) (4 points) Consider the same model as 5(e). f) In part (e), draw the new trading equilibrium only for Foreign. (Handwritten - Answer in complete sentences/paragraphs, with carefully-labelled diagrams as appropriate & upload a picture of your work) Q6 (2 points) Explain the concept of dynamic comparative advantage. (Answer in complete sentences/paragraphs, with carefully-labelled diagrams as appropriate). Q7 (6 points) Which of the following goods or services would be most likely to be subject to (1) external economies of scale and (2) dynamic increasing returns? Explain your answers. (6 marks) a) Software tech-support services b) Production of asphalt or concrete c) Cancer research (Answer in complete sentences/paragraphs, with carefully-labelled diagrams as appropriate). Q8 (18 points) Draw and explain the equilibrium in terms of and number of firms in a monopolistically competitive market (such a market results from increasing returns to scale). Carefully explain what the curves in the model represent, and why they are shaped the way that they are, as well as the characteristics of the equilibrium. You do not need to describe the algebra behind the curves. What happens in this model when a country opens up to international trade? Draw this change on the diagram. How are the gains to consumers resulting from trade demonstrated in this model? (Answer in complete sentences/paragraphs, with carefully-labelled diagrams as appropriate). Q9 (3 points) State whether the following statement is true, false or uncertain. You should justify your answer, but a diagram is not necessary: Two identical countries can still experience gains from trade. (Answer in complete sentences/paragraphs)
Lab 1 Newton’s Law of Cooling and Thermal Expansion The Purpose The purpose of this experiment is to demonstrate the physical effect of thermal expansion and to determine the linear expansion coefficient (alpha). Also, we want to explore Newton’s law of cooling and see if this cooling object obeys Newton's law of cooling. The Experiment This experiment is a fictional experiment where we were told that a metal rod was heated to near 100C and allowed to cool. The length of the rood and the temperature were recorded as functions of time. We were told that the temperature measurement has an error of +- 5% and that the length measurement has an error of +-.05mm The Theory Newton's Law of Cooling: Newton's Law of cooling says that the rate of cooling is proportional to the temperature difference between the rod and the room. dT/dt = − k(T − TR ) where Tr = 20C is the room temperature and k is a constant that depends on the specifics of the rod. From this, we expect the temperature of the rod to be given by the following formula: T = (T0 − TR )e(−kt) + TR Thermal Expansion: The length of an object expands when heated. The length is given by L = L0 (1 + alpha(T − TR ) From the data we will determine the linear expansion coefficient, alpha, and demonstrate that the heated rod obeys Newton's Law of Cooling. The Data We were given the following data: Time (s) Temperature(C ) Length (mm) 16.31 85.137 701.322 40.22 76.059 701.177 66.98 59.288 700.747 104.42 48.053 700.513 124.01 48.534 700.63 169.17 36.378 700.293 188.86 32.539 700.181 230.33 32.103 700.294 253.11 25.053 699.974 280.09 27.047 700.146 The Analysis For the analysis we need to calculate Delta T and Delta L from this data. These values are given in the following table: Time (s) Delta T(C) Delta L (mm) 16.31 65.137 1.322 40.22 56.059 1.177 66.98 39.288 0.747 104.42 28.053 0.513 124.01 28.534 0.63 169.17 16.378 0.293 188.86 12.539 0.181 230.33 12.103 0.294 253.11 5.053 -0.026 280.09 7.047 0.146 Then from this data we constructed a graph of temperature vs time: The data on this graph were fit with an exponential function. The R^2 value of the fit is near 1 which indicates the data is well described by this function. The 5% error bars were added to the graph. Next , the graph of Delta L vs Delta T was constructed The error bars are 0.05 mm. The data was fit with a linear function. The R^2 value is near 1 which indicates that the data is well described by this function. From the fit the slope of the graph is Delta L/(Delta T = 0.0213 mm/C From the linear expansion equation Delta L/(Delta T) = alpha *L0 = 0.0213 mm/C Thus the linear expansion coefficient is alpha = 0.0213mm/C/700mm = 3.0429x10−5C−1 The Conclusion From this experiment we were able to demonstrate that the cooling rod satisfied Newton’s law of cooling. Also, the experiment demonstrated that the rod followed the relationship of linear expansion and the expansion coefficient was determined to be alpha = 3.0429x10−5C−1
Lab #2 Find a complete social network, preferably one with at least some attributes about the nodes with it. (If you simply have a social network, but no real attributes, you will need to pick an additional network to compare that first one to.) 1. Describe the social network(s) to me, in terms of how it was collected, what it represents and so forth. Also give me basic topography of the network: the nature of the ties; direction of ties; overall density; and if attributes are with the network, the distribution of the categories and variables of those attributes. 2. Calculate degree centrality (in- and out-degree, too, if you have such data); closeness centrality; betweenness centrality; and eigenvector centrality. Correlate those measures of centrality. Highlight which nodes are most central and least central, along different dimensions. Now, do 1 of the following, but not both: 3a. If you have a network with attribute data, then state some hypothesis about how an attribute may be related to some (or all of the) measures of centrality. Explains why you think these two variables should be related. 3b. If you don’t have a network with attribute data, then pick another network to compare your first network against. Calculate all of the same measures as above for Network #2. Consider if normalization is appropriate for any of these measures. Then state some hypothesis about why some (or all of the) measures of centrality in one network will be the same or different from the second network. Explain why you think these two networks should be similar or different. 4. In either case, when you are done above, then considers alternate specifications of your variables and codings and decisions and models. What would you want to consider changing and why. If you can, report on what are the consequences of those changes? 5. Lastly, give your best conclusion as to what you learned from your analysis. Did it make sense, given your initial expectations? Why? Why not? Criteria Ratings Pts Student describes the data of the social network(s). 9 pts Full Marks 0 pts No Marks 9 pts Student gives basic topography of the network (ties, density, etc.). 9 pts Full Marks 0 pts No Marks 9 pts Student calculates various centrality measures. 9 pts Full Marks 0 pts No Marks 9 pts Student correlates those measures of centrality. 9 pts Full Marks 0 pts No Marks 9 pts Student highlights which nodes are most/least central. 9 pts Full Marks 0 pts No Marks 9 pts Student makes some hypothesis about attributes and centrality. // Student makes a hypothesis compared to another network. 9 pts Full Marks 0 pts No Marks 9 pts Student considers alternate specs of ties, nodes, variables, etc. 9 pts Full Marks 0 pts No Marks 9 pts Student reports conclusion. 9 pts Full Marks 0 pts No Marks 9 pts Overall, the student presents a clear and well-organized lab report. 28 pts Full Marks 0 pts No Marks 28 pts
Electrical and Electronic Engineering School of Engineering MSc Project & Dissertation Guidelines Handbook 2023-2024 1 MSc Project Guidance The following sections gives information about how the MSc projects are run in the Electrical and Electronic Engineering Department at Newcastle University, and there is also some guidance on the preparation and submission of the final MSc Dissertations / Report and your final Demonstration / Viva. 2 MSc Project Overview and Milestones The MSc project is a substantial and extensive piece of work undertaken in Semesters 2 and 3. It involves carrying out an investigation into an interesting and potentially challenging topic in the area of electrical and electronic engineering. The project is intended to give you a major opportunity to implement the newly found knowledge, advanced skills, and understanding that you have gained on the MSc programmes at Newcastle by applying them to a significant and advanced practical problem. The project is assessed via two components. A Technical Report which is an extensive piece of writing that describes the full scope of the project, from its initial aims and objectives, through the requirements of the project, design of the simulation work, software, or practical experiments, to the analysis and evaluation of the work and results, and the final conclusions. The other is the Demonstration / Viva to your two examiners. Further information on these assessments is given later in this document. All students will be supervised by an appropriately qualified academic with expert knowledge in the subject area of the project. The preparations for the MSc project begin towards the end of Semester 1 when students choose their project subject areas. This is explained further later in this document. Once the project areas have been allocated at the beginning of Semester 2, it is expected that students will meet with their supervisors to clarify exact projects and to receive some guidance and assistance in the initial research for them. Immediately after the Semester 2 exam period, students should be working full time on their project until near the end of August. At this point the Demonstration / Viva will occur, and the MSc Final Reports will be submitted. The milestones of the MSc project are as follows: • Project selection at the end of Semester 1. • Project allocation in February of Semester 2. • Background research into the project completed by the end of Semester 2. • After the end of Semester 2 exams full-time project work begins. • Viva / Demonstration towards the end of August. • Project Dissertation / Final Report submission at the end of August 3 MSc Project Selection Near the end of Semester 1, MSc students will be asked to select their MSc projects. A list of project areas / strands for each MSc course will be made available, and a project strand will be allocated to you according to the preferences that you select on the project selection form. You can also propose your own project. If you wish to do this, you need to define the project and discuss this with a potential academic supervisor. If the academic thinks this project is suitable for an MSc and can be completed within the project timescale, this can be written on the project selection form instead of the different strands. Deliberately, the initial project areas / strands are very generic, and the actual project undertaken is finalised though discussion between the student and the allocated supervisor of that project strand. After the selection deadline has passed, everyone will be informed in February of Semester 2 as to which project strand they have been allocated and who their academic supervisor will be. The projects are allocated according to the preferences that you indicate on the project selection form. In general, we aim to ensure that the vast majority of students get projects in their chosen area. However, in some cases a second or third choice of project topic may be allocated. This is to ensure an equal loading on staff and a fair availability of project help to each student. Please remember that the Individual Project module is worth 60 credits towards your degree classification, so it is well worth investing some time and effort in defining a project that suitsyou. 3.1 Early Phases of the project in Semester 2: Background Research and Theoretical Development The early work in your project in Semester 2 should mainly involve background reading, allowing you to become familiar with important publications in the area of your project. This will allow the development of an understanding of underlying theory and then its exploration using simple simulation work and standard modelling techniques. Student performance will be monitored by the supervisor via regular meetings. 3.2 Project work in Semester 3 During Semester 3 you will be working full time on your project, and during this period you will address the specific project allocated to you based on the background work that you carried out in Semester 2. Project progress is your responsibility; your supervisor is there for help and guidance but no more. They cannot be expected to contribute sizeably towards your progress. Seeking out information is a skill to be cultivated, and if successful, is rewarded within the assessment. In your project planning, please be aware of the resit exam period which is at the beginning of August as this may impact your project. For 2023-2024, the resit period is between the 8th and 16th August. If undertaking practical work, effective, neat practical work is expected. For example, an untidy bundle of components and wiring is not a professional way to proceed to a final design, although rough prototypes can be useful. Equally, clear, well annotated, and documented software / simulation work is also required if the project uses these. 4 Breakdown of the Project Assessments As previously mentioned, the project is assessed via two components: a Final Technical Report, and a Demonstration / Viva. The percentages of the overall module marks for these two components is shown below: Demonstration / Viva 30% Final Technical Report 70% 4.1 Demonstration / Viva Your project demonstration and Viva will take place during August, and you will be examined by both your supervisor and a second examiner. The process will last 30 minutes. The Demonstration / Viva is your opportunity to show off your work and demonstrate that you have achieved the stated objectives of your project. You should expect your supervisor and second examiner to ask detailed questions about your project at this stage. 4.2 Final Technical Report The Technical Report must be submitted by the end of August. Instructions for completing the technical report can be found later in this guide. You may find it useful to submit parts of your work to your supervisor in advance for feedback on content and literary style. Advice: You should make sure that your Project Demonstration / Viva and Technical Report cover any major contributions you have made, without resorting to the trivial. Equally, if your supervisor or others have contributed, this should be acknowledged. NOTE: It is essential that the deadlines for submission of work are adhered to. Procedures for applying for extensions are explained in the general Postgraduate Taught handbook. 