Investment Modeling Spring 2019, Practice Set # 3 1. Using table df, create table df2 with just the fruit and price columns. 2. Using table df, rename the columns ’year’, ’fruit’, ’price’ and ’qty’ to ’y’, ’f’, ’p’, and ’q’. 3. Using table df, convert it to a data.table dt. 4. Create a new column, oprice, that will be the price 2 rows before, so that df looks like this: 5. Create a new column, oprice, that will be the previous year’s price for each particular fruit, given the table below: 6. Create a new column, oprice, that will be the previous year’s price for each particular fruit, and a column, oqty, that will be the qty from 2 years ago for each particular fruit given the table below: 7. Using the table from question # 6, create a column total, that is price * qty. 8. Using the table from question # 6, create a table dfs that will be just the years from 2016 and 2017 and just for the fruits; apple, plum, and melon. 9. Using the table from question # 6, merge it with the table below, dt, using the fruit col- umn: 10. Using table dft from question # 6, what is the result of the code below: ’orange ’ & qty40]dft[fruit==,qty 12. Using table dft from question # 6, what is the result of the code below: ’orange ’ )]dft[fruit==,.(price,qty 14. Using table dft from question # 6, what is the result of the code below: , ice)] 15. Using table dft from question # 6, what is the result of the code below: (pricby=datadf[,c ’Date ’ ’PRIME ’ ’Shares Outstanding (Eop) ’ ’Cash And Cash,,, ’ ’Minority Interest ’ names )=c ’Date ’ ’ticker ’ ’so ’ ’cash ’ ’oi ’ ’tds ’ ’ps ’ ’mi ’ )[,(,,)=shiftoi =.()][,oiavg=(oi+oi2+oi3+oi4)/ [Datein(201506,201606,201706)]pricedf=pricedf[(Ticker,Date)]pricedf[,Year=format ’%Y ’ substr on c "Year " "Ticker " tds)]df2[,ey=(oiavg/Pric+mi))]
Student Exploration: Stoichiometry Vocabulary: Avogadro’s number, balanced equation, cancel, coefficient, conversion factor, dimensional analysis, formula mass, molar mass, mole, molecular mass, stoichiometry Prior Knowledge Questions (Do these BEFORE using the Gizmo.) 1. A 250 mL glass of orange juice contains 22 grams of sugar. How much sugar is in a two-liter (2,000 mL) bottle of orange juice? ______________________________________________ 2. It requires two sticks of butter to make a batch of 20 cookies. How much butter will it take to make 150 cookies? _________________________________________________________ Gizmo Warm-up Just as a cook follows a recipe to decide how much of each ingredient to add, a chemist uses stoichiometry to determine the amounts of substances involved in chemical reactions. The Stoichiometry Gizmo allows you to try your hand at figuring out the amounts of reactants and products that take part in a chemical reaction. To begin, check that this equation is shown: Fe2O3 + 3CO 2Fe + 3CO2 1. Look at the coefficients (such as the “3” in 3CO) in front of each substance in the equation. The coefficients tell you how many molecules or atoms take part in a chemical reaction. In the spaces below, list the number of each molecule or atom in the equation: Fe2O3 _____ CO _____ Fe _____ CO2 _____ 2. In a balanced equation, the same number of each kind of atom is shown on each side of the equation. Calculate the number of iron (Fe), oxygen (O), and carbon atoms (C). Reactants Iron: _____ Oxygen: _____ Carbon: _____ Products Iron: _____ Oxygen: _____ Carbon: _____ Based on these values, is the equation balanced? _________________________________ Introduction: A mole is: A) A mammal known for digging up gardens. B) A small, dark spot on the skin. C) A spy embedded within an enemy government. D) 6.02 × 1023 particles of a substance. E) All of the above. The correct answer, of course, is E. In chemistry, the mole (mol) is defined as an amount of a substance that contains 6.022 × 1023 particles of that substance. This number, called Avogadro’s number, is special because this number of particles has a mass in grams that is equal to the mass (in unified mass units) of a single particle of the substance. Question: How do scientists find the formula mass and molar mass of a substance? 1. Calculate: The formula mass of a compound is the sum of the masses of each atom in the chemical formula. The unit of formula mass is the unified mass unit (u). Formula mass is also called molecular mass if the compound is composed of molecules. Iron’s atomic mass is 55.85 u, carbon’s mass is 12.01 u, and oxygen’s mass is 16.00 u. A. Calculate the formula mass of carbon monoxide (CO) by adding the atomic mass of carbon and the atomic mass of oxygen: _________________________________ B. Calculate the formula mass of carbon dioxide (CO2): _______________________ C. Calculate the formula mass of iron (III) oxide (Fe2O3): _______________________ 2. Infer: A mole of a substance has a mass in grams that is equal to the formula mass. For example, a carbon atom has an average mass of 12.01 u. A mole of carbon has a mass of 12.01 g. Based on their formula masses, list the molar mass of each substance. The unit for molar mass is g/mol, or grams per mole. Fe2O3 __________ CO __________ Fe __________ CO2 __________ Check your answers on the Gizmo by inspecting the middle row of tiles on the right side of the Gizmo. These tiles show the units “1 mol” on top and “g” below. 3. Practice: Hydrogen has an atomic mass of 1.01 u. What is the molar mass of these substances? (Remember to use the units g/mol.) H2O __________ CH4 __________ H2CO3 __________ C6 H12O6 __________ Introduction: While solving problems in stoichiometry, it is useful to pay attention to the units of the answer. The process of comparing units is called dimensional analysis. A common technique involves using conversion factors to convert from one unit to another. Units that appear in the numerator and denominator of a fraction can be canceled out. For example, converting 2 moles of carbon monoxide to grams involves multiplying by a conversion factor: All conversion factors are equivalent to one. For example, the conversion factor given above is equivalent to one because the numerator (28.01 g CO) and denominator (1 mol CO) represent the same amount of CO. The “mol CO” unit is canceled, leaving an answer unit of grams. Question: How do we solve problems in stoichiometry? 1. Observe: The first question is: “How many moles of carbon monoxide (CO) are required to react completely with 1.75 moles of iron (III) oxide (Fe2O3)?” (If this is not the question you see, click New question until it appears.) A. What unit is given in the question? _______________________________________ B. What quantity is asked for? _____________________________________________ 2. Find: Look for the conversion factor that contains the units “mol Fe2O3” on top and “mol CO” on the bottom. Drag the tile containing this factor down to the green strip at the bottom. According to the tile, how many moles of CO react with one mole of Fe2O3? _____________ 3. Analyze: To get an answer in moles of CO, you need to cancel the moles of Fe2O3. Turn on Show units. A. What units are given to the right of the equals sign? __________________________ B. If these aren’t the units you want, click Flip tile. What unit is given now? __________ 4. Calculate: If the units are correct, multiply or divide the numbers to solve the problem. A. How many moles of CO will react with 1.75 moles of Fe2O3? ___________________ B. Turn on Show numerical result. Were you correct? _________________________ (Activity B continued on next page) Activity B (continued from previous page) 5. Practice: Turn off Show units and Show numerical result. Click New question, and use what you’ve learned to solve another stoichiometry problem. For each problem, list the units given, the units asked for, and the solution. The problems in the Gizmo are given in random order, so you may have to click Next question several times to see a new problem. (Note: Each term in the equation is either a solid (s), liquid (l), gas (g), or an aqueous solution (aq).) If you are stuck, try one of the following hints: • If the given unit is grams (or liters or particles), convert from that unit to moles first. Then convert to moles of the answer substance. • If the answer unit is grams, liters, or particles, find the number of moles of the answer substance first. Then convert the moles of answer substance to the desired unit. • If you have a calculator, try to calculate the solution to each problem yourself before turning on the Show numerical solution checkbox. Problems: A. What volume of carbon dioxide (CO2) will be produced if 2.90 moles of iron (Fe) is produced? [Note: In the Gizmo, it is assumed that all gases are at standard temperature and pressure, or STP.] Given unit: ____________ Answer unit: ____________ Solution: ____________ B. What mass of iron (Fe) can be obtained from 3.80 g iron (III) oxide (Fe2O3) reacting with excess carbon monoxide (CO)? Given unit: ____________ Answer unit: ____________ Solution: ____________ C. How many moles of iron (Fe) will be produced from 6.20 moles of carbon monoxide (CO) reacting with excess iron (III) oxide (Fe2O3)? Given unit: ____________ Answer unit: ____________ Solution: ____________ D. How many molecules of carbon monoxide (CO) are needed to react with excess iron (III) oxide (Fe2O3) to produce 11.6 g of iron (Fe)? Given unit: ____________ Answer unit: ____________ Solution: ____________ 6. On your own: Click New equation to try solving problems with a new chemical equation. There are five equations in all, and five problems per equation. The Gizmo will keep track of how many problems you solve. Good luck!
Week 5: Accounting Analysis 1 Tutorial Discuss Questions Discussion Question 1 Consider the following scenarios for the year ended 31 December 2022. Fill in the missing blanks. Assume that the credit period allowed to customers is 60 days. Explain whether the how the following events affect the income, cash flow and accruals in 2022, and explain to which period the income, accruals and cash flow relate to. Extracting data from DatAnalysis Premium database • Go to library website: www.lib.monash.edu • Click “Students” • Click “Databases” • Click “Business and Economics” • Click “DatAnalysis premium” • Log into the database using your login details • Click on “Search Tool” and select “Time Series Financial Search” • In Section A enter the ASX code of the companies or select GICS sector, industry group and industry • In Section B select the category of ratios in section, sub-section and option is “display only” • Select “Add Query” • Enter “Search” • Download the data on a spreadsheet • Format the excel spreadsheet to enable data selection for creating line charts Other data sources: • Orbis • Osiris • Yahoo! Finance Question 2: Estimating Earnings Persistence and Predictability • Open the Excel spreadsheet titled “Earnings Quality Data.xlsx” – It provides selected financial statement data of 4 US retail companies – Walmart, Kroger, Costco and Amazon.com • For your assigned company, estimate: – Earnings persistence – Earnings predictability • Compare the earnings persistence and predictability of your company with those of the industry Discussion Question 2: Estimating Earnings Persistence Some estimation issues: – Try to use at least 5 years’ data (use longer time series if you can) – What to do if your company is recently listed (i.e. does not have a long time series of data)? – Should you scale earnings? Discussion Question 3 How can one infer earnings quality by comparing earnings and cash flow from operations over time?
