COMP5318/COMP4318 Machine Learning and Data Mining s1 2025 Week 9 Tutorial exercises Clustering 1 Exercise 1. K-means clustering Use the K-means algorithm to cluster them into 2 clusters. The initial centroids are A and B. Show the clusters after the first epoch. Exercise 2. Hierarchical clustering Use the single link agglomerative clustering from the lecture (given below) to group the data described by the following distance matrix: Hierarchical clustering algorithm:
MATLAB for Wireless Communication Task 1: Your task is to implement an OFDM system over the audio channel via speakers and mics. The system should be capable of transferring a file (text, picture etc.) from one computer to another. Most system parametes are optional, but the system must include the following components: • Aminimum of 64 subcarriers, 75-80% of them being used for data or pilots, the outer 20-25% being inactive (modulated with zero). • 4-QAM symbol constellation, or larger. • A preamble with pilots only, then data together with 4 sub-channels with continous pilot symbols. • Your system must at least operate at 0.5 kb/s. • Minimum separation between speaker and microphone is 1 meter. • Minimum length of file: 20000 bits. A convolutional code is optional, and can be used if there is need for it. As soon as you can, reliably, transmit and decode the signal, you have passed Task 1. If you have stereo speakers and microphones you could also consider to implement MIMO or Alamouti coding to enhace the data rate or improve reliability, especially if you are an ambitious student. Do not forget to look at (by plotting them) the signals that you are transmitting. If they have a large peak-to-average power ratio it might be good to consider the use of a scrambler. Task 2: A full duplex system should be implemented. The system should be packet based, and each packet must consist of at most 1000 information bits. In addition, parity bits should be inserted at the transmitter for each packet via a CRC. All packets are next sent to the receiver, which decodes each packet, and verifies the parity bits. The system parameters are the same as for task 1. Note that the packet length is subject to optimization. If the packet length is long, there will be many re-transmissions. The receiver next acknowledges the correctly decoded packets, and asks for retransmission of the incorrectly decoded packets. The transmitter now re- transmits the requested packets. This process is repeated until all packets have been correctly received at the receiver. A particular nice way to present this task is to let the file represent a picture. Then the receiver can plot the correctly decoded packets to the screen, while the incorrect packets show up as noise.
ECON4331 Course Description Historically, almost all people have lived in poverty, in the countryside, with short lifespans, limited education, and large families. However, during the last 200 years, the world has been changing rapidly. Material well-being has increased, life spans have lengthened, populations have urbanized, widespread illiteracy has given way to almost universal education, and women have much fewer children. These trends have transformed the life for billions of people, but they have also been uneven across different places, leading to the highly unequal world we see today. This course is about these large development trends. We will discuss how they have happened across different places, why they have happened, and why they have not happened everywhere. The first half of the course documents the processes of economic growth, health improvements, urbanization, mass education, and the demographic transition. The second half of the course discusses what we know about the causes of economic and social development, and what type of policies that are most likely to help or hurt development. The course is a writing-intensive course, and throughout the course, there will a strong focus on measurement, data, and empirics. You will learn to independently download and visualize data on development using the R statistical language. You will also conduct some basic data and economic analysis of development data, and write up the results in a research paper (no previous knowledge required).
ECON4331 WRITING ASSIGNMENT 2025 Assignment objective The objective of this assignment is to give you an opportunity to: 1. Use analytical and empirical skills together with economic concepts to explore an empirical phenomenon related to economic development. 2. Learn how to use state-of-the art tools to perform exploratory data analysis and write reproducible code for data analysis. 3. Learn how to write a formal technical report underpinned by economic logic and evidence from data evidence. Assignment expectations The final report consists of an economically informed data analysis related to a development topic. The analysis involves presenting data relevant to the issue you are studying, exploring this data for relationships between the relevant variables, and providing your own explanations of why this data is pertinent. Your analysis must be grounded in material covered in class or in relevant economic literature. Survey reports (reporting other people’s work/ideas on issues) or reports centered on hypothetical scenarios are not acceptable. The target audience for your report are college graduates. Canvas will be used to organize all files related to the writing assignment. Late assignments will only be accepted in special circumstances and with verifying documentation. Late submissions cannot be accepted for the final report. If you have any problem understanding what is expected from you or how to go about completing the writing assignment successfully, please contact the instructor or the writing assistant. Assignment parts The four parts of the writing assignment are listed below: 1. Topic, Theory, and Data 2. Empirical Analysis 3. Full Draft 4. Final Report Each part is graded separately and must be turned in by the due date. Each assignment must be uploaded directly to Canvas as a PDF. All uploaded files must contain your last name and the part of the assignment being submitted. For example: Malmberg_Topic, or Malmberg_Full_Draft. Some parts of the assignment may also require you to upload the data and code used for your assignment. In these cases, your assignments should be reproducible; this means another person should be able to exactly reproduce your assignment using only the data and code you submit. 1. Topic, Theory, and Data - You should submit 1,000-1,500 words stating the topic, discussing its relationship to theory, and an initial analysis of the data source used to analyze the topic. The submission has five sections: Background (~200-400 words): State and briefly discuss your chosen question. In your discussion, you should use economic theory and results from class to explain why your question is interesting. Cite at least two papers from the literature or the course readings and discuss how they are relevant to your question. You should also indicate the literature to which the readings belong, that is, the papers that the course readings cite (look at their bibliographies) and the papers cited by them as well. You can also include papers that cite the course readings, which can be easily found using Google Scholar. Hypothesis (one paragraph, ~100 words): Based on your background discussion, state a hypothesis in terms of a relationship you expect to see in the data (e.g., “women with higher education have lower mortality among their children”). Also state potential secondary hypotheses that you plan to explore (e.g., “the relationship between education and infant mortality might vary between rural and urban areas”). Data source (~200 words): State the data source that you will be using. Include a brief description of the data source in terms of data type, coverage, and purpose of the original data collection. You should use a micro dataset, that is, a dataset where the observation unit is individuals, households, or businesses. Measurement (~400 words): Explain the variables in your dataset that you will use to test your hypothesis and why you selected them. Explain how you plan to manipulate the data to test your hypothesis (e.g., construct a proxy for infant mortality of a mother’s children from age of death of her children; or collapsing measures of educational wage premia onto country level to measures relationship with GDP per capita). Preliminary results (~100 words): Construct a plot from your dataset using your selected variables that is relevant to your hypothesis (e.g., a bar plot showing infant mortality by highest attained education level in a particular country and year). Briefly comment on how it relates to your hypothesis; it is okay if your hypothesis is not confirmed. Selecting a topic: A list of suggested topics will be provided for you to choose from. You must get approval for your topic selection from the writing assistant. Topics from outside the suggested topics list may be allowed, but in these cases an in-person meeting with the writing assistant is required in order to receive approval for your topic selection. Forming a hypothesis: Be careful that your hypothesis is not too general or vague. If it is, narrow it to some specific hypothesis related to a more general question. Remember that projects with well-defined topics and hypotheses are easier to complete successfully. Different types of papers: Descriptive question: You are encouraged to write a descriptive paper, e.g., how have fertility rates for literate versus illiterate women evolved over time. If you do this, it is crucial that you connect your findings to economic theory and explain what we learn from these descriptive relationships. Revisiting old question: You are allowed to ask a standard question in the literature. In this case, you should still do an independent data analysis, and apply the analysis to a new country or using a new (or updated) dataset. Direct replications are not acceptable. Causal question: While you are not required to establish causality in the writing assignment, causal identification could form the basis of a very successful writing assignment if you have a credible way to identify a casual effect. If you have an idea for credible causal identification, speak to your writing assistant who can help you assess whether the idea is feasible to implement. 2. Empirical Analysis- • You should submit an empirical section of your paper. The primary output should be one figure and one table capturing your key result(s). The figures and tables should be fully polished and professionally formatted. • The figure: o Should effectively visualize your main result(s). Heterogeneity should not be captured with multiple figures, but by exploiting coloring, line types, shapes, different panels, etc. o Should be correctly labelled in line with instructions in the class and should be generated directly within R. o Should have a note below it describing the content of the figure in sufficient detail to make it understandable without the accompanying main text. • The table: o Should use a regression to convey the information displayed in the main figure. o Should be outputted from R using a package for regression tables like stargazer or equivalent. If Stargazer is used, we recommend having html output combined with a screenshot. Any other method used should achieve a similar level of professionalism. • The figure and table should be supported by 1,000-1,500 words of text. The following parts should be included: o Data section: polished version of data source section in Topic, Theory, and Data (~200 words) o Methodology section: Explain the construction of all primary and secondary variables used in the analysis. You can give statistical interpretation of your regression table here. (~400 words) o Results section: walk through all the results in the figure and table. You can give economic interpretation of your regression table here. (~400 words) o Discussion: interpret your results, discuss potential issues and potential further analyses. (~200 words) Discussion Section can be combined with the Results Section. • Additional information about the data section will be supplied in class. 