5 Guidelines 5.1 Demonstration / Viva The Demonstration / Viva is an important opportunity to show off your work and show exactly what you have achieved during the project. The exact format of the demonstration will vary slightly depending on whether your project involves mathematical analysis, simulation studies, or practical hardware. IMPORTANT: The Demonstration / Viva should not be considered to just be another presentation. You are not expected to prepare a long PowerPoint slideshow. PowerPoint or Word may be used if appropriate to present the aims and objectives of the work, and certain results (for example, if simulations take a long time to run or it is impossible to configure hardware in good time), but within the Viva you should focus on the software or hardware you have developed in detail, demonstrating how it works, and evaluating whether your solution meets the aims and objectives of the project. You need to prove you did the work yourself and understand it. As this is the end of your project, within the Viva you should expect your supervisor and second examiner to ask numerous detailed questions about your project. The duration of the Demonstration / Viva is 30 minutes. A copy of the Demonstration / Viva marking scheme will be made available on Canvas. 5.2 Final Technical Report The Final Technical Report is to be submitted towards the end of August. ONE electronic copy of your technical report is to be submitted via Canvas. Instructions on how to do this will be circulated to you one month before the submission deadline. Note: The School cannot help with typing or word-processing arrangements because of the number of students involved. Excessive length in project reports is to be avoided. Under no circumstances should the length of the technical report exceed a total of 8,000 words: excluding figures, tables, reference list, and appendices. As previously mentioned, students are requested to focus on the major contributions of the project, rather than trivial aspects. Careful planning of the report is therefore required. Where necessary, it is the responsibility of the student to ascertain whether their sponsor requires a copy of the dissertation, and if so, to provide the copies. The general form. and style. of the technical report should follow closely the practice adopted in papers published in the IEE Proceedings or IEEE Transactions. Full details, including guidance on formatting, will be uploaded onto CANVAS before the start of Semester 3. The following sections must be included in your Final Report: • Abstract The abstract should be a paragraph, limited to 50-200 words, which should concisely summarise what was undertaken during the project, the main findings, methods of working, results, and conclusions. • Introduction This should include a description of the background to your project as agreed with your supervisor, including an overview of the subject and discussion of any essential theories. You should also define the aims and objectives of the project. • Literature Review The literature review is a review of the previous work published in related areas, it is not just a list of references, although a list of references must be present at the end of the report. Each reference must be complete enough to allow a reader to find it without assistance). This section should include a detailed review of important publications (textbooks, research papers, web-based information, technical data sheets, etc.). It is not enough to just describe what is in the papers, you must also give your own critical review of the content, such as summarising what appears to be the consensus for the best approach to a particular problem, and under what conditions it may be the best, etc. It is suggested that the literature review be 1,500 -2,000 words. Beware of plagiarism. The great majority of the Literature Review should be in your own words. Even if you are using your own or modified versions of the source authors words you must ensure that a reader of your review is clear as to the source. For advice, please see thefollowing link: https://www.ncl.ac.uk/academic-skills-kit/good-academic-practice/referencing/ • Theoretical Background / System Description This section should give a clear overview of the system you are working on, looking at the key fundamental theory which you rely on later in the Hardware / Simulation and Results and Discussion sections. • Hardware / Simulation Details This section is very project specific. It should be clearly describing any simulation models created or practical work undertaken. It is very important that the reader has a clear understanding of what has been created, key settings, etc … so that any results and discussion presented can be fully understood. Include diagrams, graphs, and / or photos, etc … to support your description. Where you have used material used on a previous project, or it is available in the online software libraries, please clearly identify this. For example, if a hardware platform. or simulation model was provided for you to use, and you developed your work from this, this should be clearly stated and explained. Where open-source software resources or software libraries have been used, this is often acceptable, but this should be clearly indicated in your report. Be very clear to distinguish your own personal contribution on the project from these readily available resources. • Results and Discussion This section should include a complete record of the results obtained to prove the model / system created. A thorough discussion of these should also be shown. To achieve high marks, comprehensive and fully justified critical analysis is expected. • Conclusions This section should summarise the results and finding of the project undertaken and it should relate these back to the original projects objectives. The performance should be critically evaluated and how it could be improved in the future. • References Your citations should be numbered within the report and a list should be provided in the same format as in IET Proceedings (or IEEE Transactions). In the style. of IET Proceedings and IEEE Transactions, the list of references is placed at the end of the report in the form. of a list, numbered in the order cited (i.e., referred to) in the main text. Within the text of the report, the matching number is placed in square brackets when the reference is first discussed, and again whenever the reference is used to support what you write. Therefore, it would be advisable to make a record of all the details of a paper when you read it for the first time, to save you having to go back to find it again later. Google Scholar / IEEE Xplore can help you find relevant technical research papers. 5.3 Plagiarism The University makes use of software which can detect and identify instances of plagiarism in assessed work. In recent years, a growing number of students have found themselves in difficulties duetothisas a result of submitting coursework which has been copied, in whole or in part, from the work of fellow students or previous assessments. On occasion this has been done innocently, the student not realising they were doing anything wrong. However, whether innocent or not, the presentation of another's work as your own (plagiarism) is against the rules of the University and is not acceptable. It is likely to result in penalties for both the student using the copied material and also for the student providing the source of material. Instances of plagiarism, cheating and the fabrication of results are taken seriously by the University and may result in disciplinary action being taken. The University’s procedures for assessment irregularities can be found at: https://www.ncl.ac.uk/student- progress/policies/procedures/academic%20misconduct%20%20irregularities/ 5.4 Self-Plagiarism Can I Plagiarise Myself? Yes! Every time you submit work for an assessment it should be fresh work - no one (including you) should have already submitted the work (or similar work) for an assessment at Newcastle or elsewhere. Otherwise, it may be possible for someone to gain double credit for the same piece of work and that is unfair and dishonest.
MSP6012 Assignment 3 ~ Report 55% of the Module mark = 1.1 modules 1. Introduction This assignment is the report for your project and contributes 55% to the overall module mark. The assessment is based on a report, with a maximum of 7500 words, to satisfy the learning outcomes LO1, LO2, LO5, LO6 & LO8 below. Reports up-to 8250 words will not receive any penalty. Reports with between 8250 & 9000 words will have 5 marks deducted. Reports with more than 9000 words will receive a maximum mark of 40%. Please note the submission information given below. Submit your report to Turn-It-In on Moodle before 9 pm on Thursday 11th April 2024 Reports submitted between 9 pm on Thursday 11th April & and 9 pm on Thursday 18th April will have 10% deducted from the mark. The deduction will not reduce a pass mark below 40%. Reports submitted after 9 pm on Thursday 18th April are counted as non-submissions & no marks are recorded You also need to use reference material to satisfy the University of Bolton’s secondary research resource requirements as in section 2. Section 6 outlines a structure for the report. Please read and take note of the general assessment guidelines of section 15 that apply to the level of the module, HE6. The analysis/argument is especially relevant at HE6. LO1 Communicate self-learning and improved performance, as the foundation for lifelong learning/CPD. (G2b) LO2 Apply and critically appraise quantitative and computational methods in order to solve engineering problems and to implement appropriate action. (EA3b) LO5 Critically appraise your ability to plan and carry out a personal programme of work, adjusting where appropriate. (G3b) LO6 Demonstrate and critically appraise the effectiveness of management techniques, including project management that may be used to achieve engineering objectives. (EL3b) LO8 Critically evaluate the contexts in which engineering knowledge can be applied, e.g. operations and management, application and development of technology, etc. (EP1b) 2. University of Bolton Minimum Secondary Research Source Requirements: Level HE6 It is expected that the Reference List will contain between fifteen to twenty sources. As a MINIMUM the Reference List should include three refereed academic journals and five academic books. The references must be cited in the text of the report and presented using the Hard Reference system in a reference section. References not cited in the text of the report become part of a bibliography. Use of multiple references that all cover the same material will count as one reference. The reference list should be sources informing your project. 3. Guidelines for the Preparation and Submission of Written Assessments 1. Written assessments should be word-processed in Arial or Calibri Light font size 12. There should be double-spacing and each page should be numbered. 2. There should be a title page identifying the programme name, module title, assessment title, your student number, your marking tutor and the date of submission. 3. You should include a word-count at the end of the assessment (excluding references, figures, tables and appendices). Where a word limit is specified, the following penalty systems applies: Up to 10% over the specified word length = no penalty: 10 – 20% over the specified indicative word length = 5 marks subtracted (but if the assessment would normally gain a pass mark, then the final mark to be no lower than the pass mark for the assessment): More than 20% over the indicative word length = if the assessment would normally gain a pass mark or more, then the final mark will capped at the pass mark for the assessment. 4. All written work should be referenced using the standard University of Bolton referencing style– see: https://www.bolton.ac.uk/library/Study-Skills/Referencing/Home.aspx 5. Unless otherwise notified by your Module Tutor, electronic copies of assignments should be saved as word documents and uploaded into Turnitin via the Moodle class area. If you experience problems in uploading your work, then you must send an electronic copy of your assessment to your Module Tutor via email BEFORE the due date/time. 6. Please note that when you submit your work to Moodle, it will automatically be checked for matches against other electronic information. The individual percentage text matches may be used as evidence in an academic misconduct investigation (see Section 13). 7. Late work will be subject to the penalties: (i) Up to 7 calendar days late=10 marks subtracted but if the assignment would normally gain a pass mark, then the final mark to be no lower than the pass mark for the assignment. (ii) More than 7 calendar days late = This will be counted as non-submission and no marks will be recorded. Students may request an extension to the original published deadline date as described below. 4. Mitigating Circumstances In the case of exceptional and unforeseen circumstances, an extension of up to 14 days after the assessment deadline may be granted. This must be agreed by your Programme Leader, following a discussion the Module Tutor. You should complete an Extension Request Form. available from your Tutor and attach documentary evidence of your circumstances, prior to the published submission deadline. Extensions over 14 calendar days should be requested using the Mitigating Circumstances procedure, with the exception of extensions for individual projects which, at the discretion of the Programme Leader, may be longer than 14 days. Requests for extensions which take a submission date past the end of the module (normally week 15) must be made using the Mitigating Circumstances procedures. Some students with registered disabilities will be eligible for revised submission deadlines. Revised submission deadlines do not require the completion extension request paperwork. Please note that the failure of data storage systems is not considered to be a valid reason for an extension. It is therefore important that you keep multiple copies of your work on different storage devices before submitting it. Please be ready to submit all work before a mitigating circumstance occurred. Please be ready to have a Viva Voce regarding any of the submissions on your course of study.