Assignment 1: Design strategy Assignment overview Assignment 1: Design strategy consists of a process journal and a presentation. In this assignment you will focus on developing a communication design strategy for this year's Swinburne Mental Health Week campaign. Your journal will house your task work from Weeks 1–5 and demonstrate your work process on the assignment including all method, research, exploration and the iterative development of your presentation. Your participation in the discussion boards and Miro factors into the assessment of this assignment. Your presentation will require you to present your design strategy for Swinburne’s Mental Health Week (SMHW) campaign. Your weekly tasks will comprise the building blocks of this presentation and will answer what is the goal of the campaign, why it is important, who it is for and how it will be implemented. These four components make up the design strategy. This assignment supports unit learning outcomes 2, 3, 4 and 5. View the Rubric to learn about this assignment's marking criteria. Assignment details Task The following details are relevant for both parts of Assignment 1. Please read carefully. This Swinburne Mental Health Week campaign needs to promote awareness around the importance of good mental health. It should promote awareness of Swinburne’s services and support around mental health as research has shown that this needs to be improved, particularly in the current climate when many are both working and studying remotely. The campaign needs to engage the audience and encourage participation in the event. For example, you might consider how to get time-poor students to engage in this event and how digital and social media can be used to encourage engagement and participation in the event. The problem Develop a design strategy for the Swinburne Mental Health Week campaign. Consider what problem you are trying to solve. This will help you develop a call to action and inform. the evaluation process. As you develop your campaign, keep the point of the campaign in mind. In addition, the campaign must communicate the theme of the event week. The audience The good news is YOU are a part of the target audience for this campaign. Remember not every student will think just like you. You will research information about existing students both on campus and online, who are currently studying online or in a blended learning environment. Next you will develop personas to target appropriate messaging and branding for the campaign. See the resource below for additional support around developing personas. Note: Developing a strategy that appeals to your identified audience (online students) is key to this brief. The sponsor Swinburne University. The goal The Swinburne Mental Health Week campaign needs to: promote awareness around the importance of good mental health resonate with the intended audience and address their specific mental health concerns drive users to the event day media touchpoints, e.g. digital/social media and support resources and services through the Swinburne Health and wellbeing (https://www.swinburne.edu.au/life-at-swinburne/student-support-services/health-wellbeing/) website develop a theme for the event week. Key questions Key questions that you should consider when developing this strategy include: Why is this event important? How will you tell people about it and get them involved? What sort of incentives could be employed to do this? How can we engage with the audience in interesting, unexpected ways? Assignment 1: Process Journal Assignment 1A is your process journal. This is a multi-page document that tells a comprehensive story of your work for Assignment 1. It includes your tasks from Weeks 1–5 as well as a clear and articulate presentation and annotation of research and design options that have contributed to the development of your strategy presentation. Please ensure the document is legible. It needs to have clear headings and subheadings that explain the work within as well as clear annotation of sketches and images. The visual design of the process journal should be considered, with a clear hierarchy of information and use of typography applying a consistent grid and layout. Your process journal will be submitted as an onscreen quality PDF. As you are posting your work on Miro, this document is merely a repository to bring all this work together. It is recommended to set up a multi-page document in InDesign or similar program to keep track of your work as you go each week. Taking screenshots and photos of your process as you go along is recommended, as then it is easily collated. This submission will include at a minimum the following four tasks: Task 1: Ideas for Swinburne Mental Health Week—initial research into Swinburne Mental Health Week and audience (10%). Task 2: Persona development (audience)—audience research and two developed personas for your target audience (10%). Task 3: Benchmarking and positioning—benchmarking and the positioning matrix, with revisions based on feedback (10%). Task 4: Concepts—mind maps, mood boards and three different design concept sketches including a minimum of two different media touchpoint applications (10%). Assignment 1B: Presentation The second component is your design strategy presentation. This is a formal, professional, design strategy pitch presentation that is presented to your client. The presentation documents will be an onscreen PDF that covers the what, why, who and how of your design strategy for the Swinburne Mental Health Week (SMHW) campaign. It will feature key facts and insights about the brief, the client and the audience as well as personas, positioning maps and at least three rough concepts for the campaign. You will also develop a presentation in the form. of a video, which will run for about seven to nine minutes. (You can record this in Collaborate, download it, and upload to a video site like YouTube.) The content of the video should be guided by the following steps: 1. Introduction (15 seconds)—introduce yourself and your background. 2. What: Campaign issue and sponsor (90 seconds)—provide a profile of the sponsor and SMHW. What are your audience’s concerns and needs around mental health? Outcome—at least three key research facts/insights of the issue, a profile of the sponsor and review of existing SMHW campaigns. 3. Who: Audience research and personas (90 seconds)—using data from the Swinburne Annual report, develop a series of at least two personas that represent your audience of online students. Outcome—infographic of audience research and personas. 4. Why: Benchmarking (90 seconds)—review the existing SMHW campaigns for strengths and weaknesses. Look at other university mental health campaigns as well as other mental health campaigns that have young people as an audience. How will your proposed campaign differentiate or be positioned in relation to what already exists? Outcome—best practice review, positioning map. 5. How: Message, concepts and media (180 seconds)—brainstorm words and visuals that may relate to your campaign. Message outcome—mind maps and wording ideas for the campaign theme. Concepts and media outcome—sketches, image board and media sketches. (Refer to assignment examples for scope of work required.) Note: your presentation must be submitted as a video. Follow these instructions to upload your video to YouTube and submit your video link: 1. See 'Uploading a video to YouTube' in the YouTube section of the Assignment tools (https://studenthub.swinburneonline.edu.au/understand-assignments) page in the Student Hub. 2. Then refer to 'Submitting YouTube video URL' in the YouTube section of the Assignment tools (https://studenthub.swinburneonline.edu.au/understand-assignments) page in the Student Hub for instructions on how to provide your OLA with the correct link to your presentation.
Investment Modeling Spring 2019, Practice Set # 1 1. What is the tot? x=c (1,5,6,3,2) tot=10 *x - (2+x) 2. (Code) What is x? x=c (55, seq (1,10,2),c (2,4,5)) 3. (Code) What is a? a=c (55, seq (1,10,2),c (2,4,5)) a[2]=3 a[8]=6 4. (Code) What is t? b=1:5 t=0 for (i in b) { t=t+b } 5. (Code) What is b? b=c () a=1:5 for (x in a) { if (a[x]
GGRA30: Geographic Information Systems (GIS) and Empirical Reasoning Assignment #2: QGIS Familiarization and Vector Data Fall 2024 1 Learning Objectives When you complete this assignment you will have demonstrated: • the ability to load vector data into QGIS from a PostgreSQL / PostGIS database. Assignment #2 GGRA30 Fall 2024 • the ability to create and export a map as a letter-sized PDF using QGIS, including configuring layer ordering, layer styles, and labels. • the ability to examine attributes for vector data and answer questions about the data. Practical #3 (Week 4) introduces the QGIS user interface (UI) and describes the procedure to create and export a map layout as a Portable Document Format (PDF) file. Practical #4 (Week 5) presents information about connecting to a PostgreSQL / PostGIS database to access geographic information and about styling vector layers and map elements using QGIS. Your Neighbourhood for Mapping For this assignment, you are going to create a basic map showing a specified neighbourhood in Toronto within its surroundings. Table 1 shows which neigh- bourhood you must map, depending on the last digit of your student number. The neighbourhood names can be found in the area_name field of the toronto_neighbourhoods layer. Table 1: Neighbourhood assignments, according to the last digit of your student number. Amoreaux 28)8, 9WestHill(136)
Assignment #1 Important Note: Please upload your solutions (including detailed workings, which are assessed as part of the awarded marks) in a single zip file (titled as SurnameFirstname.zip) to the individual exercise 1 submission folder on the Moodle “Module Assessment Centre” tab before the deadline (12:00, 7th February 2025). Further important information is provided on the last page of this document. Question 1 (10 marks) A and B are two events such that ��(��) = 0.4, ��(��) = 0.3, and ��(����) = 0.1. Draw Venn diagrams and appropriately sketch and/or annotate them to graphically represent the following probabilities: (a) ��(��|��) (b) ��(��̅|��̅) (c) ��(��̅|��̅) (d) ��(��̅|��) (e) ��(��|��̅) (f) ��(��|��̅) (g) ��(�� ∪ ��|��) (h) ��(�� ∪ ��|��̅) Note: Draw separate Venn diagrams for each subpart of the question. Question 2 (10 marks) At a given location, let A denote the occurrence of high wind in any single minute and B denote the occurrence of an earthquake in any single minute. Some probabilities related to the occurrences of these events are depicted in the Venn diagram provided in Figure 1. Figure 1. Venn diagram of the occurrence of high winds (A) and earthquakes (B) in any single minute. The numbers shown denote probabilities. (a) Building codes do not require the engineer to design buildings for the combined effect of wind and earthquake. Using the information contained in the Venn diagram, provide a brief explanation of why this can be deemed a reasonable approach. (b) If you have been given enough information to do so, compute the probability of either high wind or an earthquake occurring in a given minute. If necessary, state any assumptions you have to make in your calculation. (c) If the occurrence of events in successive minutes is mutually independent, what is the probability that there will be no high winds this year? State any assumptions you have to make in your calculation. Question 3 (5 marks) An insurance company classifies construction companies as “good”, “average” and “bad” risks. The proportional division of these risks and the corresponding probability of each risk having an accident A in a one-year span are shown in Figure 2. Figure 2. Division of risks and their associated probability of having an accident in a one-year span, A. (a) What portion of companies will have an accident in a given year? (b) If the CEGE Construction Company had no accidents last year, what is the probability that it is a good risk? Question 4 (25 marks) A random variable T has the following CDF: ���� (��) = 1 − ��−10��2 , �� ≥ 0 (a) Create a sketch that depicts ��(�� > 0.4) (b) Create a sketch that depicts ��(0.4 ≤ �� ≤ 0.8) (c) Provide a brief explanation for why or why not ��(0.4 ≤ �� ≤ 0.8| �� > 0.4) is greater than ��(0.4 ≤ �� ≤ 0.8). (d) What is the mean value of T? (e) What is the variance of T? Hint: Use WolframAlpha to solve parts of this question as required. Question 5 (20 marks) A random variable X has a normal distribution with mean ���� = 3 and standard deviation ���� = 1.5. (a) What is ��(�� > 0)? Submit an excel (or other spreadsheet software) file that shows your workings for this calculation. (b) What is ��(0 ≤ �� ≤ 4)? Submit an excel (or other spreadsheet software) file that shows your workings for this calculation. Determine whether the following statements are true or false, referring to the normal probability density functions provided in Figure 3: (i) (ii) Figure 3. Normal probability density functions for two normally distributed random variables. (c) The random variable associated with probability density function (i) has a larger mean than the random variable associated with probability density function (ii). (d) The random variable associated with probability density function (i) has a larger variance than the random variable associated with probability density function (ii). Question 6 (20 marks) Suppose the random variables X and Y have joint density given by ��(��, ��) = { �� + 3�� , 0 ≤ �� ≤ 3, 0 ≤ �� ≤ 1 9 0, ����ℎ������������ (a) Create a sketch that depicts ��(�� > 0.2) (b) Create a sketch that depicts ��(0.4 ≤ �� ≤ 0.8) Some important additional information: - Statement on the use of AI This assessment falls into category 2 of three-tiered categorisation of AI use. AI tools can be used to assist you with some intermediate calculations, if desired. It is important that any use of AI is explicitly acknowledged in your submission, per guidelines. Note that AI tools cannot be used where the use of other software tools has been explicitly specified (i.e., Question 5) and any uploading or creation of images/sketches/diagrams on AI tools is expressly forbidden. Any case where the instructions of the previous sentence are believed to have been ignored will undergo the standard academic misconduct procedure. - Marking criteria The following criteria will be used for each question: Criteria Marks Available (%) Numerically and theoretically correct and complete 40 Clear explanation of the calculation steps and assumptions 40 Presentation is in a highly professional format; figures/tables are clear and consistent (where applicable) 20
Corporate Governance Analysis: Tutorial Discussion Question 1 Corporate Culture Refer to the excel spreadsheet “Food Products CC.xlsx”. This spreadsheet shows the most recent market shares of ASX-listed companies in the Food Products industry and their culture values. Calculate the following: 1. What is the dominant culture of the industry as a whole? 2. What is the dominant culture of the firms in the top 20 percentile by market share? 3. What is the dominant culture of the firms in the bottom 20 percentile by market share? 4. Can you use these results to discuss the effect of culture on firm performance? Question 2: What makes an organisation great? The Great Place to Work Institute conducts annual employee surveys to determine how employees feel about their organisations – What insights about an organisation can one get from employee surveys? Question 3 – How can Boards create value for companies?