3. Full Draft - ● You should submit a full draft of your report that is 2000-3000 words in length (excluding your Appendix and References sections). ● The draft should build on your previous empirical results and convey them in a complete technical report. ● If the first full draft is good, you will only have to make minor revisions before turning it in as your final report and will not need to include new material. ● Please write your report in size 12 font, double-spaced, with one inch margins on all sides. ● Make sure to follow the paper structure outlined below. Feel free to make subsections as needed. Your report should contain the following sections. Please see the “Paper Structure.pdf” document for more information. Title Page: Make sure to include your report’s title, the date of submission, and your full name. Introduction: Clearly describe the development issue you chose and the way you have decided to analyze it. The question that you are trying to answer should be included in your introduction. ○ In the first or second paragraph of your introduction, you must include your main result. This should concisely convey your main finding to the reader. Please bold your results statement. ○ The introduction should also explain why you selected the development issue you focus on and the data you use. Why are they interesting? Literature Review: Read at least two or three papers related to your topic and provide brief summaries of them. Make sure you formally and correctly cite them using a standard citation format. You should also comment on how your analysis relates to these papers, both the differences and the similarities. Hypothesis: State your primary and secondary hypotheses based on your literature review. Data source/Methodology/Main results: See Empirical Analysis assignment. Extensions: Start from the results in the Empirical Section and perform an extension by exploring some dimension in the results further. For example, consider whether a particular finding is different in urban and rural areas or in rich and poor countries. References: List the references and data used for your report. You must provide a complete list of all references and sources used in your paper. Include only the sources you actually used in your paper and make sure your sources are credible. [Optional] Appendix: If you’d like to include any additional graphs, tables, or mathematical derivations in your report, please put them in an appendix at the end of your report and clearly reference figures as needed in your main text. 4. Final Report - ● You should submit a final, polished version of your report, taking into account the comments made on previous assignments. The final report must be 2500 to 4000 words in length, excluding the Appendix and References sections. ● You should not need to add new material at this stage , although you are allowed to if you have discovered elements that would substantially alter the logic or the conclusions of your paper. ● Remember to keep a copy of the final paper for your records. Grading criteria ● Each part of the assignment will receive an individual grade and will be graded separately. ● Your writing assignment grade will be divided in the following way: ○ Topic, Theory, and Data: 20% ○ Empirical Analysis: 20% ○ Full Draft: 20% ○ Final Report: 40% ● Grading will be based on: 1. The quality of your data analytics. For example, logical motivation of hypothesis, appropriate choice of variables and clear discussion of measurement. 2. The quality of your presentation. The use of illustrative diagrams, charts, and tables. Clear labelling and effective use of graph attributes, e.g., coloring, texts in graphs, labels, and multiple panels. 3. Clear reasoning around anomalies in data and choice of modelling techniques. 4. The presentation of the report (e.g., how much your report adheres to the standards of professional technical writing, how well you explain difficult concepts and arguments, the coherence and clarity of the presentation, the amount of spelling and grammatical errors, etc.). 5. Whether or not you followed the assignment instructions. APPENDIX Writing Center Proper grammar is required. If you feel you need help with your English writing skills you are advised to use the University’s Center for Writing. They provide free support for students who need help with writing. Go early and go often. Here is their web address: http://writing.umn.edu Writing techniques The following are some common problems of students' reports: ● The paper lacks focus and is not well organized. A major reason why this happens is that students cannot decide on THE most important message that they want the readers to get from the report. ● There is not enough analysis and explanation in the report. Often students state some ideas or conjectures without explaining step by step the logic behind these. You should guide the reader through your arguments carefully to make sure that they understand them. ● The use of quotations to substitute for the explanations. A common mistake students make in their reports is that they use quotations from textbooks or articles as their arguments. It is acceptable for students to use some ideas suggested by others, but students should explain the ideas in their own words and should not simply copy the quotations without their own explanations. The total number of quotations in a paper should be limited; they should be used to highlight a particular idea or show its importance. ● Frequent grammatical and spelling errors in the report. To avoid these errors, students should ask someone who is good in composition to proofread their reports. Students should also use the many writing services available on campus to get advice on correct grammar usage. ● Confusing cause with effect. Another common mistake is not recognizing that an apparent cause of something might instead be an effect of that something. You should give evidence of the cause or effect or acknowledge that the evidence of causality here is not clear. ● Many students run into trouble realizing late in the semester that they don’t have enough data to support their thesis, at which point it is too late to change the topic. Make sure you plan ahead to avoid this situation. References ● You should use various resources and cite them properly. ● You can use academic journals, popular newspapers (e.g., Wall Street Journal), magazines (e.g. The Economist), and/or reports from various institutions. ● Please make sure you have a mix of internet and other sources; make sure the sources are well-reputed and credible; that is, do not choose all references from news magazines or obscure internet sources. ● You can check here for tips on citing: https://www.lib.umn.edu/howto/citationguides Data Sources We will discuss possible data sources in class. Useful Reading 1. “So You Have To Write an Economics Term Paper...” by L. Officer, D. Saks, and J. Saks. 2. “Style, Lessons in Clarity and Grace” Joseph M Williams and Joseph Bizup. 3. “The Writer's Guide to College Economics” by T. L. Wyrich. 4. “Economical Writing” by Deirdre McCloskey. 5. “Sense of Style” Steven Pinker Scholastic Dishonesty ● The College of Liberal Arts defines scholastic dishonesty as “any act that violates the right of another student with respect to academic work or that involves misrepresentation of a student's own academic work. Scholastic dishonesty includes (but is not limited to) cheating on assignments or exams; plagiarizing (misrepresenting as one's own anything done by another); submitting the same or substantially similar papers for more than one course without the consent of all instructors concerned; depriving another of necessary course materials; or sabotaging another's work.” ● Students who commit any form of the scholastic dishonesty described above will receive a grade "F" for their Writing Assignment. ● Plagiarism: This involves passing off anyone else's work as your own, and includes copying a whole paper or parts of it and claiming it as your own work. It also includes turning in your own same or essentially similar paper for two or more courses. The University has very strict rules concerning plagiarism. If you use any other person's work, words, or ideas, please cite and acknowledge the sources. Note that the University has purchased a program that allows professors to check if any student paper, essay, or research paper has been copied or paraphrased from the Internet. We will use this program (Turnitin.com) to check for plagiarism. Please check the following website for more details on plagiarism: http://writing.umn.edu/tww/plagiarism/plagarism_index.html
Homework 1. Please submit a hard copy (neatly handwritten) in person. Name and ID# required. Don't forget to put TA's name as well. No late assignments accepted. See syllabus for the due date. Show works!! Without proper works, no credit will be given. 1. Determine whether each of these production functions has constant, decreasing, or increasing returns to scale. Show your work!! a. F (K, L) = K1/3L2/3 b. F (K, L) = K2L2 c. F (K. L) = K1/2 + L1/2 2. Assume that the production function is given by Y=AK0.5L0.5, where Y is GDP, K is capital stock, and L is labor. The parameter A is equal to 10. Assume also that capital is 100, labor is 400, and both capital and labor are paid their marginal products. Show works!! a. What is Y? b. What is the real wage of labor? c. What is the real rental price of capital (the amount of output paid per unit of capital)? 3. a. Suppose a government moves to reduce a budget deficit. Using the long-run model of the economy developed in Chapter 3, graphically illustrate the impact of reducing a government's budget deficit by reducing government purchases. Be sure to label: i. the axes; ii. the curves; iii. the initial equilibrium values; iv. the direction curves shift; and v. the terminal equilibrium values. b. State in words what happens to: i. the real interest rate; ii. national saving; iii. investment; iv. consumption; and v. output. 4. Consider two competitive economies that have the same quantities of labor (L=400) and capital (K=400), and the same technology (A=100). The economies of the countries are described by the following Cobb-Douglas production functions: North Economy: Y=AL.3K.7 South Economy: Y=AL.7K.3 a. Which economy has the larger total production? Explain. b. In which economy is the marginal product of labor larger? Explain. c. In which economy is the real wage larger? Explain. d. In which economy is labor's share of income larger? Explain. 5. Suppose that two countries are exactly alike in every respect except that the citizens of country A have a higher saving rate than the citizens of country B. a. Which country will have the higher level of output per worker in the steady state? Illustrate graphically. b. Which country will have the faster rate of growth of output per worker in the steady state?