A1. COMPILATION 1 (15%) - Due Sunday 11.59pm, 23 March (Week 3) Assignment 1 – Compilation 1 Compilation 1 comprises work produced in WEEKS 1-3 in the form. of 3 media sketches (quickly made "proof of concept" media works) and individual reflections on class discussions and ideas. You will share 3 x BLOG POSTS of your work on your Mediafactory Blog. Each blog post should contain (1) a media sketch and (2) a reflection. Your blog post should not just be links. You can upload media sketches to YouTube, Vimeo or SoundCloud and embed these into your post. Group work is group work—no individual variations. Weekly Reflection Prompts 1. Independently identify a recent example of media work that uses AI in some capacity (even if you're unsure precisely how). Reflect on the following questions: Why did you choose this work, and what makes it interesting or effective? How do you think it was made? Given that this kind of media work is being produced and consumed, what implications does this have for media industries and society at large? 2. With your group’s media sketch this week, what do you think worked well? What do you think can be done to improve the work? 3. What are your thoughts on this week's reading - do you agree or disagree with the points? What is a key principle/thoughts/quote that really stood out for you — why? Does the reading spark any new thoughts for you? * For video work, if you do not wish to have your video publicly listed (eg. on YouTube), choose "unlisted" rather than "private". Sending your video to "private" will mean that your video will not be viewable. Due Dates: Week 1 Blogpost, due 12pm midday, Monday Week 2 - posted in DISCUSSIONS - Media Sketch + Vlog Reflection (1min45 - 3min) Week 2 Blogpost, due 12pm midday, Monday Week 3 - posted in DISCUSSIONS - Media Sketch + Vlog Reflection (1min45 - 3min) Week 3 Blogpost, due midnight, Sunday Week 3 - posted in DISCUSSIONS Media Sketch + Written Reflection (200-400 words)* *If you choose to use AI to rewrite your reflection, you must provide your original unassisted text as well. eg. Written Reflection I reckon that we did heaps good with making... (400 words) Written Reflection (Re-written/edited/co-authored with ChatGPT) In hindsight, we collectively produced some quality... (400 words not included in Word count)
Welcome to Card Clash:Color Chaos Introduction Welcome to the Card Game Assignment!This assignment is designed to help you learn the fundamentals of algorithms and data structures by implementing a card game.Below are the details of the game,its rules,and your tasks.Good luck and have fun! Game Overview The card game involves multiple players and a deck of cards.The objective is to be the first player to get rid of all your cards.Each card has a colour and a value,and there are special black cards with unique abilities. Rules of the game The deck In one standard deck you'll find the 112 cards shown below,built from four blocks of 26 cards: one block for each green,red,blue,and yellow colours.For each colour,the 26 cards are: ● 20 number cards (2 of each number from 0 up to 9) ● 2 skip cards. ● 2 reverse cards. ● 2 draw 2 cards. In addition to this,there are 8 special cards: ● 4 BLACK draw 4 cards. ● 4 BLACK CRAZY cards. Meaning of the Special Cards You'll find cards that don't have basic numbers on-these special cards can help you to win the game,so use them wisely! Reverse card This card reverses the direction of play,for example from clockwise to anticlockwise. Skip card This card simply skips the next player's turn. Draw 2 card A draw 2 card forces the next player to pick up 2 cards and makes them skip their turn.Since the aim of the game is to get rid of all of your cards,playing a+2 card can be a clever strategy to prevent your opponent from winning. BLACK CRAZY card The Black Crazy card has all 4 card colours on it and allows a player to pick which colour they want the game to move on with.In our version of the game,we will be choosing a colour using the given RandomGen class using the following code: CardColor(RandomGen.randint(0,3)) where RandomGen is an instance of the RandomGen class and CardColor is an enum class representing the colours of the cards. BLACK Draw 4 Similar to the standard Black Crazy card,playing this card means that the colour should be changed randomly using the given RandomGen class using the following code: CardColor(RandomGen.randint(0,3)). The difference,however,with this card is that the next player must draw 4 cards from the draw pile and miss their turn. Playing the game ● Initially all cards are put in a Draw Pile face down.Next to the pile,a space should be designated for a Discard Pile.Next,each player take turns to draw a card until everyone has 7 cards.Then,cards are drawn from the Draw Pile to the Discard Pile facing up until there is a number card,whose colour and label is set to be the current colour and the current label of the game.All set,game begins! ● At the beginning,players take turns in the order they were given in the input.The first player in the input array goes first,followed by the next player in increasing index order. ● In each round,a player can put a card to the Discard Pile facing up to play a card. A player can only play a card if that card is of the same colour as the current colour of the game,or has the same label (number/reverse/skip)as the current label of the game. Alternatively,a Black Crazy card,or a Black Draw Four card can always be played. ● If a player can play ANY card in their hand,they must play it.If they cannot,they must draw a card from the Draw Pile.If that card can be played,they must play it.Otherwise, they keep the card and the turn moves to the next player. ● After a card is played,the current colour and current label are updated to match the played card.If a special card is played,its effect is applied immediately,unless the game ends at that moment. ● If the Draw Pile is empty,the cards in the Discard Pile are shuffled and added to new Draw Pile. ● A player wins by playing all their cards.Once a player runs out of cards,the game ends immediately and that player is declared the winner. Task 1-Implement the Card and Player Classes Complexity analysis reminder Although DECK_SIZE and NUM_CARDS_AT_INIT are set to constants in config.py, we may change these numbers during testing.You should consider these number to be variable and calculate the complexity accordingly. File card.py has two enum classes:CardColor and CardLabel. You must now modify it to implement the Card class with the following attributes: · color -an enum value representing the color of the card. · label -an enum value representing the label of the card. You must also modify file player.py to implement the Player class with the following attributes: · name -a string representing the name of the player. · hand -a collection of Card objects representing the cards in the player's hand. The Player class also has the following methods: · add_card(self,card:Card) -a method that takes a Card object as an argument and adds it to the hand.The method should return None. ● play_card(self,current_color:CardColor,current_label: CardLabel) -a method that takes the current colour and the current label of the game and removes a playable card from the hand: o If no cards are playable,return None. o If there are multiple playable cards,the card with the least colour(according to the enum values)is played. o If there are multiple playable cards with the least colour,the card with the least card label(according to the enum values)is played. o If there are multiple playable cards with the least colour and the least card label, an arbitrary card among them can be played. · is_empty(self) -a method that returns whether the player's hand is empty. · cards_in_hand(self) -a method that returns the number of cards left in the player's hand. NOTE-For both of these classes,please add additional helper methods if you think they are necessary(including a __str__ method to help with debugging) . Task 2-The GameBoard Class Complexity analysis reminder Although DECK_SIZE and NUM_CARDS_AT_INIT are set to constants in config.py, we may change these numbers during testing.You should consider these number to be variable and calculate the complexity accordingly. You have been given some code for the GameBoard class in the game_board.py .You must now modify it to implement the class with the following attributes: · init (self,cards:ArrayList[Card]) -Initialises a GameBoard object with a list of Card objects( cards )with the following attributes: o draw_pile: A collection of Card objects from which players draw during the game.Initially, draw_pile should contain all Card objects from cards in the same order.The first card in cards should be the first card drawn using draw_card() below. o discard_pile: A collection of Card objects representing cards that have already been played.Initially, discard_pile should be empty. · discard_card(self,card:Card -Takes a Card object and adds it to discard_pile . · reshuffle(self) -Moves all cards from discard_pile to draw_pile after shuffling them using RandomGen.random_shuffle. Ensure that the first card in the list after random_shuffle should be the first card drawn in the call of draw_card method. You can assume that the draw_pile is empty when reshuffle(self) is called.(See Task 4 for more details) · draw_card(self) -Returns a card from draw_pile according to the order if it is not empty.If draw_pile is empty,it reshuffles discard_pile into draw_pile before drawing a card. Complexity analysis reminder You can assume that the complexity of RandomGen.random_shuffle(collections) is 0(NlogN) where N is the number of elements in collections. Once you complete this task,you should be able to pass all the tests starting with 2.*or python run_tests.py 2 Task 3-The Game Class Complexity analysis reminder Although DECK_SIZE and NUM_CARDS_AT_INIT are set to constants in config.py,we may change these numbers during testing.You should consider these number to be variable and calculate the complexity accordingly. You have been given some code in file game.py. You must now modify it to implement the Game class with the following attributes: · players -a collection of Player objects representing the players in the game.The game should commence in the order of their indices in players. · current_player -a Player object representing the player whose turn it is to play. · current_color -an enum value representing the colour of the top card of the discard_pile . · current_label -an enum value representing the label of the top card of the discard_pile . · game_board-a GameBoard object representing the game board with draw_pile and discard_pile . Note that when initialising the Game object,all attributes should be empty. To help you program the game logic,you are required to implement the following methods: · init (self) - The constructor of the class.This method takes no arguments but should be used to set up the instance variables · initialise_game(self,players:ArrayList) -This method performs the following tasks: o Use the list of Player objects being passed to this method to populate the players attribute of the Game object. o Call the method generate_cards to get a list of shuffled cards,and put these cards to game_board . o Each player draw one card in the order of the players from game_board. Continue to draw cards until each player has Config.NUM_CARDS_AT_INIT cards in their hand. o A card is drawn and discarded on the game_board. If the top card is not a number card,repeat drawing a new one until the top card is a number card. o Update the current_color and current_label attributes appropriately to make them consistent with the top card.The current_player attribute remains unchanged,i.e.,None (indicating the game has not yet started). · next_player(self) -a method that returns the next player in the game,which means: o After initialisation