Economics 201 Microeconomics Tutorial 6 Question 1: Consider the following cost information for a firm. The table shows the information for the total cost corresponding to different levels of output. Fill in the rest of the columns. Q Total Total Fixed Total Variable Marginal Average Fixed Average Variable Average Cost Cost (TFC) Cost (TVC) Cost (MC) Cost (AFC) Cost (AVC) Cost (AC) 0 10 1 14 2 17 3 19 4 25 5 34 6 45 7 60 8 78 9 100 10 130 Question 2: (a) Suppose a firm’s total cost is given by C(q) = 192 + 12Q^2, where Q refers to quantity. C(Q) simply means that cost is a function of quantity Q. Derive an expression for Average Cost (AC) and Marginal Cost (MC) in terms of quantity (Q). (b) Consider Cost function C = 100 + 10Q. What is fixed cost? What is the expression for average cost? What is the expression for marginal cost? Question 3: Consider a firm in a perfectly competitive market. This firm’s total cost function is given by C(q) = 200 + 10q2. Suppose the current market price is $120. (i) What output should this firm produce? How much profit does it make when it produces this level of output? (ii) Suppose the entry of other firms in the market lead to a decrease in the market price. At what price would be firm break even? (iii) Suppose the firm finds that the market price has dropped to $80. Should this firm stay in business or should it leave the market? Question 4: Consider a firm in a perfectly competitive market. This firm’s total cost function is given by C(q) = 192 + 12q^2. What is the minimum possible price in this market for the firm to make an economic profit? Question 5: What is the difference between fixed cost, sunk cost and variable costs?
PSTAT 122 Project Description Your final project is due on Wednesday 6/11/25 at midnight. Preliminary notes: • All projects are to be done individually – Please do not discuss your work on your projects with any other students in the class at all. As these final projects are in lieu of a final exam, you should essentially treat this as a take-home final exam. • Below are a number of suggested options that you might do for your final project. You are welcome to choose one of these, or propose your own idea (as also described below). – If you propose your own idea, you must submit a brief description of your plan to Canvas, by Wednesday May 14th at midnight. – Unless you are doing a simulation study (Option 3 below), all projects must involve the collection of real data. – If proposing your own real data idea: * It must fit either a Block Design or Full Factorial Design (with or without blocking) as described below * The data must be COLLECTED BY YOU and it must be a designed experiment. Obser- vational data are not in the realm of this course so be sure that what you are proposing is indeed an experiment and not just observational. • The AI policy for projects is the same as it has been for this entire course: you are welcome to use it, but please do so carefully, and with appropriate crediting for anything that you have AI help you with. Please choose from one of the following options: 1) Randomized Complete Block Design (RCBD) or Generalized Randomized Block Design (GRBD) In this option, you will design and implement an experimental study with one primary factor of interest and one blocking variable. Here is one possible suggestion: i) Online Survey GRBD Create an online survey via any platform of your choosing such as Google Forms that you will distribute to fellow UCSB undergraduate students. Your survey will primarily consist of ONE statement on a potentially controversial topic (i.e. political, something about campus, etc). Specifically: • Your factor of interest will be the wording of your statement. — The different wordings should not change the overall message of the statement; that is, the core message of the statement should remain the same, but your versions of the statement may differ in ways such as tone, emphasis, or peripheral information surrounding the statement. • Your outcome of interest will be a score from 0 to 10 indicating the respondent’s degree of agreement with the statement. • Your blocking variable will be the class standing of the student. You may choose to keep it only to traditional Freshmen/Sophomores/Juniors/Seniors, or you may make it more flexible. Either way, the only other question in your survey will be the class standing of the student. You should either create a separate survey for each version of the statement and distribute the links to these at random, or create one survey that is set up such that it will provide a version of the statement at random. You should have at least 3 versions of the statement to compare. How you distribute your survey is up to you; for example, you may email it to individuals or to a group email list, or you may post it on your social media account, or a combination of these two; if you are distributing different links for each version of the statement, you will need to have a way to do this randomly. Your report should discuss the implications of how you distributed your survey in terms of whether you have truly obtained a random sample or not, and how this might impact your results. Unlike in the RCBD, you will potentially have many replicates within each block. You just need to make sure that you have each treatment group represented at least once in each block, but potentially many more times depending on your sample size calculations. ii) Your own design You may also design your own RCBD or GRBD experiment. It must have one factor of interest with at least 3 levels, and one blocking variable with at least 3 blocks. You may also choose the above option but modify it in any way to your liking as long as it is still a RCBD or GRBD with the required number of levels and blocks. If you choose to design your own RCBD or GRBD or make modifications to the above suggestion, you must submit a brief description of your plan to Canvas by Wednesday May 14 (as noted above) so that we can ensure that it is a proper design and that it will be feasible in the time that you have before the deadline. 2) Full Factorial Design In this option, you will design and implement a study with at least two primary factors of interest. Here are two possible suggestions: i) Paper Airplanes Factorial Design Similar to Lab 5, but instead of an RCBD, you will have multiple factors of interest to do a full factorial experiment. The factors are: • Paper clip on the nose (yes/no) • Paper clip on the middle (yes/no) • Paper clip on the rear (yes/no) That is, you could potentially have 2 or 3 paper clips on the airplane in any given replicate, unlike in the Lab 5 RCBD where you always had exactly 1 paper clip or 0 paper clips on the airplane. The outcome of interest is again how far the airplane flies when you throw it. Your experiment should have multiple replicates, with the number of replicates determined by a sample size calculation (to be discussed further in class). ii) Soda Taste Test Factorial Design with Blocking Obtain a sample of multiple cans or bottles of any brand of soda (to be more economical, you might want to try to find a large pack of the smallest individual size possible). The number of cans/bottles that you obtain may be guided by your sample size calculations. The question at hand here is whether two factors of interest have any impact on the enjoyment (taste or otherwise) of drinking the soda. The factors of interest are: • Method of pouring: — Down the side of the glass — Straight onto the center of a glass — Leave it in the can/bottle • Method of consumption: — Via a straw — Straight from the container Find participants to taste the soda according to each of the conditions. As each participant will try every combination of conditions, the participants are thus each a block. Participants should rate each taste on a scale of 0 to 10. iii) Your own design You may also design your own factorial experiment. It must have either: • 2 factors with at least one of the factors having at least 3 levels • 3 or more factors, in which case each factor may have only 2 levels (but more is also just fine) You may also choose one of the above options but modify it in any way to your liking as long as it is still factorial design with the required number of factors and levels. If you choose to design your own factorial experiment, you must submit a brief description of your plan to Canvas by Wednesday May 14th so that we can ensure that it is a proper design and that it will be feasible in the time that you have before the deadline. 3) Simulation Study of the TukeyHSD test i) Comparing TukeyHSD to ANOVA In this option, you will design and implement a simulation study in which you will investigate the TukeyHSD test. Your aims of this option are two-fold (your project must investigate both): • Aim 1: Demonstrate that, if the ANOVA conditions are met, the TukeyHSD test maintains an overall Type I Error rate of approximately α = 0.05, for the probability of making at least one Type I Error • Aim 2: Compare the power of the TukeyHSD test to the ANOVA (again you may assume that the ANOVA conditions are met). — That is: our usual ANOVA workflow is to perform the ANOVA first to see if there are ANY differences between the groups, and then follow that with a TukeyHSD test. * One natural question to ask is, why do we do this? In other words, why don’t we just do TukeyHSD and forego the initial ANOVA analysis? * The standard answer is that the TukeyHSD test is more prone to miss any significant dif- ferences, because its adjustment for the overall Type I Error rate costs it some statistical power. * Here, Aim 2 is to investigate this claim via simulation. For each of the above aims, your simulation study should investigate a large variety of scenarios. Specifically, • For Aim 1: — You should investigate how your results vary (or not) across varying numbers of treatment groups (e.g. 4, 5, or 6 groups). You should have at least 3 such scenarios (it can indeed just be 4 through 6, or you may choose other numbers). — You may otherwise keep the following constant across your simulations (but you should make sure to clearly and carefully state what they are in your project write-up): * Group mean * Group variance * Sample Size per group — Here, a Type I Error has occurred for the TukeyHSD test if at least one of the pairwise p-values is less than 0.05 (equivalently, if the smallest pairwise p-value is less than 0.05). • For Aim 2: — You should investigate how your results vary (or not) across the following two factors: * number of treatment groups · Again you should have at least 3 different levels (e.g. 4, 5, or 6 groups) * effect size (i.e. the group means and how different they are from each other) · You should have at least 3 different levels here as well. * Your simulation study should investigate every combination of these two factors (so for Aim 2 alone, you would have a total of 3 × 3 = 9 scenarios to simulate). — You may otherwise keep the following constant across your simulations (but you should make sure to clearly and carefully state what they are in your project write-up): * Group variance * Sample Size per group — For the TukeyHSD test: for simplification, you may count each replicate as a correctly identified significant result if at least any one of the pairwise p-values is less than 0.05. While you can run initial simulations at lower repetitions/iterations as you investigate, in your final report your Type I Error probabilities and power should be estimated with at least 10,000 iterations per scenario. You can expect it to take a long time to run all of your required simulations at this level (likely 30 minutes or more, after you have it coded correctly). It will be best if your simulations are written in a script file, which then saves your output to an RData file, and then your Rmd file reads in the RData file; it will be overly cumbersome to write simulations of this magnitude in an Rmd file. If you do not know what all of this means, this project option is probably not a wise choice. ii) Your own designed simulation study You are welcome to modify the above suggestion and/or propose your own simulation study entirely. For example, you might be interested in investigating the impact of model misspecification on the performance of the TukeyHSD test, and compare it to its relevant permutation test (which you would have to write as part of your project). If you choose to design your own simulation study, you must submit a brief description of your plan to Canvas by Wednesday May 14th so that we can ensure that it is a proper design and that it will be feasible in the time that you have before the deadline. Specific Expectations A grading rubric and a skeleton project example that highlights the expectations of your report will be made available by Friday May 9th.