Final paper What is due? Please choose one of the prompts and write a paper between 1000 and 1500 words long. This is almost twice as long as the short papers. Enter the text or upload a file (doc, docx, rtf, txt, or odt format, no pdf). Write the prompt number at the top. There is no need to include the text of the prompt in your submission (if you do, please keep in mind that it won't count towards the word count). The prompts are available below. Why? This assignment is meant to assess your critical understanding of the contents of the class, your capacity to reflect autonomously on them, and your capacity to formulate and defend a philosophical thesis in a written text. How? In a philosophy paper, you are expected to propose and defend a thesis (a major claim), offering good objective reasons in support of it. Address the prompt completely. Write a text that demonstrates you studied and understood the contents and formed your independent opinion on them. Explain key concepts with your own words. Please note that the paper length allows you to do a bit more than the short papers; for instance, it’s a good idea to foresee a potential objection to your thesis and respond to it. Engage with the class materials, referring directly to them and/or quoting from them. Use short sentences and a clear argumentative strategy. Always credit your sources and avoid plagiarism, including the use of ChatGPT and similar AI text generators. Don’t forget to check out the rubric! How not? This is not like the written version of a video-journal. You are not supposed to express your subjective opinion or to write about your own experience or feelings. You will defend your view, but this must be a philosophical thesis supported by an argument, not a subjective thought inspired by the readings or class materials. Samples of good papers These are two A+ papers submitted in another class (added here with the students’ permission): paper 1 (https://canvas.eee.uci.edu/courses/66749/files/28125843?wrap=1) - (https://canvas.eee.uci.edu/courses/66749/files/28125843/download) , paper 2 (https://canvas.eee.uci.edu/courses/66749/files/28125840?wrap=1) (https://canvas.eee.uci.edu/courses/66749/files/28125840/download) . Please note that the length requirements were .different Tips · Address the prompt completely. If the prompt includes more than one question or aspect, your paper should address all of them. · State your thesis at the very beginning of your paper. · Make your argumentative steps explicit: announce them in the first paragraph, and then follow them thoroughly. · Use short sentences and a straightforward style. · Do not take it for granted that your reader already knows the topics that you are dealing with. You are expected to define explicitly the main concepts that you are using. · Make sure your paper shows that you studied and understood the materials. · Use your own words and possibly your own examples. This demonstrates autonomy and capacity for reflection, and helps the reader better understand what you have in mind. · Connect the conclusion of the paper to the thesis that you stated at the beginning. · Plagiarism (passing off as your own the ideas or words of someone else) is not allowed in any form. Always credit your sources. Remember that papers are automatically checked for plagiarism. More tips Professor Jim Pryor of New York University has developed and made available more extensive guidelines that you might find useful: http://www.jimpryor.net/teaching/guidelines/writing.html (http://www.jimpryor.net/teaching/guidelines/writing.html) . I recommend having a look at them. (Do not consider the paragraph on "How you'll be graded": you'll be graded according to the rubric below). Questions · How should I format the paper? You can either use a text entry on Canvas, or an attachment. Both are fine, as long as you don't attach a PDF. Allowed file formats are .doc, .docx, .rtf, .txt, and .odt. There are no specific requirements regarding style. formatting. Just write the prompt number and/or prompt text at the beginning of the paper. · Should I add a title? Not required but encouraged. It contributes to the clarity of the paper. In any case, please write the prompt number and/or prompt text at the beginning of the paper. · What exactly are references and quotes? How should I format them? Are they required? At least one reference to, or quote from, one of the required readings, and/or video-lectures, and/or slides, is mandatory. You are referring to (for instance) an article when you mention it, for instance when you say: According to Fricker (2023: 5), epistemic injustice is the consequence of prejudice. You are quoting from an article when you cite a passage from it, for instance: As Fricker (2023: 5) argues, "epistemic injustice is the consequence of prejudice". In both cases, you need to mention the author's name and possibly the date of publication and page number in parenthesis. If you omit the year or the page, it is less precise, although still acceptable. When you refer to or quote text from a slide or a passage from a video-lecture, you can refer to them as (for instance) “minilecture 2.1”, or “week 2 slides”. References or quotes to additional resources or external sources are also welcome, but not required. If you use external sources, you should NOT focus PRIMARILY on them use external sources, you should NOT focus PRIMARILY on them. If you use quotes, remember to avoid long quotes. Your paper must show your own work, not that of others. So, quotes and references may only be used to support your paper's main points, not to replace your own explanations. · Is the list of references or bibliography required? Encouraged but not required. · Are footnotes allowed? Yes, but keep in mind that footnotes are secondary additions. If you use them, do not use them to explain major points. · Does the word count include the prompt and the bibliography (if any)? No. It includes quotes and footnotes. Late policy Timeliness is especially important for the final paper! The deadline is December 10th and there is a late penalty of 2 pts (out of 30) for each day (or fraction) of delay. Also note that the assignment won't be available at all after December 13th. Good news · Grace period of 1 day: there won’t be penalties if you submit the essay within 24 h from the deadline. Tip: do not count on the grace period, and plan to submit on time. The grace period is for unexpected emergencies. PROMPTS 1. Do you think the model of the prisoner’s dilemma is applicable in the framework of care described by Baier? If yes, make an example to illustrate your point. If not, explain why. 2. Is the feminist criticism of Rawls' theory of justice convincing? Why? Illustrate Rawls’s view, Baier’s criticism, and take a position for one or the other. 3. According to Arendt, Eichmann claimed that "what he had done was a crime only in retrospect". After contextualizing this remark in the circumstances of Eichmann’s trial and clarifying Arend’s position, explain what implications this reflection has more generally for the concept of justice. 4. What does Arendt mean by “the banality of evil”? Apply what you learnt to an issue in the contemporary world. 5. Wolf affirms that if a person is actively engaged in a project that has positive value, but this project fails, the person's life loses its meaning. Do you find her claim convincing? Why? 6. Compare Wolf’s view about the meaning in life with another perspective in contemporary philosophy, choosing one among Kierkegaard, Nietzsche, Camus and Sartre. Take a stance for one of them (either Wolf, or the other thinker) and defend your position.
DAN Management and Organizational Studies MOS 3311: Advanced Corporate Finance GROUP PROJECT GUIDE OVERVIEW This document provides some guidelines for preparing your group project. The main goal of the project is to apply and synthesize course material, including the concepts, theories and models, and relate it to a real world example (a public firm) in the context of corporate finance and governance. You are likely to discover that the information that you would ideally like to have is not readily available and some compromise will have to be made. Your goal should be to do as much as you can on your own, given the available information and to use secondary data only once you have tried to calculate things on your own with primary data. Your report should provide a narrative of the company, describing how the firm stands today, what it does well, what it does badly, as well as what needs to change. Keep in mind that this is a report of a finance course and should focus on the firm’s financial perspective (and not, say, whether it has a popular product, a good marketing strategy, or even the accounting positions of the firm, for example). In particular, you will use what you have learned to: • identify and evaluate the company’s governance structure; • assess and quantify the risk profile of a firm and estimate the firm’s cost of capital; • evaluate the company’s capital budgeting practices; • analyze and critically appraise the firm’s capital structure, and dividend policy, and • value the firm. Note that these above questions are not meant to be comprehensive and you can definitely add on interesting questions that you come up with. GENERAL RULES DUE DATE: December 13th midnight. This project is a group assignment, each group must have at most 6 members. Each group will receive one grade on the report plus an adjustment based on peer evaluation. Each group must submit only one copy of your report to me before the due date, uploaded to the Assignment in OWL. Late assignments will NOT be accepted. Note that all reports will be subject to submission for textual similarity review to the commercial plagiarism detection software under license to the University for the detection of plagiarism. Students should individually email me with a peer evaluation for the group work. The peer evaluation will be conducted near the end of the semester. REQUIRED READINGS AND RESOURCES - S.A. Ross, R.W. Westerfield, J.F. Jaffe, B.D. Jordan, and H. Driss, 2022. Corporate Finance, Ninth Canadian Edition, McGraw-Hill Ryerson. - Class notes and supplemented readings/materials posted on OWL. - UWO Libraries has set up a resource page available at: http://guides.lib.uwo.ca/mos3311. There are links to sources for the relevant data you will need. - Other data sources: Google (very convenient and useful without saying); o Yahoo finance: https://finance.yahoo.com/ o Koyfin: https://www.koyfin.com/ o EDGAR is useful to search company filings (annual report is file 10-k) of US public firms: https://www.sec.gov/edgar/searchedgar/companysearch o Morningstar: https://www.morningstar.ca/ca/ (performance and analysis) o Lastly, it is useful to check out the data sources our library provides: https://guides.lib.uwo.ca/financialeconomics/financials FORMAT SPECIFICATIONS The maximum length of the report is 20 pages, excluding exhibits, cover page and executive summary. The main text of your report should satisfy the following guidelines – Spacing: double; Margins: 1 inch; Font: Times New Roman, 12 point. Exhibits may be in a smaller font, but must always remain legible. Please note that your report does not have to be the full 20 pages; you should be brief and concise. The report should contain: • A cover page, which provides the title of the report, the date, all team members’ name and student ID. • An executive summary, which can stand alone and is no more than one page long and contains, in a summarized form, the essential elements of the report; • The main body, which informs the reader of the specific topics and issues, and is clear, concise, and non-repetitious. It contains information, qualitative analyses, interpretation of quantitative analyses, and conclusions relevant to the topics and issues; • A conclusion, which draws the document together and restates the main points of the document without the introduction of new topics or ideas; • Any appendices, which contain supplementary information, such as data sources, etc., and should appear in the order they are presented in the main body; • References, if applicable. There is no set format for the main body of the report. You will be graded on the content of the report. Here are some general suggestions. • One natural way to organize your report is according to the topics of the course. Each section could, thus, address each of the objectives listed before in “OVERVIEW”. The topic questions found there are meant to help you think about the important issues. You need not discuss your answers to all the questions and you should also not be constrained by them. Highlight the information that is most relevant for your company. • Write for a knowledgeable finance audience. You do not need to define or explain the basic concepts or tools that we have learned in the course. • Clarity and brevity are essential elements in successful business reports. A business report is not