and before game starts,the next player should be the first one in the argument players for initialise_game. o During the game,the next player should be the player in the next round. · reverse_players(self) -a method that reverse the order of Player objects in the players attribute.The method should return None. · skip_next_player(self) -a method that skips the next player's turn.The method should return None . · play_draw_two(self) -a method that forces the next player to draw two cards and skips the next player's turn.The method should return None. · play_black(self,card:Card) -a method that takes a Card object and changes the game's current_color instance variable to a randomly chosen colour.To choose the colour,we use the following code: CardColor(RandomGen.randint(0,3)) where RandomGen is an instance of the RandomGen class and CardColor is an enum class representing the colours of the cards.If its a Black Draw 4 card,this method makes the next player draw 4 cards from the draw_pile and skips the next player's turn.The method should return None .Note that: o Redundant calls to RandomGen.randint(0,3) may result in a loss of marks. o You can assume that the card being passed is always a Black card. o Try to reuse predefined methods where possible to achieve this. · draw_card(self,player:Player,playing:bool) -a method that takes a Player object as an argument and draws a Card object from the draw_pile. If the card can be played and the playing argument is True, the card should be returned. Otherwise,the card should be added to the player's hand and the method should return None .This method should be called multiple times if the played card is a Draw two or Draw four. NOTE-You can assume that there are at least 2 players.You can also assume that the players will not have duplicate names. Once you complete this task,you should be able to pass all the tests starting with 3.*or python run_tests.py 3 Task 4-Playing the Game Complexity analysis reminder Although DECK_SIZE and NUM_CARDS_AT_INIT are set to constants in config.py, we may change these numbers during testing.You should consider these number to be variable and calculate the complexity accordingly. Now you can implement the game logic.You are required to implement the following methods · play_game(self) -This method simulates the Card Clash game and returns the winning player.The returned player must be the same Player object passed in initialise_game; do not create new Player objects.The method should implement the following: o The game starts and players take turns in the order of the players argument for initialise_game method.The game ends immediately when a player plays the last card in their hand.That player is the winner of the game. o At each turn,a player attempt to play a card in their hand.A card can be played if it matches either the current colour or the current label of the game.Alternatively, a Black card can be played on any card. o If a player cannot play any card from their hand,they must draw one card from the draw pile.If the drawn card can be played,it must be played immediately; otherwise,it remains in the player's hand and the turn passes to the next player. o If the draw pile is empty whenever a player attempts to draw a card,reshuffle the discard pile (using the reshufflemethod of the GameBoard class)into the draw pile before drawing.Ensure that the discard pile is only reshuffled into the draw pile when necessary (i.e.,when the draw pile is empty).Re-shuffling an already shufled array may lead to unpredictable outcomes,causing discrepancies with expected test results. o A played special card has the following effect if the game is not ended: ■ Draw Two Card-when a player plays a Draw Two card,the next player must draw two cards from the draw pile and is not allowed to play them immediately. ■ Draw Four Card-similarly,playing a Draw Four card forces the next player to draw four cards and skip their turn. ■ Reverse Card-when a reverse card is played,the order of players should be reversed. ■ Black Card:when a player plays a Black card(Black Crazy or Black Draw 4),they choose the new colour for the game.In our setting of the game, please use CardColor(RandomGen.randint(0,3)) to select a colour. o Remember to update current_colour and current_label to match the latest played card,except when a Black card is played and current_colour is updated by random. o You may utilise the previously defined methods to manage the game logic. Once you complete this task,you should be able to pass all the tests starting with 4.*or python run_tests.py 4 NOTE -In addition to the tests,you have been given two log files (test4_1.md and test4_2.md) that detail the two scenarios given in the two test cases for this task.If you set the seed and the players correctly,your game should play out identically to the given game.If there are variations,that means your game has NOT been set up correctly.Please try to troubleshoot by running your code line-by-line in that case.
Assignment Information Module Name: 6058MAA/6060MAA Module Code: Automotive/Motorsport Vehicle Dynamics and Aerodynamics Assignment Title: Vehicle Dynamics Study Assignment Due: 07/04/25 by 18:00 Assignment Credit: 10 Word Count (or equivalent): 2,000 words per student Assignment Type: Written (Individual) Percentage Grade (Applied Core Assessment). You will be provided with an overall grade between 0% and 100%. You have one opportunity to pass the assignment at or above 40%. AssignmentTask 1. Objective The objective of this study is to analyse the behaviour of a vehicle given to assess its underlying characteristics from a handling point of view. 2. Background The requirement to understand vehicle behaviour is fundamental to creating a design that will ultimately make the market it is intended for want to buy the vehicle. As such understanding the inherent setup and behaviours of the car and its setup is vital to fulfilling this requirement. As such using standard manoeuvres and computer simulations along with fundamental calculations and assessing the responses, is a key skill to develop and undertake. 3. Tasks There are two main tasks for this coursework. ● Undertake a literature review of current technologies ● Evaluate a baseline setup of a vehicle and use fundamental theory to evaluate the overall response of the vehicle To undertake the assessment, the work has been broken down into the following sections that should be competed and written up in a technical report. The work should be conducted individually. The word limit should not exceed 2,000 words (this is for the main body of the report/work and does not include title page, contents page, appendices etc.). You are advised to ensure that you include all relevant figures and use references to support your discussion as required. Details of Task The sections to consider for the report should be as follows: A. Literature review (20%) Undertake a literature review into a system that will improve the handling performance of a vehicle. In 500 words, describe the operating principles of the system, the required hardware to realise the system and the vehicle dynamics benefits to the vehicle based on literature. References should be used to support discussion and highlight where information has been researched from. B. Technical Review (70%) Using the data provided, undertake a baseline assessment of the vehicle using the bicycle model (also referred to as the single track model) and then investigate a parameter change to determine its impact. This should be written as a technical appraisal in 1,500 words. The car to be examined and its baseline parameters is: Ford Fiesta Overall mass (m) = 1149.0 kg Overall wheelbase = 2.5 m Distance from front axle to centre of mass (a) = 0.946 Distance from rear axle to centre of mass (b) = 1.554 Front Cornering Stiffness (Calpha Front) = -82,000 N/rad Rear Cornering Stiffness (Calpha Rear) = -74,000 N/rad Yaw Inertia (Izz) = 1636.0 kg.m2 i. Baseline Vehicle Response (40%)* Using the data provided, examine the response of the vehicle considering steering input and vehicle speed changes and how this affects the responses. Consider how the responses build up and the time this takes (look at week 3A slides in the vehicle dynamics section). Consideration to factors such as lateral acceleration, yaw rate response, front rear lateral force balance, slip angles for under/oversteer are some areas that can be considered. ii. Parameter Investigation (30%)* Using the same setup, explore the impact of weight distribution (i.e. the percentage of load over the front and rear axle) and cornering stiffness (base values have been given, assume the logic that doubling the cornering stiffness means the tyre is twice as wide) on the responses of the vehicle. Investigate the impact on the car and highlight which setup might cause concern or benefit to the overall characteristic of the vehicle. * To undertake this assessment a 2 degree of freedom (DoF) bicycle model (as described in the vehicle dynamics session week 3A) has been given to use in Excel. The model uses a step input for the steering response to examine the transient change from zero steer input to a fixed steer output. Key responses such as the yaw rate and lateral acceleration have been given in the spreadsheet along with tyre lateral forces and slip angles. The vehicle will go into a circular path and its trajectory and heading can also be seen. These responses should be used to build up a picture of the impact of parameter change on the vehicle setup. It is imperative to explore the model and ask questions, the maximum lateral acceleration of the model should not exceed 0.4G (Ay max). C. Presentation and References (10%) The presentation of the report should be in a technical report format. References need to be used throughout to highlight source material and support discussion. Submission Instructions: The technical reports outline in the previous section must be submitted no later than the due date and by 18:00 UK time on that date via the module Aula page. Within the assessments tab on the Aula page a submission link will be provided where the reports must be uploaded in a word format. Marking and Feedback How will my assignment be marked? Your assignment will be marked by the module team. How will I receive my grades and feedback? Provisional marks will be released once internally moderated. Feedback will be provided by the module team alongside grades release. [Course teams to add a statement detailing how students can access their feedback here]. Your provisional marks and feedback should be available within 2 weeks (10 working days (if there are any delays we will keep you informed). What will I be marked against? Details of the marking criteria for this task can be in the assignment task section. Assessed Module Learning Outcomes The Learning Outcomes for this module align to the marking criteria which can be found in the assessments section. Ensure you understand the marking criteria to ensure successful achievement of the assessment task. The following module learning outcomes are assessed in this task: The main intended learning outcomes of this module are as follows and have been mapped to the IMechE (Institution of Mechanical Engineers): 1. Critically evaluate and appraise the scientific principles of fluid dynamics and the techniques used for external aerodynamics development and testing 2. Apply fundamental knowledge to investigate new and emerging technologies. Extract data pertinent to an unfamiliar problem, and its solution, applying analytical methods or computer based engineering tools if appropriate 3. Demonstrate an understanding of engineering principles and the ability to apply them to analyse key engineering processes 4. Apply quantitative methods and computer software relevant to their engineering discipline, in order to solve engineering problems 5. Examine and utilise appropriately a systems approach to develop solutions to engineering problems 6. Demonstrate engineering workshop and laboratory skills with relation to vehicle and aerodynamics This module covers the following AHEP learning outcomes from the IMechE: SM1b, SM2b, EA1b, EA2, EA3b, EA4b & P3