Module title & code WM9PG-15 Cloud & Virtualisation Security Assessment type Coursework [MAIN] Weighting of mark 100% Assignment brief At the end of this document Word count The word count is 3000 words. +10% will be allowed on this before a five mark penalty is applied. The word count does not include tables, however, you must use tables carefully. Improper use of tables, e.g. as an opportunity to consume more words will be penalised. The word count does not include references, or appendices. Although appendices are allowed, these will not be marked and only referred to add context. Module learning outcomes (numbered) 1. Analyse the security relationships within a virtualised ecosystem between a virtualised container and its sibling containers 2. Analyse the security relationships within a virtualised ecosystem between a virtualised container and the underlying host 3. Evaluate the extent to which a virtualised container ecosystem satisfies its desired security properties 4. Configure a virtualised container ecosystem to achieve the desired security properties from the perspective of both the container and the underlying host. Learning outcomes assessed in this assessment (numbered) 1, 2, 3, 4 Marking guidelines Marking Guidelines The following criteria and weighting will be applied in the marking, as shown in the table below. Criteria Mark Testcase interactions and verification (Task 1, 5) 20% Reduction of the attack surfaces of the images. (Task 2) 30% Deployed Hardened Images (Tasks 3,4) and presentation of working deployment 40% Report Presentation and Structure: · Report’s logical and well-defined structure · Clear and high-quality figures/screenshots · Good writing without grammar or spelling issues 10% TOTAL MARKS 100% Pass band marks Marks in pass band will be awarded for correctly delivering against all of the following: · Satisfying all the file name constraints and internal structural requirements of all the deliverables. · Partial reduction of the attack surfaces of the images, supported by clear narrative in the pdf / comments in scripts of the reasoning associated with trying to reduce the attack surface. · Somewhat restrictive though overly permissive security policies supported by clear narrative in the pdf / comments in scripts, of the reasoning associated with the development of the security policies. · Somewhat restrictive though overly permissive runtime environment supported by clear narrative in the pdf / comments in scripts of the reasoning associated with trying to establish a secure runtime container ecosystem. · A functional though somewhat insecure application that can be run at the demo supported by clear narrative in the pdf / comments in scripts of understanding of the shortcomings of the submission. Merit band Marks Once all the requirements of the pass band are achieved, then marks in the merit band will be awarded for additionally satisfying all of the following: · substantial reduction of the attack surfaces of at least one image, supported by clear narrative in the pdf / comments in scripts of the reasoning associated with reducing the attack surface. Other images partially reduced, as the pass band. · tight security policies with suitably restrictive runtime environment for at least one container supported by clear narrative in the pdf / comments in scripts of the reasoning associated with the development of the security policies and secure runtime container ecosystem. Other containers somewhat restricted as the pass band. · robust treatment of persistence, a functional modestly secure application that can be run at the demo. Distinction band marks · Once all the requirements of the merit band are achieved, then marks in the distinction band will be awarded for additionally satisfying all of the following: · Complete reduction of the attack surfaces of the images, supported by clear narrative in the pdf / comments in scripts. · Tight security policies with suitably restrictive runtime environment of all containers s supported by clear narrative in the pdf / comments in scripts. · Deep insight and associated application to the problem at hand, that goes beyond the material taught in the module. · Robust, clean, well structured, well- commented build scripts that could be safely passed to a third party to maintain and / or further develop. · A functional, secure, robust application that can be run at the demo. Please also see marking scale. Criteria (LO) 80+ 70-79 60-69 50-59 40-49 30-39 security relationships, which in the examiners’ judgement merits special recognition by the award of the highest possible mark High-quality work demonstrating excellent knowledge and understanding, analysis, organisation, accuracy, relevance, presentation and appropriate skills in the analysis of the security relationships. Work of limited quality, demonstrating some relevant knowledge and understanding in the analysis of the security relationships. The work may achieve or be close to publishable standard Work of original and exceptional quality in the analysis of the security relationships. Work which may extend existing debates or interpretations. Competent work demonstrating good knowledge and understanding, analysis, organisation, accuracy, relevance, presentation and appropriate skills in the analysis of the security relationships. Work does not meet standards required for the appropriate stage of a Masters degree. Evidence of study and demonstrates some knowledge and some basic understanding of relevant concepts and techniques, but subject to significant omissions and errors Work of no merit OR Absent, work not submitted, penalty in some misconduct cases Evaluate the extent to which a virtualised container ecosystem satisfies its desired security properties Assessed in Task: 5 Exceptional work of the highest quality, demonstrating excellent knowledge and understanding, analysis, organisation, accuracy, relevance, presentation, and appropriate skills in the satisfying the desired security properties, which in the examiners’ judgement merits special recognition by the award of the highest possible mark High-quality work demonstrating excellent knowledge and understanding, analysis, organisation, accuracy, relevance, presentation and appropriate skills in satisfying the desired security properties. Work of limited quality, demonstrating some relevant knowledge and understanding in
Introduction to Accounting Foundation Diploma Year: 2024/2025 Introduction to the Module The module firstly aims to give students a basic knowledge of financial accounting (context, purposes, regulatory framework). It introduces the principal concepts of financial accounting. The preparation of principal financial statements will also be explored. This module is also designed to introduce students to key management accounting skills necessary to support decision-making. It will emphasise the acquisition and application of skills and knowledge necessary to inform managers responsible for planning, decision-making and control and will provide the underpinning skills and knowledge required for more advanced study. The key issues addressed will be the fundamentals of convention, accounting cycle, accounting equation, internal control, statement of cash flow and analysis of financial information. The key techniques and their theoretical underpinning will be explained in lecture sessions and students will be expected to work on practical examples and case studies for discussion and clarification in tutorials. Learning Outcome On successful completion of this module the student will be expected to be able to display the understanding and application of the following 1. To understand the complete cycle of accounting procedures and controls that identify, classify, summarise and record different sorts of financial data 2. Process and present such data into information according to established accounting principles 3. Understand the conventions, assumptions, concepts and limitations behind such practices 4. Recognise and explain fundamental financial and management accounting terminology 5. Identify and apply appropriate planning and decision-making techniques to management problems involving organisational resources. 6. Analyse, communicate and make use of accounting information 7. To understand the Convention, Principles & Assumptions, Accounting Cycle: An Overview 8. Accounting Entries, Internal Control, Statement of Cash Flow and Analysis of Financial Information Lesson Plan Topic 1: Introduction to Accounting and Business Topic 2: Analyzing Transactions Topic 3: The Matching Concept and the Adjusting Process Topic 4: Completing the Accounting Cycle Topic 5: Receivables Topic 6: Fixed Assets Topic 7: Statement of Cash Flows Topic 8: Financial Statement Analysis Recommended Test Warren, Reeve and Duchac (2018), Accounting, 27th ed. Cengage Learning Assessment The assessment for this module consists of two forms of assessment. Submission dates are as indicated. Part Type of assessment Word or time limit Mark Submission method Submission dates 1. AS1 - MCQ TEST 50% BLACKBOARD Refer to BLACKBOAR D 2 AS2 - Written Assessment 1,000 Words 50% Upload the ITA Assignment 2 as an attachment in PDF format on BLACKBOARD Refer to BLACKBOAR D AS1 - MCQ TEST AS2 - Written Assessment Q1 (20 marks) Thomson Company is owned and operated by Sara Thomson. The following selected transactions were completed by Thomson Company during August: 1. Received cash from owner as additional investment $15,000. 2. Paid creditors on account $3,000. 3. Billed customers for services on account, $7,665. 4. Received cash from customers on accounts $5,645. 5. Paid cash to owner for personal use, $3,500. 6. Received electric bill $60, to be paid next month. Indicate the effect of each transaction on the accounting equation: 1) By Account type - (A)assets, (L)liabilities, (O)owner’s (E)equity, (R)revenue, and (E)expense 2) Name of Account for the entry 3) The amount by of the transaction. 4) Indicate the specific item within the account equation element that is affected. Note: Each transaction has two entries. Q2 (20 marks) The assets and liabilities of Robinson Tree Services at May 31, 2018, the end of the current year, and its revenue and expenses for the year are listed below. The capital of the owner was $190,000 at June 1, 2017, the beginning of the current year. Additional information: Mr. Robinson made an additional investment of $15,000 during the year. Accounts Payable $1,200 Miscellaneous Expense $220 Accounts Receivable $12,340 Office Expense $560 Cash $32,990 Building $143,670 Fees Earned $78,350 Wages Expense $26,770 Land $65,000 Drawing $3,000 Prepare a balance sheet for the current year ended May 31, 2018. Q3 (20 marks) Journalize the following selected transactions for August 2018 in a two-column journal. Journal entry explanations may be omitted. Aug Received cash from the investment made by the owner, $15,000. 1 2 Received cash for providing accounting services, $8,000. 3 Billed customers on account for providing services, $4,000. 4 Paid advertising expense, $400. 5 Received cash from customers on account, $3,500. 6 Owner withdraws, $1,000 7 Received telephone bill, $100 8 Paid telephone bill, $100. Date Description Post Ref Debit Credit Q4 (20 marks) Complete the following worksheet for Mantle Enterprises. Q5 (10 Marks) From the following data, determine for the current year the (a) rate earned on total assets, (b) rate earned on stockholders' equity, (c) rate earned on common stockholders' equity, (d) earnings per share on common stock, (e) price-earnings ratio on common stock, and (f) dividend yield on common stock. Assume that the current market price per share of common stock is $27. (Present key figures used in your computations.) Current Preceding Year Year Current assets $ 735,000 $ 820,000 Property, plant, and equipment 1,500,000 1,400,000 Current liabilities (non-interest-bearing) 150,000 140,000 Long-term liabilities, 12% 400,000 400,000 Preferred 10% stock 250,000 250,000 Common stock, $25 par 1,200,000 1,200,000 Retained earnings: Beginning of year 230,000 160,000 Net income for year 85,000 155,000 Preferred dividends declared (25,000) (25,000) Common dividends declared (60,000) (60,000) Q6 (10 marks) On the basis of the following data for Teller Co. for 2018 and the preceding year ended December 31, 2018, prepare a statement of cash flows. Use the indirect method of reporting cash flows from operating activities. Assume that equipment costing $125,000 was purchased for cash and equipment costing $85,000 with accumulated depreciation of $65,000 was sold for $15,000; that the stock was issued for cash; and that the only entries in the retained earnings account were net income of $51,000 and cash dividends declared of $13,000. Year Year 2018 2017 Cash $100,000 $ 78,000 Accounts receivable (net) 78,000 85,000 Inventories 101,500 90,000 Equipment 410,000 370,000 Accumulated depreciation (150,000) (158,000) $539,500 $465,000 Accounts payable (merchandise creditors) $ 58,500 $ 55,000 Cash dividends payable 5,000 4,000 Common stock, $10 par 200,000 170,000 Paid-in capital in excess of par-- common stock 62,000 60,000 Retained earnings 214,000 $539,500 176,000 $465,000
Designing Online Presence (5013MKT) - Assignment Brief March Intake 2025 Assignment Name: Coursework 2 – Client Proposal Assignment Weightage: 50% Submission Date & Time: 7 July 2025 (2359 hours) Submission Platform.: Upload to Blackboard Turnitin File Format: Word Doc or PDF only ModuleCode_CW2_Name_StudentID Example: 5013MKT_CW2_CaseyLeeJiaXin_ 123ABC45.pdf Word Limit: 3,000 words Assignment Information This is an INDIVIDUAL assignment. 1. Select another Company from the List of Case Studies that was not used in your Cw1. This company will be your Client and you are part of the Agency serving them. 2. Deloitte has recently published the “2024 Millennial & Gen Z Survey” . The report highlights several of society’s most pressing issues which millennials are increasingly concerned with. In response to this, the client has commissioned your agency to help them create a Brand New Online Presence (Website & Mobile App) based on the following requirements: ● Better appeal to Millennials and Gen Z by proposing a NEW CSR initiative/narrative ● Improve and humanise the company’s corporate image ● Create more opportunities for engagement 3. The proposal must explain how you intend to achieve your client’s requirements. You are required to create a set of Artefacts to illustrate the new website and mobile app. This will include details of how key visual elements will look like, samples of content writing, and features to enhance usability of the target group. 4. Your rationalisation must be based on the concepts and good practices of these 6 domains: ● Principles of Design ● Designing for Mobile & Web ● Designing for Usability ● Writing for the Web ● Website Development ● App Development 5. Reference a mixture of good quality academic and industry sources to support your report. All in-text citations and references must be strictly in the CU approved APA Style. List of Case Studies S/N Company Name Industry 1 Citizen Watch Horology 2 POKKA Food & Beverage 3 Ocean Health Dietary Supplements 4 StarHub Cable TV Telecommunications 5 L’Oréal Cosmetics 6 ComfortDelGro Transportation (Taxi) 7 OCBC Bank Banking & Finance 8 BHG Retail (Department Store) 9 Ogawa Singapore Healthcare & Wellness 10 Hush Puppies Fashion Grading Guidelines The word limit is 3,000 words which includes quotations and citations, but excludes the cover page, content page, references list and appendix (if any). There will be a penalty of a deduction of 10% of the mark (after internal moderation) for work exceeding the word limit by 10% or more. In order to gain a good pass for this assignment at this level students are expected to pay attention to the following generic grading criteria.