an essay or a descriptive document and does not provide a large volume of background material. The text of the report should highlight critical elements with respect to the topic or issues, and supporting data should be included as appendices. All information contained in a business report should be essential to the reader’s understanding of the topic or issues. • The writing should satisfy the following: business language, a professional tone, and tact are used. Third person is an appropriate language for a business report. First person (I, we) and second person (you) are avoided. Grammar is correct, and there are no spelling or typographical errors. Sentences are properly constructed, using appropriate grammar, punctuation and range of vocabulary. Ideas are presented clearly and concisely. Acronyms, abbreviations and unusual terminology are clearly explained. The language used is appropriate for the audience. COLLABORATION AND PLAGIARISM You must use your own calculations and words. Copying from any source is an Academic Offense and will result in grade of zero on the relevant material. Researching ideas from published materials and sharing ideas with others is a legitimate approach to learning. However, each group must prepare its own original response that reflects independent thoughts (e.g., independent applications of ideas) and original writing. Students may not copy any part of their response from work done by another author. In applying concepts from readings and other published sources, copied material and application of another author’s original ideas must be appropriately referenced. You may use either endnotes or footnotes, as you desire. Violating these rules will be considered plagiarism. Western’s Policy on “Scholastic Offences” including Plagiarism can be found on the web at http://westerncalendar.uwo.ca. Use of AI Within this project, you are permitted to use AI tools exclusively for polishing writing and information gathering. However, it is your responsibility to verify if the information provided by AI is factual. It is essential that you critically evaluate the obtained information, exercise independent thinking, and engage in original research to synthesize and develop your own ideas, arguments and perspectives. The use of AI tools can serve as a starting point for exploring a topic, with expectations to uphold academic integrity by appropriately accrediting all sources of information and avoiding plagiarism. You should cite the places where references are from AI. You should also generate your own tables and figures (e.g., graphs, diagrams) rather than using AI generated ones. DATA SOURCES AND REQUIREMENTS As we have seen, there are often several alternate ways to obtain estimates for relevant variables. I expect that you will at least attempt to come up with your own estimates using primary data. Of course, there will be times when you cannot obtain the required information, or your estimates differ wildly from those found in other, reliable sources. In these cases, you should identify your source and provide a brief justification for your choice to use it. This can be relegated to a (brief) data sources appendix, if you are constrained for space. TOPIC SPECIFIC QUESTIONS TOPIC 1&2 –Corporate governance related topics BIG QUESTIONS: To understand the relationship between managers and stockholders, between stockholders and creditors, between the firm and financial markets, try answering the following questions (No need to follow the specific order of the following questions). Note that you may not have the information to answer every question, but try to keep your focus on the big questions. • General introduction of the firm, e.g., what does the company do? What kind of assets has the company invested in? • Who is the CEO of the company? How long has he or she been CEO? • What is the management structure? Who are the key executives? • Is the company a family firm? If so, is the CEO part of the family? • What was the compensation for the CEO last year? Try to break down by salary, bonus and option components. • How much stock and options in the company does the CEO own? • Who is on the board of directors of the company? How long have they served as directors? • How many of the directors are inside directors (a.k.a. insiders)? • How many of the directors are CEOs of other companies? • What percent of the stock is held by insiders in the company? • Are there differences in voting rights across shares? If so, do incumbent managers own a disproportionate share of the voting shares? • Who are the major stockholders and creditors? Individual investors or institutional shareholders? • What percent of the stock is held by institutional investors? • Have insiders been buying or selling stock in this company in the most recent year? • Is this a company where there is a separation between management and ownership? • Whether there is (are) institutional dual holder(s) in this firm? If so, what is the dualholder(s) stock holding and bond holding? • Does the company also have listings in foreign markets (cross-listing)? (If you can, estimate the percent of the stock held by non-domestic investors). • How has the company’s stock performed recently? • How much trading volume is there on the company’s stock? • Have there been any big news events related to the company recently? How has the stock price reacted to the news? TOPIC 3 – RISK AND RETURN BIG QUESTIONS: What is the risk profile of the company? Provide a qualitative and quantitative analysis of the company’s risks and costs of capital. Risk and Return Basics • Obtain an estimate of the expected return and standard deviation for the company’s stock. How would you characterize total risk for potential investors in the company’s equity? • What is the performance profile of an investment in this company? What return would you have earned investing in this company's stock? Would you have under or out-performed the market? • Obtain an estimate of the risk-free rate and the expected return on the market portfolio. Estimating the Cost of Equity The CAPM - Regression Beta Run a regression of returns on your firm's stock against returns on a market index, or alternately, if you have access to Bloomberg, go into the beta calculation page and obtain the relevant output (suggestion: in either case, use monthly data and 5 years of observations). • What is the intercept of the regression? What does it tell you about the performance of this company's stock during the period of the regression? • What is the slope of the regression? What does it tell you about the risk of the stock? • How precise is this estimate of risk? (Provide a range for the estimate). • Search for alternate estimates of beta for your company. How do they differ? How reliable are they? • What portion of this firm's risk can be attributed to market factors? What portion to firm-specific factors? Why is this important? • How much of the risk for this firm is due to business factors? How much of it is due to financial leverage? The CAPM – Fundamental Beta • Consider the firm’s business components, and obtain an estimate of business beta for each component if the firm has stated business components. • Attach weights to each component and estimate a levered and an unlevered beta for the business. Cost of Equity • Which of the beta estimates that you have obtained for the firm would you view as more reliable? Why? • Using the beta that you have chosen, estimate the expected return on an equity investment in this company. • How risky is this company's equity? Why? What is its cost of equity? • As a manager in this firm, how would you use this expected return? Alternatives to the CAPM • Consider any alternate ways of calculating the cost of equity that you think are worthwhile. Estimating Cost of Debt • Does your company have the ability to service its existing debt load? • If your company has bonds outstanding, what is the yield to maturity on a long term bond? • If your company is rated: What is the most recent rating for the firm? What is the default spread and interest rate associated with this rating? • If your company is not rated, does it have any recent borrowings? If yes, what interest rate did the company pay on these borrowing? • Are there any alternative ways to estimate the cost of debt? • How risky is this company's debt? What is its cost of debt? • What is the company's marginal tax rate? Estimating Cost of Capital • Calculate the market value of equity. Calculate a market value for debt if possible. What are the weights of debt and equity? • What is this company's cost of capital? Are there any reasons that it may have changed recently? • What is the risk profile of your company? (How much overall risk is there in this firm? Where is this risk coming from (market, firm, industry or currency)? How is the risk profile changing? • Are the projects in the future likely to look like the projects in the past? Why or why not? How will these projects affect the firm’s risk? TOPIC 4 – CAPITAL BUDGETING BIG QUESTIONS: How effective is the company at making capital budgeting decisions? What process is used to choose investments? How successful have previous investments been relative to expectations? What are the implications for future growth? • What methods (NPV, IRR, Payback, Discounted payback, or other) does the firm use to make investment decisions? • Is there a typical project for this firm? If yes, what would it look like in terms of life (long-term or short-term), investment needs and cash flow patterns? • How good are the projects that the company has on its books currently? Are those projects providing a tax shield? • Have recent investment projects added value to the firm or destroyed value? If so, can you estimate how value was added or reduced? • Are the projects in the future likely to look like the projects in the past? Why or why not? How will these projects affect the firm? • Estimate the company’s operating cash flows for the latest year for which you have data. How may these, and total cash flows, change going forward? • Are there any real options in the firm? If so, what type? TOPIC 5 – CAPITAL STRUCTURE BIG QUESTIONS: What is the company’s capital structure? How much debt should the company use in financing? Is there scope for increasing value by changing the capital structure? What is the company’s dividend policy? Is there scope for increasing value by changing the policy? General · What are the different kinds of financing that this company has used to raise funds? Where do they fall in the continuum between debt and equity? · Does management have a target capital structure? If so, how is justified? How is it maintained? · Does the firm have too much or too little debt? Attempt to estimate the optimal debt ratio for the firm. You will need to make assumptions. You may consider using qualitative or quantitative analysis, or any combination. Qualitative Analysis · How large, in qualitative or quantitative terms, are the advantages and disadvantages to this company from using debt? Consider for your firm: the potential benefits of additional debt (e.g. tax benefits); the potential for costs of financial distress; the potential for agency costs; the benefits of using debt as a disciplinary mechanism; and, the costs of information asymmetry. · Would you expect your company to have a high or a low debt ratio? Does the company’s current debt ratio match your expectations? Cost of Capital Approach · What is the current cost of capital for the firm? · What happens to the cost of capital if the debt ratio is changed? (make assumptions) · At what debt ratio is the cost of capital minimized and firm value maximized? Relative Analysis · Relative to the sector to which this firm belongs, does it have too much or too little in debt? · Relative to the rest of the firms in the market, does it have too much or too little in debt? Dividend Policy · How much has this company paid in dividends over the last few years? How much stock has this company bought back over the last few years? · How much cash available for equity holders has the firm generated over the past few years? How much has it actually returned to equity holders? How much cash does the firm currently have available? · How well has management done at choosing investments? Does the firm appear to have good investments available? · How does the firm’s dividend policy compare to firms in its sector? Firms in the market? TOPIC 6 – VALUATION BIG QUESTIONS: What is the company worth in total? What is the equity claim worth? How does this relate to the company’s actual (market) share price? · What is the value of this firm, based upon a discounted cash flow model? How much of this value comes from the expected growth? · In what aspect of corporate finance (capital budgeting, capital structure, or dividend policy) does this firm have room for improvement? If these problem areas were addressed, what would happen to the value of the equity in this firm?