AFE6014-B - Empirical Methods in Accounting and Finance Tutorial 7 notes 1. Purpose Know how to use EViews 12 to conduct panel data analysis. 2. Research question Investigate the impact of a firm’s CEO age (“CEOAGE”) on a firm’s cash holding level (“CASH”) 3. Data and variables Excel file: Data_Firms Cash Holding Level Variables: cash ceoage firmsize leverage roa 4. Descriptive statistics Quick----Group statistics--- descriptive statistics--- common sample (try individual sample) 5. Correlation matrix View---Covariance Analysis Covariance Analysis: Ordinary Date: XXX Time: XXX Sample: 2009 2012 Included observations: 107 6. Graph (Relation between Cash and each independent variables) View---Graph—Graph Options—Graph type: Specific: Scatter Details: Fit lines: Regression Line Multiple series: Multiple graphs - First vs. All - click OK 7. Pooled OLS Object---New Object --- Equation --- Name for object: OLS - click OK Key in the following variables in Equation specification: cash c ceoage firmsize leverage roa year03 year04 year05 year06 year07 year08 year09 year10 year11 year12 year13 year14 Estimation settings: Method: LS - Least Squares (NLS and ARMA) Dependent Variable: CASH Method: Panel Least Squares Date: XXX Time: XXX Sample: 2003 2015 Periods included: 13 Cross-sections included: 18 Total panel (unbalanced) observations: 107 8. Residual checks View --- Actual,Fitted,Residual --- Actual,Fitted,Residual Table View --- Actual,Fitted,Residual --- Actual,Fitted,Residual Graph View --- Actual,Fitted,Residual --- Residual Graph 9. Residual Diagnostics tests for OLS Normality View ---- Residual Diagnostics ------- Histogram - Normality Test Serial Correlation View ---- Residual Diagnostics ------- Serial Correlation LM Test, try different lag 1,2,3 … Breusch-Godfrey Serial Correlation LM Test: Null hypothesis: No serial correlation at up to 1 lag Breusch-Godfrey Serial Correlation LM Test: Null hypothesis: No serial correlation at up to 2 lags Heteroskedasticity View ---- Residual Diagnostics ------- Heteroskedasticity Tests, Test type: White, untick Include White cross terms Heteroskedasticity Test: White Null hypothesis: Homoskedasticity View ---- Residual Diagnostics ------- Heteroskedasticity Tests, Test type: Breusch-Pagan- Godfrey Heteroskedasticity Test: Breusch-Pagan-Godfrey Null hypothesis: Homoskedasticity 10. Coefficient Diagnostics tests for OLS Multicollinearity View ---- Coefficient Diagnostics ------- Variance Inflation Factors Variance Inflation Factors Date: 11/01/22 Time: 00:10 Sample: 1 107 Included observations: 107 11. Interpretation, analysis and discussion Is this a reliable regression fit? i.e. the OLS output in Step 7 above
A2. COMPILATION 2 (15%) - Due Sunday 11.59pm, 13 April (Week 6) Assignment 2 – Compilation 2 Compilation 2 is made up of work produced in WEEKS 4-6 in the form. of 3 media sketches (quickly made "proof of concept" media works) and individual reflections. You will post 3 x BLOGPOSTS of your work on your Mediafactory Blog. Each Blogpost should contain (1) a media sketch and (2) a reflection. Your blogpost should not just be links. You can upload media sketches to YouTube, Vimeo or SoundCloud and embed these into your post. Groupwork is group work. No individual variations. Weekly Reflection Prompts 1. Independently identify an interesting media work made with generative AI. Why do you think it is interesting / what makes it effective? How do you think it was made? (research this if needs to be). Given that this kind of media work is being produced and consumed, what implications does this have for media industries and society at large? 2. With your group’s media sketch this week, what do you think worked well? What do you think can be done to improve the work? If you can, please focus on the nature of your collaboration (with your human collaborators, as well as with AI). 3. What are your thoughts on this week's reading - do you agree or disagree with the points? What is a key principle/thoughts/quote that really stood out for you — why? Does the reading spark any new thoughts for you? * For video work, if you do not wish to have your video publicly listed (eg. on YouTube), choose "unlisted" rather than "private". Sending your video to "private" will mean that your video will not be viewable. Due Dates: Week 4 Blogpost, due 12pm midday, Monday Week 5 - posted in DISCUSSIONS - Media Sketch + Vlog Reflection (1min45 - 3min) Week 5 Blogpost, due 12pm midday, Week 6 - posted in DISCUSSIONS - Media Sketch + Vlog Reflection (1min45 - 3min) Week 6 Blogpost, due midnight, Sunday Week 6 - posted in DISCUSSIONS Media Sketch + Written Reflection (200-400 words)* *If you choose to use AI to rewrite your reflection, you must provide your original unassisted text as well. eg. Written Reflection I reckon that we did heaps good with making... (400 words) Written Reflection (Re-written/edited/co-authored with ChatGPT) In hindsight, we collectively produced some quality... (400 words not included in Word count)
MARK3081 Case Analysis Assignment: Natura Term 2, 2025 This is an individual assignment. The assignment is worth 25%. It consists of a written analysis, which is due no later than the start of the lecture session in week 4 (i.e., 11am Monday 23 June). The written analysis should be limited to 1250 words (not including any tables or diagrams) and conform. to the “Writing Requirements” as shown below. The analysis consists of three parts as outlined below. The assignment must be uploaded to the Moodle site using the Turnitin Inbox by 11am AEST on Monday 23 June 2025. It is not acceptable to submit by e-mail. Assignment Structure (three (3) parts): 1. Statement and Discussion of Quantitative Performance Objectives The focus of this analysis is the distribution channel strategy for Natura in Brazil considering the situation described in the Natura A & B cases. The B case reports Natura’s performance as of early 2019. Carefully state precise quantitative market share objectives for Natura in Brazil for the Cosmetics, Fragrances and Toiletries (C, F, and T) market for each of the three years: 2020, 2021, and 2022. In stating these objectives do not use any knowledge or information you have about events that occurred after early 2019, including, but not limited to the impact of Covid, the plans or strategies that may or may not have been implemented by Natura, its competitors or its distributors, and any other contextual information not contained in the HBS case write-ups. That is, use only evidence and information contained in the two case-write-ups: Natura A & B. Explain your rationale for setting the market share objectives by using Natura’s historical performance across a range of metrics along with your assessment of the impact of relevant situational factors. Assess and discuss the overall risk that Natura may face in achieving the objectives that you state. 2. Distribution Strategy/Channel Design Options Develop and present two distinct options for a distribution strategy for Natura in the Brazil Cosmetics, Fragrances, and Toiletries market. Each of your options should be a complete strategy and include specific objectives and plans across all important distribution components that Natura might use, including its traditional and its new channels. These elements are outlined in the Week 2 lecture. These channels could include levels for both physical and digital retail channels as well as door-to-door channels. These options should be competing alternatives in that both have a reasonable chance of achieving your stated objectives. They should also be feasible in that Natura has the resources to implement them. 3. Recommendation and Justification Recommend one of the two channel strategy options that you have just presented. Do not recommend a new or combined plan that you have not presented. Justify your recommendation by stating how you believe its advantages outweigh its disadvantages. Develop a coherent and logical argument. Be sure to note trade-offs, sacrifices, or limitations to your recommendation. Writing Requirements Limit the written analysis to 1250 words (not including tables, figures, or appendices). Use complete sentences and paragraphs. As you know, only complete sentences can express complete thoughts. Write in an appropriate professional style. Thus, avoid the use of imperative statements, rhetorical questions, direct address, or passive voice. Correct all grammatical and spelling errors. Profuse errors in grammar, syntax, and spelling will potentially yield a failing mark. You will not get a second chance to revise and resubmit. Your submission must be a final proofread copy. All passing papers must meet minimal writing standards. Writing need not be elegant or attempt to be sophisticated. It can be simple. It must be clear and correct. Please double space in twelve-point times-roman font throughout with adequate (2.5 cm) margins. Place computations, pro forma statements, tables, and diagrams in an appendix and refer to these in the body of the text. Use appropriate (e.g., Journal of Marketing) reference style. Keep a copy of all work submitted and retain your marked assignment. Submit a soft copy of the assignment via Moodle as indicated above. No strategic analysis is perfect. Managerial decision making is prone to several rhetorical and logical traps and deceptions. Some may be intentional, others not. Nevertheless, try to avoid the following pitfalls and writing errors: lack of specificity in objectives actions or plans masquerading as objectives redundancy within or between sections unfocused situation analysis undiagnostic situation analysis irrelevant commentary incomplete plans unbalanced evaluations noncomparable alternatives statement of opinions lacking argument or evidence logical inconsistency research plans/requests for information hybrid recommendations “all positive” recommendations superfluous, appended, or unevaluated recommendations plans not meeting minimal standards misuse of business and marketing concepts Late Submission Information about late submission of assignments, including penalties is available on the course outlines and/or our Moodle site. Assessment Criteria for Natura Case Analysis Assignment ? Completeness and reasonableness of your discussion of stated market share objectives. Reasonableness, completeness, feasibility, and distinctiveness of your two channel strategies. Use and usefulness of your performance objectives discussion and risk assessment in developing your channel options and in making and justifying your recommendation. Balanced logic of recommendation justification. Clarity of written expression and correctness of grammar and syntax. Organisation and logic of document
Question 1 Consider a QPSK modulation that achieves a bit error rate of P₆=10-³on the AWGN channel.Find the outage probability of this QPSK modulation for the Rayleigh fading channel with selection combining (SC)diversity for M=1(no diversity), M=2 and M=3.Assume unequal branch SNRs with γ1=10 dB,Y₂=15 dB,and y₁=20 dB. Hint:Determine the bit error probability formula and evaluate the Q-function using Q-function table or mathematic softwares(e.g.,Matlab or Mathematica).Please be aware that this question assumes unequal branch SNRs,where M=1 contains γ1,but M=2 contains bothy₁and γ2 · Question 2 Assume that four branch diversity is used,where each branch receives an independent Rayleigh fading signal.If the average SNR is 20 dB on each branch,determine the probability that the SNR will drop below 10 dB. Compare this with the case of a single receiver without diversity.Consider SC first,then MRC.