125364 Mock Examination SECTION A: Answer Questions 1-20 inclusive on the yellow Multiple Choice Answer Sheet. For each question, select the one best answer. Q1. Financial institutions’ functions include: A. maturity intermediation. B. transmission of monetary policy. C. credit allocation. D. A and B only. E. All of A, B and C are correct. Q2. Which of the following statement is false? A. The provision for loan loss account on the balance sheet is actual loan losses less loan recoveries in a given time period. B. Banks have higher leverage than most manufacturing firms. C. Generally banks’ noninterest expense is greater than noninterest income. D. Term deposits can be classified as core deposits. E. Banks’ net income is direct result of amount, mix, and interest rate of assets and liabilities. Q3. A mortgage loan officer is found to have provided false documentation that resulted in a lower interest rate on a loan approved for one of her friends. The loan was subsequently added to a loan pool, securitised and sold. Which of the following risks applies to the false documentation by the employee? A. Market risk B. Credit risk C. Operational risk D. Technological risk E. Operational risk and interest rate risk Q4. Which of the following situations pose a refinancing risk for a FI (financial institution)? A. An FI matches the maturity of its assets and liabilities. B. An FI issues $10 million of liabilities of three-year maturity to finance the purchase of $10 million of assets with a two-year maturity. C. An FI issues $10 million of liabilities of two-year maturity to finance the purchase of $10 million of assets with a two-year maturity. D. An FI issues $10 million of liabilities of one-year maturity to finance the purchase of $10 million of assets with a two-year maturity. E. None of the above is correct. Q5. When cumulative gap (CGAP) is positive and change in spread is also positive, how will banks’ net income change if interest rates rise? A. Interest income will decrease by less than interest expenses, which will result in a higher net income. B. Interest income will increase by more than interest expenses, which will result in a higher net income. C. Interest income will decrease by more than interest expenses, which will result in a lower net income. D. Interest income will increase by less than interest expenses, which will result in a lower net income. E. The change in net income will be uncertain. Q6. Consider the following repricing buckets and gaps: Repricing bucket Assets Liabilities 1 day $50,000 $120,000 1 day to 3 months $100,000 $70,000 3 to 6 months $100,000 $100,000 6 to 12 months $250,000 $80,000 1 to 5 years $75,000 $130,000 Over 5 years $25,000 $100,000 What is the annualised change in the bank's future net interest income if the average rate change for assets and liabilities that can be repriced within one year is a decrease of 100 basis points? A. $1,700 B. -$1,700 C. $1,300 D. -$1,300 E. $13,000 Q7. For a large change in interest rates, convexity indicates: A. capital gain effect and capital loss effect is not symmetric. B. capital gain effect and capital loss effect is symmetric. C. both capital gain and loss is smaller than what the duration model predicts. D. both capital gain and loss is larger than what the duration model predicts. E. same capital gain/loss effect as what the duration model predicts. Q8. What is a swap? A. Trading in securities prior to their actual issue. B. A contract that gives the holder the right, but not the obligation to buy or sell the underlying asset at a specified price within a specified period of time. C. An agreement between a buyer and a seller at time 0 to exchange a non- standardised asset for cash at some future date. D. An agreement between a buyer and a seller at time 0 to exchange a standardised asset for cash at some future date. E. An agreement between two parties to exchange assets or a series of cash flows for a specific period of time at a specified interval. Q9. Consider the following scenario: an FI charges a 0.5 per cent loan origination fee and imposes a 10 per cent compensating balance requirement to be held as non-interest bearing demand deposits. It further sets aside reserves held at the central bank. The amount of these reserves is 15 per cent of deposits. What is the gross return on the loan if the base lending rate is 12 per cent and the credit risk premium is 3.055 per cent? A. 15.555% B. 17.28% C. 17% D. 20.055% E. 15.055% Q10. The linear probability model uses: A. forecasted data, such as predicted future prices, as inputs into a model to explain repayment experience on old loans. B. current indices, such as consumer price index, as inputs into a model to explain repayment experience on old loans. C. past data, such as financial ratios, as inputs into a model to explain repayment experience on old loans. D. qualitative data, such as borrowers’ reputation, as inputs into a model to explain repayment experience on old loans. E. None of the above is correct. Q11. Which of the following statements about RAROC (risk-adjusted return on capital) is true? A. RAROC is calculated as the capital at risk divided by the loan's income. B. Either duration model or loan default rate can be used to estimate loan risk to calculate RAROC. C. RAROC should always be below an FI's RAROC benchmark as otherwise the FI increases its default risk exposure. D. Only A and B are correct. E. None of the above is correct. Q12. Which of the following statements is true? A. When setting concentration limits, FIs should use aggregate limits for industries in which performance is highly correlated. B. Minimum risk portfolio is the combination of assets that reduces the variance of portfolio return on the lowest feasible level. C. Loan loss ratio-based model estimates systematic loan loss risk of a particular sector or industry relative to the total loan portfolio. D. Loan volume-based model measures the relative degree of loan concentration based on deviation from the market portfolio benchmark. E. All of the above are correct. Q13. n/a Q14. A swap by which an FI receives the par value of the loan on default in return for paying a periodic swap fee is called a(an): A. net return swap. B. total return swap. C. pure credit swap. D. interest rate swap. E. credit spread swap. Q15. Loan sales and securitisation are seen as valuable tools in the management of credit risk. Which of the following does not help FIs managing their risks? A. Loan sales and securitisation create moral hazard issues and reduce scrutiny of off-balance sheet activities of FIs. B. Loan sales and securitisation allow FIs to better manage their customer relationships. C. Loan sales and securitisation reduce FIs industry and/or geographical concentration risk. D. Loan sales and securitisation allow FIs to separate their credit risk exposure from the lending process itself. E. None of the above is advantages of loan sales and securitisation. Q16. Fire-sale price refers to the price received for: A. an asset that has to be sold at half price. B. a liability that has to be sold at half price. C. an asset that has to be sold immediately. D. a liability that has to be sold immediately. E. an equity that has to be sold immediately. Q17. Which of the following statements is false? A. Core funding ratio is defined as core funding amount relative to total loans and advances. B. Core funding includes funding with residual maturity longer than one year, including Tier 1 capital and subordinated debt. C. Liquidity rules require more emphasis on retail funding. D. Currently the core funding ratio in NZ is set at 50%. E. The liquidity portfolio generally have lower yield than a portfolio of loans. Q18. Financial institutions can be governed by: A. Shareholders and the board of directors. B. Executive management. C. Legal and regulatory authority. D. A and C only. E. All of A, B and C are correct. Q19. n/a Q20. Which of the following statements is true? A. The Basel Capital Accord imposes minimum earnings ratios on banks in major industrialised countries. B. The Basel Capital Accord imposes minimum risk-based capital ratios on banks in major industrialised countries. C. The Basel Capital Accord imposes maximum asset values on banks in major industrialised countries. D. The Basel Capital Accord imposes minimum liability values on banks in major industrialised countries. E. The Basel Capital Accord imposes minimum return on equity on banks in major industrialised countries. SECTION B: Answer ALL questions. Show all workings for question 21 to 23. Record final answers to two decimal places. Question 21 Financial Institution XY has assets of $1 million invested in a 30-year, 10 per cent semi-annual coupon Treasury Bond selling at par. The duration of this bond has been estimated at 9.94 years. The assets are financed with equity and a $900,000, two-year, 7.25 per cent semi-annual coupon capital note selling at par. A) What is the leverage adjusted duration gap of Financial Institution XY? [6 marks] B) What is the impact on equity value if the relative change in all market interest rates is a decrease of 20 basis points? [2 marks] C) What would the duration of the assets need to be to immunise the equity from changes in market interest rates? [2 marks] [Total: 10 marks] Question 22 Consider the case of a simple one-period framework: the one year Treasury strip is yielding 12.5 per cent, and an AAA-rated discount bond with similar maturity is yielding 14.85 per cent. Assume that if the bond defaults, no payment is expected. Record final answer as a percentage to two decimal places. A) What is the required risk premium? [1 marks] B) What is the probability of default? [2 marks] C) Recalculate the probability of default, assuming that the expected recovery from collateral in the event of default is 85% of principal and interest. [2 marks] [Total: 5 marks] Question 23 Based on the information below, calculate the expected probability of repayment on the one-year corporate bond in one year’s time. Record final answer as a percentage to two decimal places. [5 marks] Spot 1-year rate Spot 2-year rate Treasury strip 11% 12% Discount corporate bond with similar maturity 14.5% 16.5% A) What is credit rationing? Why do banks usually use credit rationing to control credit risks for retail loans? [4 marks] B) How do banks use both interest rate and credit rationing to control credit risk for wholesale loans? And why? [4 marks] [Total: 8 marks] Question 25 Distinguish between liquidity risk arising from the asset-side and the liability-side of the balance sheet. Give one example for each, respectively. [8 marks] Question 26 Why do banks need capital? Why are regulators concerned with the levels of capital held by an FI compared to a non-financial institution? [8 marks] Question 27 List and briefly explain the tools proposed by RBNZ for macro-prudential policy. [8 marks] Question 28 Briefly explain how asset pricing boom and bust can lead to the decline in economic activities in the initial stage of financial crisis. [8 marks]