INFO1110 Mock Foundation Test This is a mock foundation test provided as practice for your Foundation Test attempts which will happen in your allocated workshop during Weeks 8, 10 and 12. There will also be a foundation section on the final exam as a last attempt to achieve an ‘OK ’ or greater on the foundation test. The questions given here are only an example of what content you will need to understand to pass the test. All of the content that is covered in the Foundation Ed Lessons is examinable in the foundation test. There is no answer sheet provided for this mock test. Instead, the Week 7 Accelerated Lecture Review will include an explanation of how to answer the questions in the test. This will be recorded and posted on Canvas in the “Recorded Lectures” tab. Remember that Week 8 is only your first attempt at passing this test. There is no expectation that you will be able to pass it on your first attempt. You should use this as a learning opportunity to identify what you struggled with and what you need to practice. Good luck! Multiple Choice Questions (1 mark each) 1. What will the following code print? print("Hello", end="!") print("World") a) Hello World b) Hello!World c) Hello! World d) Hello World! 2. Which of the following is not a valid variable name in Python? a) my_val b) info1110 c) my-data d) my variable 3. Which of the following is a valid assignment statement with an appropriate type hint associated? a) @vehicle = 'Bike' b) max$float = 200.2 c) weight: float = 3.1 d) is_valid: bool = "False" 4. What will the following code print? print("1", "2", "3", sep=", ") a) "1", "2", "3" b) 1, 2, 3 c) "1" "2" "3" d) 1, 2, 3 5. What will the following code print? print("Se" * 2 + "en") a) Seeeen b) Seenen c) Se2en d) SeSeen 6. If the missing lines are filled in correctly, the program should subtract up each number in the list nums from the original total. The total should be printed after the subtractions are completed. For example, if nums is [3, 7, 2] then the output of the program will be: Total: 0 1 nums = [3, 7, 2] 2 total = 12 3 4 for num in nums: 5 # ( code WILL go here ) 6 # … Which of the following options is the correct missing code? (New code has been bolded.) a) 4 for num in nums: 5 total = total - nums[num] 6 print('Total:', total) b) 4 for num in nums: 5 total = total - num 6 print('Total:', total) c) 4 for num in nums: 5 total = total - num 6 print('Total:', total) d) 4 for num in nums: 5 print('Total:', total) 6 total = total - num 7. What will be the output of the program after the following code fragment is executed? 1 words = ['three', 'four', 'five'] 2 indices = [3, 2, 1] 3 for word in words: 4 for index in indices: 5 print(word[index], end=' ') 6 print() a) h r e o u r i v e b) e r h r u o e v i c) r h t o u f v i f d) t h r f o u f i v 8. Consider the code fragment below. It has a missing piece of code indicated by XXXXX. You are given a number. The program checks if the number is divisible by either 2 or 3, and prints Divisible by 2 or 3. if it is. number = 15 if XXXXX: print("Divisible by 2 or 3.") else: print("Not divisible by 2 or 3.") Which of the following is the correct completion of the if statements? a) number % 2 == 0 or number % 3 == 0 b) number % 2, 3 == 0 c) number % 2 == 3 or number % 3 == 2 d) number % 0 == 2 or number % == 3 9. What will be the output of the program after the following code fragment is executed? 1 lowest = 4 2 i = 16 3 4 while i > lowest: 5 print(i, end=' ') 6 i = i // 2 7 8 print(i, end=' ') a) 16 8 4 b) 16 8 4 2 c) 8 4 2 d) 8 4 2 1 10. What will be the output of the program after the following code fragment is executed? 1 letters = ['U', 'S', 'Y', 'D'] 2 for i in range(4): 3 print(letters[3 - i], end=' ') a) D Y S U b) U S Y c) It will print an IndexError d) U S Y D 11. If the missing lines are correctly filled in, the program should define a function named clean_message that returns a formatted message with a given item and cost. The main() function will use the clean_message function to get the message and print it. Below is the output of the program: The Blender costs $59 1 def # ( code WILL go here ) : 2 message = f'The {item} costs ${price}' 3 # ( code MAY go here ) 4 5 def main(): 6 item = 'Blender' 7 cost = 59 8 msg = clean_message (item, cost) 9 print(msg) 10 11 main() Which of the following options is the correct missing code? a) 1 def format_message(item: str, cost: int): ... 3 return message b) 1 def format_message(item: str, price: int): ... 3 return message c) 1 def format_message(name: str, cost: int): ... 3. # no code d) 1 def format_message(item: str, price: int): ... 3 print(message) 12. A function named format_message has already been defined in the program. The function has the following signature: format_message(company: str, id: int) -> str: The program should ask the user for a company name and id, then use the format_message function to generate the new formatted string from that input. # format_message defined above 11 def main(): 12 company = input('Enter your company: ') 13 id = input('Enter an id: ') 14 # ( code WILL go here ) 15 print(message) 16 17 main() Which of the following options is the correct missing code on line 14? a) 14 msg = format_message("Company", 100496) b) 14 msg = format_message(name, int(id)) c) 14 msg = format_message(name, id) d) 14 format_message(message) 13. What will be the output of the program after the following code fragment is executed? 1 def func_1(num: int): 2 x = num - 1 3 return x 4 5 def func_2(num: int): 6 y = num * 2 7 return y - 1 8 9 def main(): 10 x = 2 11 y = 4 12 13 print(func_1(x), end=' ') 14 print(func_2(y), end=' ') 15 print(x, end=' ') 16 print(y) 17 18 main() a) 1 7 2 4 b) 1 7 1 7 c) 2 4 2 4 d) 2 4 1 7 14. What will be the output of the program after the following code fragment is executed? 1 def show_lower (string: str): 2 print(string.lower ()) 3 4 def display_upper (name: str): 5 string = name 6 print(string.upper()) 8 9 def main(): 10 string = 'Wow AMAZING' 11 display_upper ('great job') 12 show_lower (string) 13 14 main() a) WOW AMAZING wow amazing b) GREAT JOB wow amazing c) Wow Amazing GREAT JOB wow amazing d) GREAT JOB great job 15. What will be the output of the program after the following code fragment is executed? 1 def check_balance (amount: int): 2 if amount == 20: 3 return 'Time to buy some lunch!' 4 elif amount == 30: 5 return 'When is the Minecraft movie?' 6 elif amount >= 10: 7 return 'Freedom!' 8 else: 9 return 'I am out of ideas.' 10 11 print(check_balance (20)) 12 print(check_balance (15)) 13 print(check_balance (30)) a) Time to buy some lunch! Freedom! Freedom! When is the Minecraft movie Freedom! b) Time to buy some lunch! Freedom! When is the Minecraft movie? c) Time to buy some lunch! When is the Minecraft movie? Freedom! I am out of ideas. d) Freedom! Freedom! Freedom! 16. Given the following code snippet: class Magic: def __init__ (self, num): self.num = num obj = Magic (5) print(obj.value) What will be printed? a) None b) 10 c) An AttributeError d) 5 17. You are designing a Vehicle class that should return a descriptive string when printed. The desired output format is: This vehicle is a "Mazda" made in 2007 Fill in the missing __repr__ () method for the class: Class Vehicle: def __init__ (self, make, year): self.make = make self.year = year # Missing __repr__ method Which of the following implementations correctly defines __repr__ () to meet the specification? a) def __repr__ (self, make, year): return f'This vehicle is a "{self.make}" made in {year}' b) def __repr__ (self): return f'This vehicle is a "{self.make}" made in {year}' c) def __str__ (self): return f'This vehicle is a "{self.make}" made in {year}' d) def __repr__ (self): print(f'This vehicle is a "{self.make}" made in {year}') 18. Given the following implementation of the Movie class: class Movie: def __init__ (self, title, year): self.title = title self.year = year def __repr__ (self): return f"{self.title} was released in {self.year}" m = Movie("The Big Short", 2015) print(m) What will be printed when the code is executed? a) The method print() is undefined for the class Movie b) The Big Short was released in 2015 c) Movie(The Big short, 2015) d) 19. Given the following Python class definition: class Person: def __init__ (self, name, age): self.name = name self.age = age person1 = Person("Elliot", 21) person2 = Person (23, "Charlie") print(person2.age – person2.age) What will the code print? a) 2 b) -2 c) Charlie.23 – Elliot.21 d) It will print a TypeError 20. Consider the code: class Value: def __init__ (self, x, y): self.x = x self.y = y def __eq__ (self, other): if isinstance(other, Value): return self.x == other.x or self.y == other.y return False What is the output of: v1 = Value (1, 2) v2 = Value (2, 3) v3 = [1, 3] print(v1 == v2, v1 == v3) a) True True b) False False c) True False d) False True Code Writing Questions (3 marks each) 21. Complete the following function by copying the function header below and implement code to return only the values that do not contain the given number. def get_value (values: list, number: int) -> list: # Implement code to return only the values that contain the given int Example: Input: get_value (['1234', '13579', '2468', '123'], 3) returns: ['1234', '13579', '123'] 22. Complete the following function by copying the function header increase_nums that takes a list of digits, and increases every digit in the list by 1. If it reaches 10, it should be a 0 instead. def increase_nums (number: list) -> list: # Increase every digit in the list by 1 Example: Input: increase_nums ( [4, 7, 9, 3, 1]) returns: [5, 8, 0, 4, 2]
FACULTY OF ECONOMICS AND MANAGEMENT EPPA1013/EPPD1033: PRINCIPLES OF ACCOUNTING SEMESTER II SESSION 2024/2025 PROJECT: FINANCIAL STATEMENT FOR SERVICE OPERATIONS This project is a business process simulation that contributes 20 marks (For EPPD1033 - 15 Marks) to the overall assessment for this course. It aims to enhance students' understanding and practical knowledge of different business types and ownership forms, the recording process, and the preparation of financial statements. This project is a group project with each group consisting of five (5) members. Each group must form a sole proprietorship business (simulation only) that operates services for 3 months starting from 1 April 2025 to 30 June 2025. In the setup phase, students will register the business, design the logo and business source documents, and plan the business activities, mission, and vision. During the operation phase, each business will conduct transactions, some of which will involve interaction with other student groups' businesses. Transactions will be recorded in journals and ledgers. In the final phase, each business will prepare financial statements and closing entries. PART A: GENERAL INSTRUCTIONS 1. The group consists of 5 (five) members 2. Each group needs to determine the type of service business they will run Examples of service business include: i. Advertising ii. Delivery iii. Photocopying iv. Accounting Firm v. Salon vi. Consultancy/ Advisory Services 3. Each group also needs to determine the name of the business they will be running. The business name needs to be registered by completing the Business Registration Form (Form A) and the Business Name Approval Form (Form PNA.42) which can be downloaded from the Companies Commission of Malaysia (SSM) website. The business being conducted must be a sole proprietorship. PART B: PROJECT IMPLEMENTATION The detailed activities for the project implementation are as follows: WEEK ACTIVITY LEARNING OUTCOMES* 1 & 2 Form. groups of five members - 3 o To register your business (simulation only), each group needs to: • download FormA and Form PNA42 from the Companies Commission of Malaysia website, • fill out the forms. o In this activity, each group must also provide the following information: • Business name (as registered with SSM), • Business logo, • Main business activity, • Mission, and Vision of the business 1 4 Design source documents that will be used in your business transactions. Examples of source documents include: • official receipts, • sales invoices, • payment vouchers. 1 5 Conduct at least 30 transactions for the first three months of the business: • Each transaction must have a source document and be recorded. • These 30 transactions should consist of 10 transactions with other groups and 20 transactions not involving other groups (e.g., paying employee salaries). You may use UKMFOLIO or WhatsApp groups to communicate with other group members. • Analyze each transaction using the accounting equation. 1 & 3 6 Using the transactions that have been made: • Record journal entries for each transaction, • Open all relevant accounts, • Post all journal entries, • Prepare a trial balance. 2 & 3 7 o Prepare at least 5 adjustment entries, • Record adjustment entries, • Post adjustment entries, o Prepare an adjusted trial balance. 2 & 3 8 o Prepare financial statements, o Record closing entries, o Prepare a post-closing trial balance. 2 & 3 LEARNING OUTCOMES*: 1. Identify accounting concepts and principles in business. 2. Complete the steps in the complete accounting cycle for the preparation of financial statements. 3. Practice ethical behaviour in accounting information selection. PART C: PROJECT REPORT SUBMISSION The output of the entire project including the financial statements must be submitted in softcopy (words document/ PDF file) via UKMFolio by the group leader in the 13th week of the lecture session, which is no later than Sunday, 22 June 2025, at 11.59 p.m. Early submission is welcome. The weighting for the assessment of this project is 20%, of which 15% is assessed through the project report submitted (group mark) and another 5% through the assessment of peers in the group (individual mark). (For EPPD 1033, all 15% is assessed through the project report submitted (group mark)).