BIRD FEATHER EXPLORATION Introduction: In the following activity you will explore the anatomy of a bird feather and types of bird feathers. Part 1 - Feathers in Birds: Birds have many unique features! They are bipedal, meaning they walk on two legs. They are endotherms that create their own body heat as a product of their metabolism. They lay amniotic eggs with a shell. They have wings that many species use for flight. They have a sharp beak that lacks teeth. Instead of teeth, their digestive tract contains a gizzard, a muscular organ often filled with stones to grind up food. All these features can be found amongst other animals outside of class Aves, though! In the spaces below, list one or two examples of non-avian vertebrates that share these features with birds. If needed, use the internet. Bipedal Endothermic Lay amniotic eggs Have wings Have a beak Have a gizzard Now challenge yourself to think of a living non-bird animal that has feathers. Can you think of one? I’ll save you some time … you can’t! Birds are the only living animals that have feathers! What are feathers? Feathers are made of keratin, the same protein that hair, fingernails, and reptile scales are made of. Just like your hair grows from a hair follicle, feathers grow from feather follicles! Feather follicles form in the skin of a bird when it is still in its egg. Initially, a feather begins as a small, tube-like structure called a pin feather or a "blood feather" because it has a blood supply. These early feathers poke out from the follicle and look like a feather shaft. As the feather matures, it pushes out further from the follicle, the blood supply recedes, and the cells making up the feather die. The feather shaft elongates, and the barbs and barbules, the feathery branches and hooks on the feather, start to develop from the shaft. Birds use their feathers for a variety of functions. Feathers enable flight, providing lift and propulsion as birds navigate the air. They also aid in thermoregulation, insulating birds against extreme temperatures by trapping air close to the body. Additionally, feathers serve as waterproofing agents, preventing water from reaching a bird's skin and allowing them to remain buoyant and dry during activities such as swimming or diving. Feathers also play roles in communication and camouflage, with some species using vibrant plumage for attracting mates or intimidating rivals, while others utilize strategic coloration to blend into their surroundings and evade predators. Checkpoint: 1. Why are feathers considered the only distinguishing feature of birds? 2. What are feathers made of? ____________________________________________________________ 3. What other structures amongst animals are made of this protein? 4. Where do feathers grow from in birds? ___________________________________________________ 5. What is the initial structure of a developing feather called? ___________________________________ 6. Why are developing feathers sometimes referred to as "blood feathers"? 7. What happens to the blood supply as a feather matures? 8. What are barbs and barbules in a mature feather? 9. What are the 5 functions of feathers in birds? You can use bullet points to answer this question. Part 2 - Anatomy of a Feather: Feathers are composed of several distinct parts, each serving a specific function. Not all feathers have all parts. Rachis: also known as the shaft; the central part of the feather that runs base to tip; provides support Barbs: the main branches that extend from the shaft Vane: the flat, smooth part of the feather that consists of the barbs interlocking together; most feathers have 2 vanes Barbules: microscopic, hair-like structures that project from each barb; interlock with other barbules to hold the barbs together like a zipper Calamus: also known as the quill; the hollow, barbless base of the feather that attaches to the bird’s skin Plumulaceous region: area on the feather where the barbs do not interlock and appear soft and fluffy Checkpoint: 1. Label the rachis, barbs, vane, plumulaceous region, and calamus of the feather below. 2. Why can’t you label the barbules on the feather in the picture above? 3. In the chart below, record which part of a feather each statement is describing. Parts of the feather can be used more than once. Description Part of the Feather Hollow base of the feather that attaches to a bird's skin Microscopic, hair-like structures that project from barbs The main, large branches that extend from the shaft Area of the feather where the barbs do not interlock with each other The smooth, flat surface formed by interlocking barbs Barbless Area of the feather that appears soft and fluffy The shaft of the feather Interlock with each other like a zipper, binding barbs together Central part of the feather that runs from base to tip The quill 4. Birds preen their feathers, or care for them and clean them, when the barbules become disturbed and no longer interlock with each other. If a bird did not preen their feathers and return the barbs and barbules to their interlocking positions, what consequences would there be? Hint: Base your answer on thefunctions thatfeathers serve! Part 3 - Types of Feathers: Birds have multiple types of feathers depending upon their habitat, flight, mating habits, and more. Feathers are split into two main types: vaned feathers and down feathers. The feather that you labeled on page 3 of this activity is a vaned feather. Vaned feathers are visible on the exterior of a bird's body and are used for flight, waterproofing, attracting mates, and more. Vaned feathers are flat, stiff, and smooth. Vaned feathers typically have two vanes, one on either side of the rachis. The barbs of vaned feathers are tightly interlocked by barbules. Vaned feathers include flight feathers, which make up the wings and tail of a bird. Flight feathers are long, broad, stiff, and often asymmetrical. Flight feathers often lack a plumulaceous region and play little role in insulation. Vaned feathers also include contour feathers, which cover the body of a bird like shingles. Contour feathers are symmetrical. They have a vaned visible region and a soft plumulaceous region at the base. The vaned portion of each contour feather can be colorful, plain, or matched to the environment for camouflage. The plumulaceous region of a contour feather serves to trap heat around the body of a bird. Down feathers are soft, fluffy, lightweight, and beneath the vaned feathers. They provide insulation of heat. Birds that live in cold climates, such as ducks, geese, and penguins, tend to have more down feathers. Down feathers typically lack a rachis and vanes. They are exclusively plumulaceous, with barbs that tangle together instead of interlocking, providing an insulating layer above the skin. Checkpoint: 1. What are three differences between vaned feathers and down feathers? 2. What are two types of vaned feathers? ___________________________________________________ 3. In the chart below, record which type of feather each statement is describing. Types of feathers can be used more than once. Choose from flight, contour, and down feathers. Description Type of Feather Barbs tangle instead of interlocking Completely plumulaceous Cover the body of a bird Have both a vaned and plumulaceous region Have little to no plumulaceous region Lack a rachis and vanes Description Type of Feather Long, broad, and stiff More abundant in cold weather birds Often asymmetrical Play no role in insulation Provide insulation of heat Provides a bird with its color and insulates heat Soft, fluffy, and lightweight Wing and tail feathers 4. Is “feather A” a flight feather, contour feather, or down feather. Provide two reasons to support your answer. 5. Is “feather B” a flight feather, contour feather, or down feather. Provide two reasons to support your answer. 6. Is “feather C” a flight feather, contour feather, or down feather. Provide two reasons to support your answer. Part 4 - Observation of Feathers: Your teacher will provide you with two feathers. Using the naked eye, a magnifying glass, and even a microscope, observe each feather. Record your observations in the section below. Feather #1 1. Draw the first feather in the space below. Label the rachis, vanes, barbs, calamus, and plumulaceous region. Depending upon the type of feather, some of these structures will not be present. 2. Is the feather plumulaceous, vaned, or both? ______________________________________________ 3. Is the feather symmetrical or asymmetrical? _______________________________________________ 4. Does the feather have a rachis? If so, describe the rachis. 5. Are the barbs of the feather tightly interlocked or loosely tangled? 6. Based on your observations, is this feather a flight, contour, or down feather? ____________________ 7. Based upon your answer to the previous question, what purpose did this feather likely serve in the bird? 8. If available, observe the feather under a microscope. Attempt to view the rachis and barbs. In your drawing, label the rachis, barbs, and barbules (if visible and present). Feather #2 1. Draw the first feather in the space below. Label the rachis, vane, barbs, calamus, and plumulaceous region. Depending upon the type of feather, some of these structures will not be present. 2. Is the feather plumulaceous, vaned, or both? ______________________________________________ 3. Is the feather symmetrical or asymmetrical? _______________________________________________ 4. Does the feather have a rachis? If so, describe the rachis. 5. Are the barbs of the feather tightly interlocked or loosely tangled? 6. Based on your observations, is this feather a flight, contour, or down feather? ____________________ 7. Based upon your answer to the previous question, what purpose did this feather likely serve in the bird? 8. If available, observe the feather under a microscope. Attempt to view the rachis and barbs. In your drawing, label the rachis, barbs, and barbules (if visible and present).