Introduction to Accounting and Finance Diploma in Business Administration DIPLOMA IN ACCOUNTING AND FINANCE Year: 2024/2025 Introduction to the Module The module firstly aims to give students a sound grasp of the basics of financial accounting and reporting (context, purposes, and regulatory framework). It introduces the principal concepts of financial and management accounting. The preparation of principal financial statements will also be explored. This module is also designed to introduce students to key management accounting skills necessary to support decision-making. It will emphasise the acquisition and application of skills and knowledge necessary to inform managers responsible for planning, decision-making and control and will provide the underpinning skills and knowledge required for more advanced study. The key issues addressed will be the fundamentals of cost data collection, analysis and allocation of costs, costing of products and services using trading, profit & loss accounts and balance sheet, depreciation short term decision making - ratio analysis, budgeting and budgetary control. The key techniques and their theoretical underpinning will be explained in lecture sessions and students will be expected to work on practical examples and case studies for discussion and clarification in tutorials. LEARNING OUTCOMES Type On successful completion of the module students will be able to: Knowledge and Understanding Identify the key roles of accountants, financial managers and other managers within the organisational context and recognise the integrative nature of modern business roles; Understand key rules, concepts and conventions underpinning the production of the major accounting statements and appreciate the form and content of the accounts and annual reports of various business forms; Describe the fundamental issues regarding the classification and behaviour of organisational costs, together with the rationale for and operation of, budgets and budgetary control systems; Subject - specific Skills Record and present financial information in a prescribed format. Analyse and draw conclusions from financial information. Key Skills Communicate numerate information effectively, both orally and in writing, using appropriate information technology; 1.0 Module Outline 01 Intro to Accounting 02 Accounting - a Systematic Approach 03 The Accounting equation 04 Ensuring the quality of Financial Statements 05 Accounting information for business 06 Recognition in the Financial Statement 07 Financial Statement Analysis 08 Functions of Management Accounting 09 Classification of Costs 10 Break-even Analysis 11 Preparing a budget. 12 Capital Investment Appraisal 2.0 Assessment The assessment for this module consists of two forms of assessment. Submission and exam dates are as indicated. Part Type of assessment Word or time limit Mark Submission method Submission/ Exam dates 1 Multiple Choice Questions Test - 50% Online Test on BLACKBOARD REFER TO BLACKBOARD 2 Written Assignment II 1500 words 50% Upload as an attachment in PDF format on Blackboard REFER TO BLACKBOARD Multiple Choice Questions AS1 Test - on Blackboard Written Assignment AS2 - Answer all questions. Question 1 (20 marks) Jimmy Dog’s Designer manufactures a range of dog outfits but when the profit statement is produced there is concern that the product for (Summer coat’ is making a Ioss. Hoodcoat Summer coat Raincoat Winter coat Total $ $ $ $ $ Sales 90,000 29,000 80,000 95,000 294,000 Total costs 50,000 35,000 45,000 50,000 180,000 Profit/(loss) 40,000 (6,000) 35,000 45,000 114,000 • Total costs include $35,000 which has been shared equally between the four products. Fixed cost. Required: a. Using your knowIedge of (MarginaI Costing’ re-arrange the profit statement to incIude (Contribution’. b. Demonstrate the effect on profit if the production and sales of ‘Summer coat’ were stopped immediately. c. From your results in a. and b. above, should the ‘Summer coat’ be dropped from production? d. Other than the numeric conclusion, what other factors should be taken into consideration in the decision for the future of the ‘Summer coat’ production? Question 2 (30 marks) Naaz started up a business, and pays $80,000 into her business bank account on 1st July and budgets as follows: • Fittings to be purchased on 1st July for $90,000, and this will have to be paid for by the end of the month. Depreciation is $10,000 a year. • Wages: $10,000 per month. • Rent of warehouse will be $84,000 per annum, payable in monthly instalments at the start of each month. • Other costs incurred in the running of the business (excluding purchases) will be $40,000 per month, payable in the month in which the costs are incurred. • Purchases will be supplied on one month’s credit (i.e. purchases in July will have to be paid for by the end of August). • Half of the sales are expected to be for cash; the remaining half on credit. Naaz is budgeting to allow two months’ credit by her credit customers (i.e. credit sales in July will not be settled until September). • For the purposes of the Profit & Loss and Balance Sheet closing stock is valued at $90,000. There is no opening inventory (stock) figure for the ‘Cost of Sales’ calculation. • Naaz had drawn $500 a month. • After careful market research, Naaz expects a steady but rapid expansion in her business. Her forecast for sales and purchases is as follows: Sales $ Purchases $ July 90,000 40,000 August 130,000 50,000 September 170,000 70,000 October 260,000 90,000 November 250,000 95,000 December 300,000 120,000 Required: a. Prepare a monthly Cash Flow Statement for Naaz for six months forecast from July to December. b. Prepare a budgeted trading and Profit and Loss Account for the six months to the end of December c. Prepare the Balance Sheet for the same period. d. From the results of your cash flow comment on the viability of Naaz’s proposed business. You should provide some recommendations within your discussion. e. Analyse the Income Statement (Profit and Loss Account) and Statement of Financial Position (Balance Sheet) with reference to the Net Profit Margin and Current Ratio. Question 3 (10 marks) The following data are accumulated by Zadok Company in evaluating the purchase of $370,000 of equipment, having a four-year useful life: Net Income Net Cash Flow Year 1 $67,500 $160,000 Year 2 47,500 140,000 Year 3 (12,500) 80,000 Year 4 (12,500) 80,000 a. Assuming that the desired rate of return is 12%, determine the net present value for the proposal. b. Would management be likely to look with favor on the proposal? Explain. Question 4 (40 marks) Download the article from the following weblink: https://www.worldwidejournals.com/paripex/recent_issues_pdf/2015/May/May_2015_143134698 4__98.pdf a. Write a summary of the article in about 200 words. b. The author mentioned number of ways which accounting scandals can be prevented. In addition to the methods mentioned in the article, think of two possible ways that future accounting frauds may happen and how you can prevent them from happening. (max.300 words)
Math 2FM3 Problem #1: Problems 1 and 2 require the use of Excel's "Solver" add-in. This may not be immediately available on your installation of Excel. To get to "Solver", you want to click on "Add-Ins" under in the "Developer" tab (or sometimes "Add-Ins" appears as a tab of its own). In "Add-Ins", click the box to enable the "Solver Add-in". "Solver" should then appear under the "Data" tab (probably on the far right). Alternatively you may be able to click on the Solver add-in through the sequence "File" "Options" "Add-ins", then at the bottom, for Manage: Excel Add-ins, click "Go". There you can click on "Solver" and "Ok". If you do not have the "Developer" tab, you can add it to your ribbon. From "File" or "Home", click on "Options", where you can click on "Customize Ribbon", in which you can click on "Developer". A bond with face value $1078 and a term of 11 years pays quarterly coupons of 10% per annum. The bond is offered at a price of $801. You are to enter the above values into a spreadsheet, along with an initial wild guess at what the yield would be, and a calculation of the bond price using your guess as the yield. (a) Use Excel's "Solver" (which is different from "Goal Seek") to solve for the actual yield that produces the correct bond price. Take a screen shot of your computer with "Solver" open showing clearly the entries that you put into Solver. Paste the screen shot into an application (like Paint), and save it as a (.png) file. Upload your screenshot below. (b) What is the yield calculated by Solver? Problem #2: Consider an investment where the cash flows are: -$1106.59 at time t =0 (negative since this is your initial investment) $322 at time t = 1 in years $485 at time t=2 in years $439 at time t = 3 in years (a) Use Excel's "Solver" to find the internal rate of return (IRR) of this investment. Take a screen shot showing Solver open with your entries for the function clearly visible. Paste the screen shot into an application (like Paint), and save it as a (.png) file. Upload your screenshot below. (b) What is the value of IRR found by Solver? Problem #3: A 3 year bond has semiannual coupons of 12% per annum. The continuously compounding yield is 17%. The bond has a face value of $100. You will be pricing the bond initially, and at future times throughout the life of the bond as it pulls to par at maturity, using the same continuously compounding yield throughout. Since the yield is given with continuous compounding, the usual formulas will not work without changing the yield to the equivalent discrete frequency. Instead, string out the cash flows (each of the coupons separately plus the final redemption value) in the columns of a spreadsheet similar to the one shown here. Each row will compute the bond price at a different point in time: You are to compute the value of the bond for each month in column B by adding up the outstanding cash flowsl along that row, each discounted from the time of its payment, back to the time at which you are valuing the bond.l For the values in the table, use an "if" statement to set the value to zero if the "Time of payment" is less than thel "Time by month", otherwise discount that cash flow using the continuously compounding rate. In order to copyl your "if" statement containing the formula to every cell in the table, place a "S" in front of the column letterl and/or the row number in the cell references as appropriate. What is the initial value of the bond? Problem #4: Referring to Problem #3 above, make a line graph of the bond value month by month over the life of the bond. Manually set the minimum value on the vertical axis of your graph to be 0. You should see a "shark fin" or "saw tooth" pattern as coupons come off. Take a screen shot clearly showing your chart, paste the screen shot into an application (like Paint), and save it as a (.png) file. Upload your screenshot below. Problem #5: Consider this data file which lists fictitious companies and their fictitious credit ratings (that look like those ofl S&P) at the beginning and end of a year. Use Excel's Pivot Table function (under the "Insert" tab) to create transition matrices. Transition matrices contain the percentages of firms that moved from one credit rating to another in a year. The transition matrix should show the rating at the beginning of the year down the left edge, and the rating one year later along the top. Once the pivot table is created, drag and drop the rows and columns to put the ratings in the order AAA, AA, A, BBB, BB, B, CCC, Def. The entries in the table are to be percentages of the row total. Some additional notes on working with pivot tables are provided here. (a) Use the Pivot Table to produce the transition matrix for Retail companies globally from all years (that is, from all countries together). What percentage of AA rated firms were still rated AA one year later? (b) Use the Pivot Table to produce the transition matrix for Retail companies in England for all years together. Take a screen shot of the resulting pivot table. Paste the screen shot into an application (like Paint), and save it as a (.png) file. Upload your screenshot below. (c) Use a pivot table to determine the average and total assets of defaults in Germany for each industry category in 2004. In 2004 what was the average size of the defaulted assets in MM for defaulting companies in the Recreation industry?