IB3810 Critical Issues in Management Individual Assignment, 2024 Assignment Instructions All assignments must be submitted ONLINE via my.wbs by 12pm (midday) UK time on the date displayed against this assessment. Please allow sufficient time to complete the automatically generated coversheet, especially if (where permitted) you have used a generative Artificial Intelligence (AI) tool during the process of completing your assessment as you will be asked to briefly outline which AI tool you have used and what you have used it for. Word Limit 2000 word limit. Word Count Policy WBS has a school-wide policy on word counts. This is strictly enforced to ensure consistency across modules and programme. You can find more information about this policy in the Undergraduate Student Handbook under Academic Practice -7i. Word count policy. This is a strict limit not a guideline: any piece submitted with more words than the limit will result in the excess not being marked. Academic Practice Please ensure you read the full guidelines forAcademic Practicein the Undergraduate Student Handbook and ensure you understand it. If in doubt, please seek clarification in advance of your submission. This includes important information on: • Cheating, plagiarism and collusion • Correct referencing • Using internet sources in assessments • Academic writing • English Language support • Word count policy When you submit this assignment online, you will be required to tick a declaration box indicating that the work involved is entirely your own. Each assignment will be put through plagiarism software to identify any collusion or inadequate referencing of materials used from different sources. Please do not submit images of your typed work unless you have been specifically requested to do so. We would consider taking action if your work: 1. is too reliant on the words of particular authors (rather than presenting your ideas in your own words), if the essay uses the ideas or words of an author without referencing them or putting their words into quotations (plagiarism). 2. suggests that you have worked very closely with another student or students (unless explicitly asked to do so by your Module Leader/Tutor) (collusion). 3. includes unreferenced work that you have previously submitted for any accredited course of study (unless explicitly asked to do so by your Module Leader/Tutor) (self-plagiarism). The Use of Artificial Intelligence (AI) The University recognises an increasing number of technologies such as Artificial Intelligence and that they may be applicable in your completing this assessment. The assessment brief sets out specific requirements or restrictions, and the Undergraduate Student Handbook has further guidance and advice. You are reminded that the inappropriate use of such a technology may constitute a breach of University policy, such as the Proofreading Policy or Regulation 11 (Academic Integrity). If you breach these policies, it may have significant consequences for your studies. Please make sure you read and understand the assessment brief and how AI may or may not be used. If a generative AI or similar is permitted and has been used you MUST make clear why you used such a tool or service, what you used it for and you will be obliged to confirm that you take sole intellectual ownership of any submitted work. Failure to disclose the use of generative AI (or similar) at the point of submission may be prejudicial in any later investigations should they arise. For this assessment the use of AI is: - Prohibited You MUST NOT use any generative Artificial Intelligence in this assessment unless specifically authorised for reasonable adjustments. You MAY use non-generative tools such as a spell-check, basic grammar check (non-generative), calculator or similar. If you have any doubts about a tool or service you plan to use please contact the module leader. Extensions and Self-certification Late submissions will incur a penalty of 5% for every 24 hour period after the due date and time, i.e. this begins one minute after the submission deadline (beginning at 12.01pm). Requests for specific extensions (of up to 15 days) which are typically for longer and more serious concerns must be submitted via my.wbs ideally 72 hours BEFORE the deadline. Extensions can only be approved if you clearly detail your circumstances and provide supporting documentation (or a reason as to why you cannot provide the supporting documentation at the time) as set out in the Mitigating Circumstances Policy. Self-certification is a university-wide policy whereby you are permitted an automatic extension of 5 working days on eligible written assessed work without the need for evidence. WBS permits self-certification for all types of written, assessed works such as essays and dissertations. It is not permitted for exams, course tests, or presentations. You can self-certify twice within each year of study, starting from the anniversary of your course start date. This will cover all eligible written assessments that fall within the self-certification period, as long as they have not previously had an extension applied. To find out further details about the self-certification policy please see:https://my.wbs.ac.uk/-/academic/20778/item/id/1244460/. If you wish to self-certify for an extension of 5 working days, please select 'Self-certification' in the Extension Type field. If you wish to request a longer extension than 5 working days, please leave the Extension Type as 'Standard'. Your assignment instructions begin below. Allegations of bullying and abuse at The Kitchin - pressures in haute cuisine Tom Kitchin, a renowned Scottish chef, has built a celebrated career in the culinary world, achieving one of the highest honours in the restaurant industry - a Michelin star. However, recent allegations of abusive behaviour at his Edinburgh-based restaurant, The Kitchin, have cast a shadow over his reputation. In 2021, several former employees of The Kitchin came forward with serious allegations against head chef and owner. These allegations painted a picture of a toxic workplace characterised by verbal abuse, physical intimidation, and bullying. Former staff reported incidents of being shouted at, insulted, and in some cases, physically pushed by Kitchin or other senior members of the kitchen staff. One former employee alleged that in 2017, a senior chef hit them with a hot tray, causing it to burn their forearms. This was as a result of the chef being upset about overcooked food. The former employee told The Guardian (2021) “It was incredibly painful. I was so angry and upset I almost went for him, what stopped me was the shame of the idea of being sacked from a Michelin-star kitchen.” One former employee described the atmosphere as a “toxic workplace”. A Guardian (2021) article detailing the case, revealed that staff suspensions followed widespread social media claims about a toxic workplace culture at The Kitchin. Following these allegations, Kitchin suspended the senior staff members implicated in the reports, hired an external HR consultancy to investigate the organisation, and issued a public statement. Whilst Kitchin acknowledged the need for better workplace conditions, he also argued that top level kitchens are challenging environments to work within and that the restaurant had been operating under what was often a ‘traditional culture’ in kitchens (The Herald, 2021). The Michelin Guide: a source of prestige and pressure Haute cuisine refers to the elite level of professional cooking and is commonly associated with widespread critical recognition, particularly through the prestigious Michelin Guide and its star-rating system. For chefs like Kitchin, the Michelin Guide represents the pinnacle of culinary achievement. A single star can elevate a restaurant's reputation overnight, while multiple stars solidify a chef’s place among the global elite. For many chefs, the journey to earning a Michelin-star is seen as the ultimate validation of their skills and creativity. However, Michelin also has the ability to take stars away, which can have significant effects on a chef’s career and the restaurant's performance. A loss of a star can result in decreased customer interest, revenue drops, and a hit to the chef’s reputation. For example, in 2019, renowned chef Marc Veyrat sued the Michelin Guide after his restaurant lost its third star (BBC, 2019). Veyrat ultimately had his case dismissed by the French court, but the legal case highlights the impact of Michelin-star removal on top chefs with Veyrat stating he had been “plunged into months of depression” as a result (BBC, 2019). Once a restaurant receives its star(s), the pressure to maintain or improve them can become relentless. Michelin inspectors visit anonymously and sporadically, meaning chefs never know when they are being evaluated. This uncertainty contributes to constant vigilance in kitchens, as every service could be the one that determines whether they keep or lose their Michelin-star status. Tom Kitchin has spoken candidly about the immense pressures of maintaining and increasing Michelin-stars throughout his career, stating that “I would be lying if I said we aren’t” trying to pursue a second Michelin-star. He acknowledged that working in top level kitchens like The Kitchin means "high-pressure, frenetic, and challenging" environments, where "emotions often run high" (BBC, 2021). Other top chefs have also emphasised the importance of maintaining standards during every service as they are “never aware of the inspectors visit” (BBC, 2024). Former employees at The Kitchin claimed that this pressure contributed to the toxic workplace environment, where “pain, suffering and sacrifice” are perceived as key to achieving success (The Guardian, 2021). The Michelin-star is a double-edged sword - while it may provide motivation and status, it can also generate an atmosphere of constant pressure and anxiety. Some chefs, overwhelmed by the demands of Michelin, have chosen to return their stars. Chefs like Marco Pierre White and Sébastien Bras have famously handed back their stars, citing both the pressure of the Michelin system and a desire for more creative freedom (CNN, 2020). Brigade de Cuisine: structure and control The haute cuisine industry, particularly for those in pursuit of Michelin-stars is often a highly structured process. Many kitchens in this industry are modelled after the ‘brigade de cuisine’ or ‘kitchen brigade’ system. This system, developed by the French chef Georges-Auguste Escoffier in the late 19th century, is modelled after military hierarchies (The Guardian, 2023). It was designed to ensure efficiency and discipline in the