Laboratory work #5 | Network applicationObjectivesThis laboratory work intended for you to master basic principles of network interaction and serialization in the object-oriented solution.InstructionsHaving your solution of the Laboratory work #4, split your program into two programs. The first program implementing the server-side responsible for data carrying collection and operations to perform. The second program implementing the client side responsible for user interface – retrieving command from the user to ask the server for operations and get specific data items to display.1. Review the lecture about the network programming and serialization.2. Remember the last lab task from the first semester (Laboratory work #6 about Collections): there you had to create two classes for your applied domain scope – a data item class and a class carrying the collection of data items and responsible internal operations with data in it.3. Split your program into two (or create two separate projects as was demonstrated in the lecture #7)a. The server program listens for incoming connections and receives commands to perform with the collection of data items. Like what the Lab #6 was doing in the first semester but with networking instead of console. Use classes created during step 2 of Lab #4 for this step.b. The client program connects to the server program and shows the graphical UI. Like in the previous Lab #4 in this semester), retrieves the data items to display from the server side, when the user presses the command buttons, the program prepares all the required data and sends the command to the server for it to modify the collection and answer with the result data to display. Use classes create during steps 3 of Lab #4 for this step.c. Modify pieces created for step 4 of Lab #4 for send commands to the server side, retrieve the result and update the UI state.4. Use network protocol according to you variant number to implement the solutionExtra tasks for additional points: Modify your server program so that it would be able to preserve data being operated between program launches by saving them on the server stopping and loading them when the server starts. No data should be preserved on the client side. Modify your data storage approach to use granular operations based on the last lecture about Advanced data organization.VariantsSee variants table for data transfer approach and use your variant’s GUI layout and applied domain scope from the variant of Lab #4.Data transferring approach to useNumber UI control1 TCP protocol2 UDP protocol3 Java RMIExtra informationBrief overview of some IO classes to know about:● Writer classesFileWriterOutputStreamWriterBufferedWriterStringWriter● OutputStream classesDataOutputStreamBufferedOutputStreamByteArrayOutputStreamFileOutputStreamPrintStream● Reader classesFileReaderInputStreamReaderBufferedReaderStringReader● InputStream classesDataInputStreamBufferedInputStreamByteArrayInputStreamFileInputStream● Parsing and formattingScannerFormatterByteBuffer● File system managementjava.io.Filejava.nio.file.Pathjava.nio.file.Files
Assessment task 3 Applied Knowledge of Children’s Literature Select two of the four books used in Assessment task two. With these two books assess the suitability of the texts for use in a classroom setting specifically focussing on how they could be used to develop language and literacy skills Plan: 1. Analyse each book for the language elements and how those language elements could be used to develop spelling, vocabulary, grammar and/or comprehension; and use academic research to support (and/or class reading) the importance and relevance of teaching those elements to literacy learners. 2. Use your analysis and research to help you plan for using the literature in the classroom. Present: For each book, explain and justify what the teacher will do: a. Before reading – provide a description and transcript. of a Book Orientation that sets up the read-aloud, activates background knowledge and flags the theme, genre, language and visual features of the text. b. During reading – explain where in the reading you would pause to highlight language and illustrations. Give a short transcript. that gives details of one language feature and one visual feature you will focus on, and how you will talk about them. c. After reading – suggest a follow up activity that would give students an opportunity to respond to the literature and practice their understanding of the language or visual feature you highlighted during the reading. Specifically address English as an Additional Language or Dialect (EAL/D) learners or Aboriginal English Learners and how the book would be able to support them with language and literacy development; use academic research to support (and/or class reading) and show your understanding of the needs of these learners and the relevance of teaching those elements to the target literacy learners.
BECO011 Economics for Business Tutorial Week 3: Government Intervention BECO011 Week 3 Tutorial A Worksheet Tutorial A Activity 1 – Price Controls – Minimum Wage Students are placed in groups of 3-4, Within the group, discuss the following questions based on the article that you have read. Task 1 1. Find out the latest national minimum wage in Australia. 2. Why is minimum wage considered a price floor? Does it lead to a shortage or surplus in the labour market? Explain. 3. In what ways does the minimum wage impact the overall economic well-being of workers in Australia? 4. How does the minimum wage in Australia impact small businesses, especially in terms of operational costs and competitiveness? 5. In your opinion, should minimum wage be continuously enforced or instantly abolished? Discuss. Task 2 Share your ideas within the group. Appoint a group leader to do a 2-minute presentation to the whole class. Activity 2 - Government Policies and Intervention – Taxes, subsidies and regulation Students are placed in groups of 3-4. Within the group, complete the following questions Task 1 1. Just as the government imposes high taxes on cigarettes to discourage smoking, how do taxes, subsidies, and regulations impact the following market outcomes? Government Intervention Intended Change in Market Outcome(s) Tax on sugary drinks Free vaccination programme Subsidy for renewable energy Carbon tax Price ceiling on rental properties Workplace Health & Safety (WHS) Regulation 2. Despite the good intentions to correct market failures, sometimes government intervention may bring about market inefficiencies and unintended consequences. Using the outcomes above, describe the unintended consequences Government Intervention Unintended Consequence(s) Tax on sugary drinks Free vaccination programme Subsidy for renewable energy Carbon tax Price ceiling on rental properties Workplace Health & Safety (WHS) Regulation
CPSC 103 Final Exam 2. [4 Marks] For each of the following code snippets for Jupyter cells, fill in the box with the value that Jupyter would show when the cell is run; that is, the value of the last expression. In case if the code throws any kind of error, write Error in the box. a. def squared(x): return x * x x = 2 y = squared(x) squared(y) x = squared(y) x b. code = 'cpsc103' sub = code[:len(code) – 1] sub c. values = ['cpsc', '103', '911'] str_list = '' # type: List[str] for s in values: str_list = str_list + s str_list d. x = 1 p = 2 * 100 + 10 / 5 return x p = p * x p 3. [20 Marks] You are working as a software engineer in a big company that builds and maintains LMS systems such as Canvas used by universities. Following are the data definitions designed to represent a user of the LMS website and different roles assigned to them. The data definitions were designed using the knowledge gained from CPSC 103, however, there are many syntactical as well as design issues (i.e., not following the design recipes). Each line of code below has a line number at the front. Identify the line of code which has issue(s) and write its line number and the correct and complete line of code on page 6. If the line of code needs to be removed, then write Remove in corrected code column on page 6. In total, there are 10 lines which have issues. Please note there is no indentation error/issue. 1. Role = Enum('Role', ['Student', 'Instructor', 'TA', 'Coordinator']) 2. # interp. A role assigned to a user on Canvas, one of 3. # ‘Student','Instructor', 'TA', or 'Coordinator'. 4. 5. R0 = Role('Student') 6. 7. # Template based on Enumeration (5 cases) 8. @typecheck 9. def fn_for_role(r:Role) -> ...: 10. if r == Role.Student: 11. return ... 12. elif r == Role.Instructor: 13. return ... 14. elif r == Role.TA: 15. return ... 16. elif r == Role.Coordinator: 17. return ... 18. else: 19. return ... 20. # Optional[str] 21. # interp. An optional string value. 22. 23. S0 = None 24. S1 = 'Final Exam' 25. 26. # Template based on Optional 27. @typecheck 28. def fn_for_os(os: Optional[str]) -> ...: 29. if os is None: 30. return ... 31. else: 32. return ...(os) 33. # List[Role] 34. # interp. A list of roles assigned to a user. 35. 36. L0 = [] 37. L1 = ['Student', 'TA'] 38. 39. # Template based on Arbitrary-sized 40. @typecheck 41. def fn_for_lor(lor: List[Role]) -> ...: 42. # description of the accumulator 43. acc = ... # type: Role 44. for r in lor: 45. acc = ...(fn_for_role(r), acc) 46. return ...(acc) 47. User = NamedTuple('User', [('name', str), 48. ('role', List[Role]), 49. ('email', Optional[str]), 50. ('password', str), 51. ('uid', int) # in range [3999, 6999] 52. ]) 53. # interp. A user of Canvas website represented with a name, assigned 54. roles, optional email, password and a unique ID from 3999 - 6999. 55. 56. U1 = User('George', [], '[email protected]', 'XYZ', 4190) 57. U2 = User('Wash', ['Student'], '[email protected]', 'PQRX', 6999) 58. U3 = User('Jess', Role.Instructor, '[email protected]', '123', 5902) 59. U4 = User('Ash', [Role.TA], 'None', '1989', 4403) 60. 61. 62. # Template based on Compound (5 fields) and reference rule 63. @typecheck 64. def fn_for_user(u: User) -> ...: 65. return ...(u.name, 66. fn_for_role(u.role), 67. u.email, 68. u.password, 69. u.uid) 4. [10 Marks] You are trying to analyze the sentiments of a tweet on a social media platform. A tweet is a short text message posted on a social media website called Twitter. A sentiment of a tweet can either be POSITIVE, NEGATIVE or NEUTRAL. The sentiment of a tweet can be identified by comparing the number of positive words and negative words in a tweet. A tweet can neither have positive nor negative words as well. a. If a tweet has more positive words than negative words, then sentiment is POSITIVE. b. If a tweet has more negative words than positive words, then sentiment is NEGATIVE. c. In all other cases, sentiment is NEUTRAL. Design a function that takes a tweet and returns the correct sentiment for it. Use the following data definitions in your function design. Follow all the steps of HtDF recipe. Following data definitions represent a tweet by number of positive and negative words it contains, and sentiments as an Enumeration. Tweet = NamedTuple('Tweet', [('id', str), ('pos_words', int), # in range [0, ...) ('neg_words', int) # in range [0, ...) ]) # interp. Represents a tweet posted on a social media platform. consists of an id, number of positive words ('pos_words') and the number of negative words ('neg_words') it contains. T1 = Tweet('ABC', 0, 4) T2 = Tweet('PQR', 6, 0) # Template based on Compound @typecheck def fn_for_tweet(t: tweet) -> ...: return ...