CNIT48000 – Managing Information Technology Projects Course Description Credit Hours: 3.00. This course introduces the application of knowledge, skills, tools, and techniques that project managers use to plan, staff, estimate, and manage information technology projects. Special emphasis is placed on learning and applying the concepts of managing scope, risk, budget, time, expectations, quality, people, communications, procurement, and externally provided services. Students will apply project management technology and techniques to business problems. Typically offered: Fall, Spring, Summer. 0.000 OR 3.000 Credit hours Catalog Learning Outcomes 1. Understand the genesis of project management and its importance to improving the success of information technology projects. 2. Demonstrate knowledge of project management terms and techniques. 3. Use Microsoft Project and other software to help plan and manage information technology projects. 4. Appreciate the importance of good project management. Course Learning Outcomes By the end of the course, you will be able to: · Appraise the genesis of project management o Methods of evaluation: (In-class exercises, Quizzes, Exams, Assignments, Discussions) · Assess the importance of project management in improving the success of information technology projects o Methods of evaluation: (In-class exercises, Quizzes, Exams, Assignments, Discussions) · Demonstrate knowledge of project management terms and implement project management techniques including but not limited to the following such as: o The triple constraint of project management o The project management knowledge areas and process groups o The project life cycle o Tools and techniques of project management such as o Project selection methods o Work breakdown structures o Network diagrams, critical path analysis, and critical chain scheduling o Time and Cost estimates o Earned value management o Motivation theory and team building § Methods of evaluation: (Quizzes, Exams, Assignments, Discussions, Case Study) · Use Microsoft Project and other software to help plan and manage information technology projects o Methods of evaluation: (Case Study) Prerequisites · CNIT 280 – Systems Analysis and Design Methods or CNIT182 – System and Organizational Security Instructor Objectives 1. My objective is to facilitate your education, but this requires effort and interest from you. I want you all to succeed not just in terms of securing an A but in being able to apply concepts learned here in your future classes and/or workplaces. 2. This course is designed to be an effective and realistic introduction to the topic. It may be challenging but to make this course “easier” would be a disservice to employers, alumni, the CIT programs, Purdue University, and most importantly to you, the students. Course Expectations What you can expect of the instructor: · I will treat all students with respect and professionalism. · During the work week, I will respond to emails within 24 hours. o When contacting me by email, please use the subject line: Course Number (e.g., CNIT480) and then your topic. o Please allow a full 24 hours before emailing me again about the same question or issue. o If you email me over the weekend, please wait till Monday before emailing me again. · I will post grades within a week of the final due date of the assignment, unless otherwise stated. · I will notify you in advance about any changes in the syllabus. · Most questions can be answered via email, however, I can also be available to meet with you by appointment at a suitable time that works for everyone. o Meetings can be scheduled with a minimum notice of 24 hours. What your instructor expects of you: · Students enrolled in this course should actively engage with the course content. · Students should expect to spend between 6 and 10 hours of effort weekly with this course. o Please do not hesitate to ask me for help should you require it. · Due-dates are different from Do-dates. o Just because an assignment is due on a specific date doesn’t mean that you only start working on it then. · The language of instruction for this course this will be English. o All communication and deliverables are to be in English. Learning Resources, Technology, & Texts Lecture Textbooks Brewer, J. & Dittman, K. (2022), Methods of IT Project Management Fourth Edition, Purdue University Press. ISBN978-1612497907 For those of you who prefer (or at the very least don't mind) using an e-book, the textbook for this class is accessible online free-of-charge through Purdue Libraries at the link below: https://purdue.primo.exlibrisgroup.com/permalink/01PURDUE_PUWL/14jvcc9/alma99170391958001081 Login using your Boilerkey credentials to access the book. MS Office is free for all students. Microsoft Project is required for this course and instructions will be posted on Brightspace as to how you can acquire it. Course Logistics · All deadlines pertaining to assignments, quizzes, and discussions are posted on Brightspace. · Deadlines are an unavoidable part of being a professional and this course is no exception. o It is the responsibility of the students to submit deliverables correctly and in a timely manner. Assessment Your learning will be assessed through a combination of quizzes, discussion posts, participation, projects, a reflection paper, and exams spread throughout the semester. Assessment Mechanism Learning Outcome Weight (%) Reading Quizzes Understanding of project management terms, concepts, and techniques 15 Discussions Research and discuss project management concepts 10 Homework Exercise project management techniques and concepts 20 Exams Demonstrate knowledge of project management terms and techniques 35 Case Study Using Microsoft Project to Plan a Project 20 100 Assessment Descriptions · Quizzes · Reading quizzes will be given for each chapter (14) in the textbook. · Quizzes will consist of multiple-choice, true/false and fill-in questions. There will be typically 5-15 questions per quiz. · Quizzes will be online via Brightspace. · Quizzes are worth 15% of your course grade. · Exams · Examinations in this course will consist of multiple-choice, short-answer, long-answer, and problem questions. · There will be two online mid-term exams and one online final. · Makeup examinations will only be given under extenuating and unavoidable circumstances. The burden of proof of said circumstances is on the student. In the absence of adequate proof being provided, make-up exams may be allowed with a penalty being assessed at the discretion of the instructor. · Makeup exams taken ahead of the scheduled date and time will be the same as for other students in the class. · Makeup exams taken after the scheduled date and time will usually differ from the exam taken by other students in the same class and may include an oral component. · Graded examinations are NOT returned to students to keep. · Students must agree to abide by the published Purdue University student honor code. · Exams are worth 35% of your overall course grade. · Discussion Forums · Class participation (discussion forums via Brightspace) will be assessed as a learning component meaning they will be graded. You will be assessed on the quality of your participation. Participation is an important activity based on the underlying belief that students learn from one another. · Discussions are worth 10% of your course grade. · Homework and Project Milestones · By default, all homework assignments and projects are to be considered as individual efforts unless otherwise stated or published by the instructor. If unclear for any given assignment or project, ask the instructor before collaborating in any way with other students in the course, current or past. · Work is defined as the student's submitted work in response to an assignment, project, paper, or examination. · You are required to have 80% of the points available for Milestone 2 before you are allowed to work on any subsequent deliverables in MS Project. · Homework assignments are worth 20% of your course grade. · Project milestones are worth 20% of your course grade. Missed or Late Work · Due dates and deadlines are always expressed in U.S. Eastern Time. · Late work will be accepted with a 10% deduction per day following the deadline. · The late submission policy is not applicable to quizzes or discussion posts. · If you are unable to turn in an assignment on time, please contact the instructional team ASAP. o Asking for an extension does not guarantee it will be granted. Course Schedule The course schedule will be posted on Brightspace and may be subject to change. Any changes will be posted in the learning management system. Week 1 Module 1 - Introduction to Project Management t (The discipline, the people, the framework) Week 2 Module 2 - Project Selection and Initiation Week 3 Module 3 - Project Planning – Part 1 (Scope & Human Resource (HR) Planning) Week 4 Module 4 - Project Planning – Part 2 (Time & Cost Planning) Midterm Exam Week 5 Module 5 - Project Planning – Part 3 (Quality & Communications) Week 6 Module 6 - Project Planning – Part 4 (Risk& Procurement) Week 7 Module 7 - Project Execution & Control Week 8 Module 8 - Project Closeout& Advanced Topics Final Exam Grading Scale Grade Scale A 90 -- 100 % B 80 – 89 % C 70 – 79 % D 60 – 69 % F 0 – 59 % · Your grade in this course will be determined by your performance on several essential criteria: quizzes, discussion posts, assignments, in-class activities, developing project plan in MS Project, and examinations. · Border-line grade cases will be rounded up or down as applicable. For example, 79.3 will be treated as a C but a 79.8 will be treated as a B. · This course will under normal circumstances NOT involve any grading curves. The grade you get is what you have earned. · In the event of a major campus emergency, course requirements, deadlines and grading percentages are subject to changes that may be necessitated by a revised semester calendar or other circumstances beyond the instructor’s control.