kitchen. Each position within the brigade has a clearly defined role, allowing for specialisation and precise execution of tasks. In top kitchens, head chefs like Kitchin often maintain strict control over all aspects of the kitchen’s operations. This authority extends to both the food and the people. In such environments, top chefs often motivate through fear, using intimidation and verbal reprimands to ensure that their staff meet the exacting standards required. For many chefs, this control is essential to maintain the discipline and focus needed to achieve consistent high standards. However, in this system, the head chef is not simply a manager but also often the defining figure of the restaurant itself. As described in a New York Times (2020) article, "The chef is in sharp focus, but everything else - everyone else is an inconsequential blur." The head chef is often perceived as the embodiment of the restaurant, responsible for both its creative vision and its success. The employee experience: stress, fear, and burnout For employees lower down in the hierarchy, the experience of working in a Michelin-star kitchen can be a double-edged sword. On the one hand, it offers a unique opportunity to learn from some of the best chefs in the world and to build a reputation within the industry. Many young chefs endure demanding hours and harsh conditions in the hope that the prestige of working in such an establishment will open doors to future opportunities. However, the reality of working in these kitchens is often marked by high levels of stress, fear, and burnout. Junior chefs and kitchen staff frequently endure long hours, sometimes working 14 to 16- hour days, with little time for breaks. Constant pressure to perform at a consistently high level can lead to exhaustion, both mentally and physically. Employees at many top kitchens report that the fear of making mistakes creates an atmosphere of anxiety, where even minor errors were met with severe reprimands. The environment reported at The Kitchin is not unique. A 2023 study reported in The Guardian revealed that suffering has become "central to the culture of elite kitchens." The study found that long hours, abusive behaviour, and high levels of stress are common across top kitchens globally. The union representing hospitality workers has argued that abuse has become "normalised" in many professional kitchens (The Independent, 2021). They have called on the restaurant industry to take more responsibility for protecting employees from exploitation and harm, highlighting the need for systemic change to ensure safer, more supportive workplaces. The assignment: Your task is to analyse the factors that may have contributed to Kitchin’s rise to prominence and the subsequent allegations of bullying and abuse. You should consider this within the broader context of the haute cuisine industry. Your assignment should apply two of the four organisational frames discussed in the module - structural, political, human resource, and symbolic – to analyse these factors. Sources: BBC News (2021) 'Chef Tom Kitchin staff suspended over bullying claims', BBC News, 3 July. Available at: https://www.bbc.co.uk/news/uk-scotland-edinburgh-east-fife-57708537 (Accessed: 14 October 2024). BBC News (2020) 'French chef sues Michelin guide over lost star', BBC News, 31 December. Available at: https://www.bbc.co.uk/news/world-europe-50959570 (Accessed: 14 October 2024). BBC Travel. (2024) 'How do restaurants actually get a Michelin star?', BBC Travel, 23 August. Available at: https://www.bbc.com/travel/article/20240823-how-do-restaurants-actually-get-a- michelin-star (Accessed: 14 October 2024). CNN Travel. (2020) 'Why Michelin chefs return their stars', CNN Travel, 3 January. Available at: https://edition.cnn.com/travel/article/why-michelin-chefs-return-stars/index.html (Accessed: 14 October 2024). Edinburgh News. (2021) 'Tom Kitchin keeps Michelin star for 14th year in a row as 2021 guide is launched', Edinburgh News, 26 January. Available at: https://www.edinburghnews.scotsman.com/lifestyle/food-and-drink/tom-kitchin-keeps-michelin- star-for-fourteenth-year-in-a-row-as-2021-guide-is-launched-3113728 (Accessed: 14 October 2024). The Guardian (2021) 'Tom Kitchin restaurant staff suspended after allegations of bullying', The Guardian, 2 July. Available at: https://www.theguardian.com/uk-news/2021/jul/02/tom-kitchin- restaurant-staff-suspended-bullying-allegations-toxic-workplace-social-media-claims (Accessed: 14 October 2024). The Guardian. (2023) 'Extreme suffering “central” to culture of elite kitchens, study finds', The Guardian, 20 January. Available at: https://www.theguardian.com/food/2023/jan/20/extreme- suffering-central-to-culture-of-elite-kitchens-study (Accessed: 14 October 2024). Herald Scotland. (2021) 'Tom Kitchin breaks silence on abuse allegations', Herald Scotland, 16 July. Available at: https://www.heraldscotland.com/life_style/food_and_drink/latest/19449469.tom- kitchin-chef-breaks-silence-abuse-allegations/ (Accessed: 14 October 2024). The Independent. (2021) ‘Restaurants where staff are bullied or abused should be stripped of Michelin stars, union says’, The Independent, 5 July. Available at: https://www.independent.co.uk/life-style/food-and-drink/chef-union-michelin-star-restaurant- bully-allegations-b1878423.html(Accessed: 14 October 2024). The New York Times. (2020) 'The restaurant industry’s moment of reckoning', The New York Times, 4 August. Available at: https://www.nytimes.com/2020/08/04/dining/chef-restaurant-culture.html (Accessed: 14 October 2024).
ECON4331 Suggested topics: Human capital 1. How is occupational skill level related to reading skills in different countries (STEP, PIAAC)? 2. How are reading skill levels in different countries over time related to educational attainment (DHS)? 3. How does the wage return to education vary between rich and poor countries (IPUMS)? 4. Is the return to education different when measured in wages or in consumption levels? (IFLS)*? 5. What is the relationship between reading skills and parental education in rich and poor countries (PISA, PIAAC)? 6. How are reading and numeracy skills related to gaps in native vs foreign born labor market outcomes (PIAAC)? 7. How does female labor force participation and development across space, time, and different individual charateristics (IPUMS, PWT) 8. How do reading skills vary across cohorts in Vietnam, South Korea, and Kenya. (STEP/PIAAC) Income 9. Construct poverty measures from household surveys and relate them to education and household size. (LSMS) 10. Use household survey to explore how regional education levels are related to regional consumption levels (LSMS). 11. Use household surveys to construct an inequality measure of household consumption levels. 12. Measure how share of expenditure put on food vary with overall consumption (LSMS, CEX). 13. Construct food price indexes in rural and urban areas and compare difference between real and nominal incomes as measured in food (IFLS)?* Structural change/urban versus rural 14. Differences in consumption levels between urban and rural areas (IFLS). 15. Agricultural yields and size of plots (LSMS-ISA) 16. Agricultural yields and fertilizer use in Africa. (LSMS-ISA) 17. Differences in amenities between urban and rural areas (IPUMS) 18. Marriage rates by age and gender in urban and rural areas. 19. The income elasticity of food consumption (LSMS). Politics 20. What is the relationship between education and pro-democratic values in Africa? (Afrobarometer) Gender 21. How do attitudes to female empowerment as measured in the DHS depend on individual and country characteristics? (DHS) 22. How has the age of first marriage across and countries? (IPUMS; DHS) 23. How does the employment rate of women vary across rich and poor countries, and across households with different characteristics (e.g. marital status)? (IPUMS) Demographics 24. How does income vary by age in countries with different income levels (IPUMS, LSMS)? 25. How has the relationship between mother’s education and fertility changed over time (IPUMS)? 26. How do birth rates vary across urban and rural areas across countries with different income levels? (IPUMS, DHS) 27. Use DHS to construct a measure of total fertility rates in different countries and over time. (DHS) Health 28. What is the relationship between infant mortality rates and mother’s education level (DHS). 29. What is the relationship between infant mortality rates and birth spacing (DHS). 30. Child health and mother’s education level (DHS). 31. How do child and maternal health depend on knowledge of and/or access to family planning services (DHS)? 32. How does health behavior (e.g., tobacco, alcohol, drug use, nutrition) vary across households with different characteristics (e.g., education, income level) (IPUMS, DHS)? 33. Rural and urban gap in health care access and utilization (IPUMS) 34. How does medical expenditure vary across age, sex, and income level? How has this relationship changed over time? (IPUMS, MEPS)
MAT136 Test 2 Version A (10:10 am – 12:00 pm ) A1. [2 marks] Write a possible value of b for which the following integral will be an improper integral. If there is no such value, write “Not possible”. A2. [2 marks] If it converges, evaluate dx and write its value in the box below. If the integral does not converge, write “does not converge”. A3. [2 marks] Let P(t) be the population of a city in year t. Give an example of a differential equation in which P is proportional to A4. [2 marks] If the following differential equation is separable, write its general solution. If it is not separable, write in the box “Not Separable”. A5. [2 marks] Newton’s Second Law of Motion is given by the equation: where v, the velocity of an object in kilometres per hour, is a function of time t in hours, and k, m, and g are all constants that are bigger than zero. Write an inequality involving v and these constants which implies that v is increasing. A6. [2 marks] Consider the following system of differential equations, in-volving functions a(t), b(t), and their derivatives: Write the coordinates of any equilibrium solutions to the above system in the form. (a, b). If there are no equilibrium points, write “No points”. A7. [2 marks] Consider the series When you apply the Ratio Test to this series, we let where an is the n th term in the series. Write in the box below the value of L for the above series. A8. [2 marks] Let be a convergent series. Does converge or diverge? If the series converges, write “converge” in the box. If the series diverges, write “diverge” in the box. If there is not enough information to decide, write “not enough info” in the box below.