(t.id, t.pos_words, t.neg_words) Sentiment = Enum('Sentiment', ['NEGATIVE', 'NEUTRAL', 'POSITIVE']) # interp. Represents the Sentiment assigned to a tweet, is one of # NEGATIVE, NEUTRAL, or POSITIVE. # Examples are redundant for Enumerations # Template based on Enumeration @typecheck def fn_for_sentiment(s: Sentiment) -> ...: if s == Sentiment.NEGATIVE: return ... elif s == Sentiment.NEUTRAL: return ... elif s == Sentiment.POSITIVE: return ... 5. [7 Marks] Design a data definition to represent the Internet download speed. The speed may be unknown, but when it is known, it is measured in Mbps. 6. [15 marks] You want to visualize the calories you burnt during the workout each day in the last week. Design a function that takes a list of workouts (as defined below) and produces a line chart showing how many calories you burnt each day after the workout. You can assume that the input list is sorted in the ⼀ order of days from 1 – 7. Design all the helper functions needed to complete the task using complete HtDF recipe. Make sure to add axis labels and chart title. from typing import NamedTuple Workout = NamedTuple('Workout', [('day', int), # in range [1, 7] ('calories', int) # in range [0, ...) ]) # interp. A record of calories burnt each day during the workout session. W1 = Workout(1, 250) W2 = Workout(2, 300) # Template based on Compound @typecheck def fn_for_workout(w: Workout) -> ...: return ...(w.day, w.calories) # List[Workout] # interp. A list of workouts. LOW0 = [] LOW1 = [W1, W2] # Template based on Arbitrary-sized and reference rule @typecheck def fn_for_low(low: List[Workout]) -> ...: # description of the accumulator acc = ... # type: ... for w in low: acc = ...(acc, fn_for_workout(w)) return ...(acc) # List[int] # interp. A list of integers. LOI0 = [] LOI1 = [1,2, 3, 4] # Template based on Arbitrary-sized @typecheck def fn_for_loi(loi: List[int]) -> ... : #description of the accumulator acc = ... #type: ... for i in loi: acc = ...(acc, i) return ...(acc) from matplotlib import pyplot as pyplot 7. [7 Marks] Imagine, you own a channel on a video streaming website such as YouTube. Following is a daily statistics report of videos being watched on your channel which you want to read into a program for analysis. ID Video Title Genre Length (in mins) Daily Views Watch time (in mins) Ads T39gyk= Python for Beginners Education 10 50 350 Yes Af35lp Prepare Pasta in 20 mins Food 8 25 200 Yes 98gdfk Guitar Composition Music 10 20 180 No 12jsh0= Differential Equations 101 Education 20 30 589 No 1jso8h Easy to make Smoothies Food 10 130 790 Yes Here are the data definitions that can be used to represent the relevant parts of this information as data in your program. THE PROBLEM STATEMENT IS ON THE NEXT PAGE. from typing import NamedTuple, List from enum import Enum import csv Genre = Enum('Genre', ['Education', 'Food', 'Music']) # interp. Represents the genre of videos you have on your channel, # one of 'Education', 'Food', or 'Music'. # Examples are redundant for enumerations # Template based on Enumeration (3 cases) def fn_for_genre(g: Genre) -> ...: if g == Genre.Education: return ... elif g == Genre.Food: return ... elif g == Genre.Music: return ... # List[Genre] # interp. A List of video genres. LOG0 = [] LOG1 = [Genre.Education, Genre.Music, Genre.Food] # Template based on Arbitrary-list @typecheck def fn_for_log(log:List[Genre]) -> ...: #description of the accumulator acc = ... # type: ... for g in log: acc = ...(acc, fn_for_genre(g)) Return ...(acc) VideoData = NamedTuple('VideoData', [('genre', Genre), ('views', int), # in range [0, ...) ('ads', bool)]) # interp. Represents a viewing statistic of a video consists of genre, number of views and whether the video played an ad or not. VD1 = VideoData(Genre.Education, 50, True) VD2 = VideoData(Genre.Food, 25, True) VD3 = VideoData(Genre.Music, 20, False) VD4 = VideoData(Genre.Education, 30, False) VD5 = VideoData(Genre.Food, 130, True) # Template based on Compound and reference rule @typecheck def fn_for_video_data(vd: Video) -> ...: return ...(fn_for_genre(vd.genre), vd.views, vd.ads) # List[VideoData] #interp. a list of video data statistics LOVD0 = [] LOVD1 = [VD1, VD2, VD3, VD4, VD5] # Template based on Arbitrary-sized and reference rule @typecheck def fn_for_lovd(lovd: List[VideoData]) -> ...: # description of the accumulator acc = ... # type: ... for vd in lovd: acc = ...(acc, fn_for_video_data(vd)) return ...(acc) Continuing Problem 7: Complete the read function (given on the next page) to read this information from a file and store it as data in your program. You can use the helper functions given below as needed. You can safely assume that given helper function is complete and correct. You cannot make any other assumptions about the file you are given. You do not need to add tests for the read function. def parse_genre(gen: str) -> Genre: ''' parses the given string gen into one of the Genre. ''' # return Genre.Education # stub def parse_ads(bool_str: str) -> bool: ''' returns True if the bool_str is ‘YES’, False if it is ‘NO’. ''' return True # stub @typecheck def read(filename: str) -> __________________________________: ‘’’ Reads the specified file and returns _____________________________________ ‘’’ # return [] # stub # Template from HtDAP 8. [9 Marks] You want to know what the average number of views for each genre on your channel is. Complete the design of two functions avg_views_by_genres and avg_by_one_genre. You must use all the helper functions given at least once between the following two functions (You don’t need to create tests for any function in this question). Note: This question uses the data definitions defined in Q7. @typecheck def avg_views_by_genres(log: List[Genre], lovd: List[VideoData]) -> List[float]: ''' Calculates the average number of views on the videos for each genre in log found in the list lovd. The list lovd can never be empty. ''' # return [] # stub # Template copied from List[Genre] with one additional parameter @typecheck def avg_by_one_genre(lovd: List[VideoData], g: Genre) -> float: ''' Calculates the average views to the videos in lovd for a given genre g. Returns 0 if the list is empty. ''' # return 0 # stub # Template based on Composition def filter_by_genre(lovd: List[VideoData], g: Genre) -> List[VideoData]: ''' Returns a list of video data from lovd that belongs to the given genre g. ''' return [] # stub def sum_views(lovd: List[VideoData]) -> int: ''' Returns the sum of views of all the video data in lovd. Returns 0 if the list is empty. ''' return 0 # stub def count_videos(lovd: List[VideoData]) -> int: ''' Returns the sum of views of all the video data in lovd. Returns 0 if the list is empty. ''' return 0 # stub 9. [18 Marks] Finally, complete the design of filter_by_genre function and write all the helper functions as needed using HtDF recipe. You need to write at least 1 test for each function. Note: This question uses the data definitions defined in Q7. def filter_by_genre(lovd: List[VideoData], g: Genre) -> List[VideoData]: ''' Returns a list of video data from lovd that belongs to the given genre g. Returns an empty list if lovd is empty or no video found for given g. ''' return [] # stub
Homework 1 Hypothesis testing Directions Please write up solutions directly in the document. Be sure to save your document as a PDF with the file name LastName_Homework1.pdf. Provide clear and complete sentences. You may work with others in the class on this assignment, but you must turn in this assignment individually and give responses in your own words. Due date: Tuesday, October 8th at 11:59pm Questions Earlier in the course, we examined the fairness of NFL overtimes under the old “sudden death” rules, and we found that it was incredibly unlikely that the result of 240 wins by the coin-flip winning team would happen in 428 games if there was no advantage given to the team that won the coin flip and thus got the ball first. To fix this, the NFL instituted new rules starting in 2011 that aimed to fix this fairness issue. But did the rule changes actually fix the issue? Since the rule change in 2011, there have been 192 overtime games that did not end in a tie. In those games, the team that won the coin flip and got the ball first won 108 of those games. Based on this new data, do these new rules still give an advantage to the team that wins the coin flip and gets the ball first? Assume that our significance level threshold is 3%. 1. Describe the null hypothesis that we are testing in this scenario. 2. What percentage of the games were won by the coin-flip winning team? Based on this answer relative to your null hypothesis, what is your initial conjecture to the research question? 3. Create a sampler in TinkerPlots that reflects this null hypothesis, and answer the following questions: a. What did you set “draw” and “repeat” to? Explain. b. What type of device did you select, and how did you choose the labels? Explain. c. How does your device reflect the null hypothesis you described? d. Paste an image of your sampler below: 4. Run one trial of your sampler model, and paste a plot of the results below. What does a single dot in that plot represent? 5. What measure will you collect statistics on and why? How will collecting statistics on this summary measure help you answer the research question? 6. Run 500 trials of the simulation and create a sampling distribution of the statistic of your choice. What does a single dot in this plot represent? 7. Find the p-value for this test, and re-paste an image of your sampling distribution that shows how you found the p-value. 8. Write up a conclusion in the context of the problem that answers the research question originally posed. Explain how your analysis determined this conclusion. 9. In the original NFL activity that looked at the old overtime rules, we determined that about 56.1% of the teams that won the coin flip ended up winning the game, which was pretty similar to the percentage found with this new data. In the activity from class, we found a p-value around 1%. Why is this p-value so different despite the raw winning percentages being so similar? Explain. Karen took a multiple choice test with 50 questions on it, with each question has 4 choices. Karen’s result was 16 correct questions out of the 50 total. Do you think that Karen actually studied for this test, or was Karen just randomly guessing answers to the questions? Assume that our significance level threshold is 7%. 10. Describe the null hypothesis that we are testing in this scenario. 11. What percent of the questions did Karen get correct? Based on this answer relative to your null hypothesis, what is your initial conjecture to the research question? 12. Create a sampler in TinkerPlots that reflects this null hypothesis, and answer the following questions: a. What did you set “draw” and “repeat” to? Explain. b. What type of device did you select, and how did you choose the labels? Explain. c. How does your device reflect the null hypothesis you described? d. Paste an image of your sampler below: 13. Run one trial of your sampler model, and paste a plot of the results below. What does a single dot in that plot represent? 14. What measure will you collect statistics on and why? How will collecting statistics on this summary measure help you answer the research question? 15. Run 500 trials of the simulation and create a sampling distribution of the statistic of your choice. What does a single dot in this plot represent? 16. Find the p-value for this test, and re-paste an image of your sampling distribution that shows how you found the p-value. 17. Interpret what this p-value means in the context of the problem. (Use this format: There is a __% chance that [something happens], assuming that [something] is true.) 18. Write up a conclusion in the context of the problem that answers the research question originally posed. Explain how your analysis determined this conclusion.