Remote-sensing, a technological innovation of geography science Earth science, also known as geoscience, is the systematic study of the Earth's structure, processes, and history. This subject explores the physical composition, chemical dynamics, and biological systems of the Earth. It involves phenomena ranging from plate tectonics and resource distribution to natural disasters such as earthquakes and volcanic eruptions. Remote sensing, as an emerging technology, has formed a close and complementary collaborative relationship. Often referred to as the "eye of the sky" of Earth science, remote sensing provides multi-scale, multi- temporal, and multi-spectral observation capabilities. In turn, Earth science lends remote sensing data geoscientific significance, driving its transformation from "data" to "knowledge." Through high-quality data, remote sensing promotes earth science research from local to global and from qualitative to quantitative. This article will explain the technological innovation of remote sensing and describe three applications of this technology: natural hazards analysis, mineral exploration, and monitoring water quality. Finally, the article will evaluate the benefits and limitations of this revolutionary innovation. The development of remote sensing technology has a long history, which reflects continuous technological innovation and breakthroughs. Rebecca (2019) points out that since Nadal photographed Paris with a hot air balloon in 1858, remote sensing has undergone a transformation from simple carriers such as pigeons and kites to systematic aerial photography. The First World War gave birth to military aerial photography, while the Cold War promoted the development of high-altitude reconnaissance platforms and advanced sensors, allowing remote sensing to achieve a leap from tactical reconnaissance to global observation. Arthur (2019) mentions that 1978 was a significant year in terms of satellite data sources for different applications because several new satellites with advanced instruments appeared. These satellites introduced important sensors for the first time, and the launch of Landsat 3 in the same year further expanded the land remote sensing data source. At that time, polar-orbiting satellites and geosynchronous satellites had established a mature data source for meteorological applications. In the late 20th century, artificial satellites such as Landsat and Nimbus enabled remote sensing to enter a multi-band, all-weather, and global stage. Subsequently, innovations in hyperspectral sensors, high-resolution imaging, and digital image processing have greatly improved our ability to identify objects and monitor the environment. In the 21st century, remote sensing technology has been deeply integrated with GIS, big data，and artificial intelligence. With the help of drones，satellites such as Sentinel , and cloud platforms like Google Earth Engine，remote sensing has achieved more efficient 、intelligent 、and extensive applications，becoming an important tool to support global decision-making. Modern remote sensing relies on advanced satellite platforms (such as Landsat and Sentinel) and UAV systems, equipped with multiple types of sensors, achieving high-resolution imaging of multiple bands such as visible light, infrared, microwave, radar, etc. It not only can obtain multispectral and hyperspectral data but also supports multi-source information such as radar (SAR) and laser radar (LiDAR). At the same time, the temporal and spatial resolution of modern remote sensing has been significantly improved, enabling daily and even higher-frequency dynamic monitoring. These advances mark that modern remote sensing has transformed from early static image acquisition to an intelligent, dynamic, and integrated means of Earth observation. The operational framework of remote sensing is transforming selectromagnetic energy interactions into actionable geospatial intelligence through integrated sensor- to-analysis systems. In terms of Earth date(n.d.), simply put, remote sensing is to "see" things from a distance and collect information. How does NASA study the Earth and other planets? They use satellites, spacecrafts，and airplanes in space— these carriers are equipped with special "eyes" (remote sensing equipment) that can capture energy signals reflected or emitted by targets. According to Geogyan (n.d.), first, sunlight (or other energy sources) hits a target area (such as a piece of land). Objects on the ground (such as water, vegetation, and soil) reflect, absorb, or re-emit this energy. Then, sensors installed on satellites, drones, or aircraft are responsible for capturing this reflected or released energy and turning it into digital data. Finally, this data is transmitted back to the ground station and processed by computers into maps or pictures that we can understand. In the end, scientists can use this data for interpretation and analysis in many applications. After processing—classification— and visualization，or combined with other platforms or technologies，the collected data can become a key tool for managing and understanding the Earth system. After a long period of development, remote sensing has gradually become a mature technology. Today, remote sensing is well-developed in many countries with their own guidelines and maintenance but similar structures. In the next section, three applications of modern remote sensing will be given and analysed. The first application of remote sensing pertains to water quality monitoring, which encompasses several key aspects: the estimation or simulation of water quality parameters using spectral information; the identification of remote sensing technologies and products applicable for water quality assessment; and the integration of suitable machine learning techniques (Shashank et al. 2025). According to Mohit et al. (2024), primary factors influencing water quality include algae proliferation, turbidity levels, dissolved organic matter content, specific chemicals, pathogens presence, aquatic vegetation growth, and oil contamination. These variables alter the energy spectrum of radiation reflected from or emitted by the surfaces of ponds, lakes, and rivers. Such radiations are subsequently measured utilizing various satellite sensors. The accurate quantification of water quality parameters from spectral data necessitates robust algorithmic frameworks, primarily categorized into empirical and analytical models. Empirical models (EMs) employ statistical regression to correlate in-situ measured parameters with optimal spectral band combinations, enabling rapid large-scale assessment. For instance, Zhang (2022) leveraged Sentinel-2 imagery to derive chlorophyll-a (Chl-a) concentrations across 3,067 global lakes (2019-2021), revealing a positive correlation with surface water temperature. Conversely, analytical models (AMs) simulate light propagation through atmosphere-water systems using bio-optical theory and radiative transfer equations, formally describing the relationship between water constituents and subsurface radiance. This physics-based approach underpins mechanistic interpretation of inherent optical properties (IOPs) linked to water quality dynamics. (Desong et al, 2022) Remote sensing technology has important theoretical and practical value in mineral resource exploration and can effectively identify geological features such as rocks and minerals, as well as simultaneously identify mining areas. This essay will describe the features of remote sensing in mineral exploration from two aspects: spectroscopic analysis of surface materials and mapping hydrothermal alteration zones. The first is the application of remote sensing in spectral analysis of minerals. Different minerals, hydrothermal zones, etc., have different spectral response mechanisms. This unique reflection pattern is the "spectral fingerprint" of the mineral. Gregory (2023) demonstrates that the spectral characteristics and curves of different types of rocks and their mineral content can distinguish the types of minerals in those rocks. For example, Sima Peyghambari and Yun Zhang (2021) state that hydroxyl-containing minerals show obvious spectral absorption in the short-wave infrared radiation region, while sulfates containing OH have characteristic spectral features in this same region. The second point is how remote sensing is used to map hydrothermal alteration zones. Hydrothermal alteration zones—geochemical halos formed by mineralizing fluid-rock interactions—serve as critical exploration proxies. Finding the alteration zone is like finding the "footprints" or "signposts" of mineral deposits because rocks in these zones contain specific mineral combinations that will show regular colour anomalies on remote sensing images. Remote sensing generates a "mineral anomaly map" by focusing on analysing sensitive bands related to these minerals. For example, Pour used multispectral remote sensing images to explore copper-gold mineralization in northeastern Greenland's Inglefield Mobile Belt at regional, local, and detailed scales. They successfully mapped hydrothermal alteration minerals such as iron oxide/iron hydroxide, silicate (Si-OH), and SiO2 mineral groups while discovering several high-potential areas for Cu-Au exploration. (Admin et al. 2021) The third application of remote sensing—— landslide research generally uses multi- source remote sensing (such as radar, satellite, drone, etc.) to acquire data, and then evaluates key quantitative indicators. First, landslide monitoring commonly uses a combination of these three types of remote sensing: Optical remote sensing uses high-resolution images to identify surface cracks, vegetation anomalies, water changes, and other landslide precursors; radar remote sensing uses microwave penetration to monitor surface deformation (with an accuracy up to millimeter level), which is especially suitable for cloudy and rainy areas; and LiDAR obtains high-precision digital elevation models (DEM) through drones or airborne platforms, penetrating vegetation cover to reveal hidden landslide boundaries and terrain changes. Then data processing and feature extraction can be performed. Second, come to the part of quantitative indicators for assessing hazards. Huiyan et al. (2024) notes that by comparing images of remote sensing over time, changes in vegetation, surface cracks, or movement patterns can be detected, which may indicate the occurrence of landslides. DEM differences (LiDAR or photogrammetry) can indicate volume changes; digital elevation Models taken before and after a landslide show volume changes, landslide depth, and material flow. NDVI (Normalized Difference Vegetation Index) declines in vegetation health (from satellite imagery) can be an early sign of slope instability or a recent landslide. Martinez et al. (2021) conducted a study to map landslides triggered by the 2018 Anchorage earthquake in Alaska, USA. The researchers combined field data with high-resolution satellite imagery to identify landslide features. After determining the location of the landslide, they used multiple remote sensing techniques to define the back edge of the landslide landform. Then they evaluate the effectiveness of three remote sensing techniques: LiDAR elevation difference (DEM), Normalized Difference Vegetation Index (NDVI) difference, and Synthetic Aperture Radar (SAR) amplitude change detection. The application of remote sensing technology in the fields of geological disaster analysis and resource exploration has shown significant value, but a comprehensive evaluation of its effectiveness requires an objective examination of the technical characteristics. Remote sensing offers significant benefits over traditional survey methods by providing large-scale, real-time data that supports critical applications across many fields. Firstly, Lisa Barr discusses that the benefits of remote sensing lie in its global view and large-scale coverage. Traditional ground surveys are often limited by time, cost, and accessibility, making it difficult to assess large areas. Remote sensing platforms such as satellites and aircraft can collect data from entire continents at once, giving us a comprehensive understanding of the Earth. This is particularly important for monitoring large-scale phenomena such as deforestation, melting glaciers, and urban expansion. Taking the monitoring and governance decision support of red tide disasters in the Yangtze River Estuary as an example, geostationary satellites obtain images of the East China Sea region every 10 minutes, and multispectral satellites complete global coverage every 2 days, and can even accurately extract chlorophyll concentration and water temperature. The staff used 5-day remote sensing time-series images to discover the area of red tide and the precise spread area, as well as the displacement of the polluted area. Additionally, the database can compare images at intervals of five years from 1990 to 2020 (showing time series evolution). Finally, it has driven the country to promulgate the "Yangtze River Protection Law" and contribute to flood control efforts in the Yangtze River Estuary. (Lusan et al. 2013) Second, another important advantage of remote sensing technology is its dynamic response capability. The authoritative technology platform. Tpointtech proposes that modern remote sensing systems have efficient data collection and transmission capabilities and can support disaster assessment decisions from seconds to hours (near real-time). When responding to sudden environmental crises such as hurricanes, forest fires, and offshore oil spills, the command centre can use high- frequency remote sensing data streams (such as satellite images and drone surveillance videos) to accurately identify key parameters such as the outbreak point, impact range, and degree of damage of the incident. This real-time environmental situation awareness capability significantly improves the capabilities of front-line rescue forces in task allocation, resource scheduling, and operational efficiency; thereby greatly improving the overall efficiency of the disaster response chain. Take Hurricane Katrina in 2005: NASA utilized Light Detection and Ranging (LiDAR) technology to map flood damage in New Orleans. This approach allowed for rapid assessment of water levels and infrastructure damage over a vast area, expediting recovery efforts (Jeff, 2006). Despite its many benefits, Admin(n.d.) argues that remote sensing has several limitations. High costs associated with data acquisition, processing, and equipment maintenance can restrict its use, especially in developing regions. Accurate interpretation also requires specialized skills, which may not be widely available. Additionally, factors such as cloud cover, haze, and seasonal variations can reduce data quality and accuracy. Limited spatial and spectral resolution in some sensors further constrains the level of detail obtainable, affecting the reliability of results in certain applications. On the other hand, Abudlmohsen(2024) further points out that remote sensing systems based on satellites and manned aerial platforms are significantly limited in their efficiency when managing local construction projects with nonlinear characteristics—such as residential buildings, commercial buildings，and industrial facilities—due to their low temporal resolution. The smaller the monitoring target is，the higher the accuracy required for image registration. Low temporal resolution has a substantial negative impact on the analysis of different types of civil engineering problems. In summary, remote sensing has revolutionized earth science by providing unprecedented multi-scale observation capabilities, enabling the transition from fragmented data to actionable geoscientific knowledge. Its evolution—from aerial photography to AI-integrated satellite constellations—has unlocked transformative applications: quantifying global water quality parameters via spectral analysis, identifying mineral deposits through hydrothermal alteration mapping, and enabling millimeter-scale landslide monitoring. While its global perspective and real-time disaster response offer unparalleled advantages, limitations persist in spatial- temporal resolution, atmospheric interference, and technical accessibility. Nevertheless, by merging with complementary technologies like GIS and machine learning, remote sensing remains indispensable for understanding Earth systems and informing sustainable resource management and hazard mitigation strategies worldwide.