Assessment overview for BU1007 Principles of Data Analysis for Business Assessment 1 Assessment title Aligned subject learning outcomes • describe the practical relevance of data analysis for application in business contexts • apply appropriate methods, interpret results and recommend actions to make insightful business decisions and solve Weighting and due date dueonpmSingapore time Individual or Group Word or time limit Requirements for successful completion of this assessment item nt items.Studentswho have complet requirementswillreceivean‘X’gradeFail Generative AI use Generative AI tools are restricted in this assessment item telligence(GenAI) in orderto refine the academic l .TestQuiz Aligned subject learning outcomes • describe the practical relevance of data analysis for application in business contexts; • apply appropriate methods, interpret results and recommend actions to make insightful business decisions and solve Weighting and due date dueonFridaybetweenpmandpm Individual or Group Word or time limit hoursDemonstrate a reasonable attempt on all assessme ed lessthan 80% of assessment ().In this assessment,you must not use GenerativeArtificial Intelligen generation of any materials or content in relationtothe assessmentitem. Assessment 2: Description Assessment 2 is an online test and is accessible on the LearnJCU subject site-assessment page on July 25, 2025 (Friday) in week 8. You can access the test anytime between 7:00 pm and 8:00 pm (Singapore time) on this date, but as soon as you start your test, you will have 2 hours to complete it. You have one attempt at this test; once you commence the test, you must complete it. It cannot be saved and returned to later. Please pay close attention to the lecturer’s announcement before the test for any possible changes in the access time or due date. This online test will cover all work up to and including materials covered in weeks 4-6. You may need to use Excel and/or calculator to answer these questions. As these tests are completed online, you need access to reliable internet. If you do not have reliable internet, then JCU facilities can be used (either using JCU computers or using your own computer connected to the internet via JCU WiFi on campus). It is the responsibility of the student to ensure they have reliable access to internet and technology to undertake these assessments by the due date. No extensions will be granted for missed exams unless under exceptional circumstances where supporting documentation has been provided (e.g. medical certificate). Submission: Be reminded that the test is timed, and from the time you start the test, you will have 2-hours to complete it. You cannot pause and return later. Your answer will be saved when you proceed to the next question. On completion of the test, click “submit”. If you encounter technical difficulties, immediately contact [email protected] and [email protected], and explain exactly what has or hasn’t taken place. They will prompt you for the other pertinent details such as computer type, browser etc. Please remember to take a full screenshot of the issue to support your explanation. Important facts to remember: 1- It is essential to remember your quiz access time; the quiz will only appear on LearnJCU under the assessment only between 7:00 pm and 8:00 pm (Singapore time) on the due date. Failing to access the quiz during the allotted time will result in zero scores for your quiz. 2- Once you start a quiz, it cannot be paused. You must complete it within the remaining time. Logging out of LearnJCU or closing your browser does not stop the clock. 3- If you start the quiz but leave it, close it, or simply do not answer any questions, your score will be submitted as a zero. If you start answering questions but run out of time without finishing the quiz, your current score will automatically be sent to your lecturer. Before you start: 1- To avoid any technical problems such as internet drop out or screen freeze, please ensure you are working on a PC/Mac desktop or laptop with a fast and reliable internet connection. 2- Do not attempt this test on a mobile device, tablet or smartphone. 3- Do not attempt this test on Internet Explorer. 4- Please ensure you have a LearnJCU compatible browser such as Chrome or Firefox. There is a web browser checking tool on the login page of LearnJCU:https://learnjcu.jcu.edu.au/ 5- Remember to only use navigation tools embedded in the quiz page. Do not use the back and forward buttons in your browser. 6- You need to complete your quiz in one session - do not leave and come back to it later. Assessment 3 Assessment title Aligned subject learning outcomes • describe the practical relevance of data analysis for application in business contexts • apply appropriate methods, interpret results and recommend actions to make insightful business decisions and solve Weighting and due date dueonSaturdaybetweenpmandpm(Singapore time)Individual2 Requirements for successful completion of this assessment item nt items.Studentswho have complet requirementswillreceivean‘X’gradeFail Generative AI use Generative AI tools cannot be used in this assessment task ce(GenAI) for any elements ofthe assessmenttask including the ntothe assessmentitem. Assessment 3: Description Similar to Assessment 2, Assessment 3 is an Online Exam and will take place within the examination period, after we have finished our learning unit on “Inferential Statistics” which covers weeks 7-10. It is designed to examine students’ knowledge on the concepts covered during that unit. Students will be presented with a case study from which several questions will be asked. It will involve multiple choice and short answer type questions. Students may need to use Excel and/or calculator to answer these questions. Instructions: 1. You can access the test during the given access time 7pm-8pm (Singapore time) on the due date. Please pay close attention to the lecturer’s announcement before the test for any possible changes in the access time or due date. You have one attempt at this test; once you commenced the test, youmust complete it. This test comprises multiple choice and/or fill-in-the-blanks questions that either requires you to select an answer option from given options or provide missing word/words or values. Excel file workings must be uploaded after you complete the test. 2. This test is completed online via LearnJCU, so you need access to reliable internet. If you do not have reliable internet, then JCU facilities can be used (either using JCU computers or using the student’s own computer connected to the internet via JCU WiFi on campus). It is the responsibility of the student to ensure they have reliable access to internet and technology to undertake assessments by the due date. No extensions will be granted for missed tests unless under exceptional circumstances where supporting documentation has been provided (e.g. medical certificate). 3. In the unlikely event that you are too sick to make it to an exam (or some other unexpected event prevents you from getting to the exam), or if you are okay to make it to the exam, but you feel that something has prevented you from doing as well as you normally would (e.g., the neighbours were noisy and you didn't sleep so well, or the bus broke down so you were late, something like that), then you need to fill in an application for special consideration at Special consideration - JCU Australia within TWO university working days after the test date.
INFO1110 Introduction to Programming Semester 1 - Mock, 2025 MOCK EXAMINATION Section A: Foundation Knowledge begins here. There are 22 total Questions. Only complete this section if you do not have OK or above in the Foundation Test The multiple-choice questions (Q1-Q20) are worth 1 mark each The coding questions (Q21-Q22) are worth 3 marks each (1) What will the following code print? print("X-Y " * 3 + "") (a) X-Y X-Y X-Y (b) X-Y X-Y X-Y * (c) X-Y3* (d) X-YX-YX-Y* (2) Consider the code fragment below. Fill in the missing line so the program asks for the user’s age and stores it: XXX print("Your age is:", age) (a) age = print("Enter your age: ") (b) input("Enter your age: ") = age (c) age = input("Enter your age: ") (d) print("Enter your age: ") age = int (3) Which of the following lines will correctly display: "I have 5 apples costing $2.50 each." count = 5 fruit = "apple" price = 2.5 print(XXX) (a) f"I have {count} {fruit}s costing ${price} each." (b) f"I have {count} {fruit}s costing $2.5 each." (c) f"I have {count} {fruit}s costing ${price:.2f} each." (d) "I have " + count + fruit + "s costing $" + price (4) Which of the following code blocks correctly calculates how many slices of pizza can be bought and how much change remains? budget = 20.0 slice_price = 3.25 XXX print(f"Slices: {slices}, Change: ${change:.2f}") (a) slices = budget % slice_price change = budget // slice_price (b) slices = int(budget / slice_price) change = budget - (slices * slice_price) (c) slices = budget * slice_price change = slice_price - budget (d) slices = slice_price // budget change = slice_price % budget (5) What will the following code print? print("Goodbye" + "Moon", "See" + "You") (a) GoodbyeMoon SeeYou (b) Goodbye Moon See You (c) GoodbyeMoonSeeYou (d) Goodbye Moon (6) What is the output of the code below? nums = [1, 2, 0, 3] total = 0 for i in nums: total += nums[i] print(total, end=' ') (a) 1 2 3 6 (b) 2 2 2 5 (c) 1 3 3 6 (d) 2 2 3 6 (7) What is the output when running this code with inputs in this order (if required): 1 6 4 attempts = 0 guess = -1 while guess != 4 and attempts < 2: guess = int(input("Number: ")) attempts += 1 if guess > 4: print("Too high") elif guess < 4: print("Too low") if guess == 4: print("Nice!") (a) Number: 1 Too low Number: 6 Too high Number: 4 Nice! (b) Number: 1 Too low (c) Number: 1 Too low Number: 6 Too high Nice! (d) Number: 1 Too low Number: 6 Too high (8) What is the final output? value = 100 withdraw = 150 allow_negative = False if withdraw > value: if allow_negative: value -= withdraw else: withdraw = value value = 0 else: value -= withdraw print(f"Withdrawn: {withdraw}, Remaining: {value}") (a) Withdrawn: 100, Remaining: 0 (b) Withdrawn: 150, Remaining: -50 (c) Withdrawn: 150, Remaining: 100 (d) Withdrawn: 50, Remaining: 100 (9) What will be the value of final after running this code? items = ['a', 'bb', 'ccc', 'd'] final = [] for x in items: if len(x) > 1: final.append(x.upper()) else: final.append('z') (a) ['z', 'bb', 'ccc', 'z'] (b) ['z', 'BB', 'CCC', 'z'] (c) ['A', 'BB', 'CCC', 'D'] (d) ['a', 'bb', 'ccc', 'd'] (10) What does this program output? text = 'robot' while len(text) > 2: print(text[1]) text = text[1:] (a) robo (b) bo (c) obo (d) obot (11) What will be the output of the program after the following code fragment is executed? def show_info(place): print(f"Visiting {place.upper()}") def run(): location = 'Berlin' show_info('Tokyo') show_info(location) run() (a) Visiting BERLIN Visiting BERLIN (b) Visiting TOKYO Visiting TOKYO (c) Visiting TOKYO Visiting BERLIN (d) Visiting BERLIN Visiting TOKYO (12) Complete the code to replace ‘XXXX’ to compute and display the total bill. def calculate_total(item: str, qty: int) -> float: return qty * 2.0 def main(): name = input('Item: ') number = input('Qty: ') XXXX print(f'Total: ${bill:.2f}') main() (a) bill = calculate_total(int(number)) (b) bill = calculate_total(name, int(number)) (c) bill = calculate_total(int(name), int(number)) (d) bill = calculate_total(number) (13) What does the following code output when executed? def describe(temp): if temp > 30: return 'Hot' elif temp < 0: return 'Cold' else: return 'Cool' print(describe(25)) print(describe(-1)) print(describe(31)) (a) Cool Cold Hot (b) Hot Cold Cool (c) Cool Cool Hot (d) Hot Cool Cold (14) What will be the output of the program after the following code fragment is executed? def review(score): if score 90: return "Outstanding" else: return "Pass" print(review(50)) print(review(90)) print(review(100)) (a) Fail Pass Outstanding (b) Pass Outstanding Outstanding (c) Pass Pass Outstanding (d) Fail Outstanding Outstanding (15) Fill in the missing lines to define functions start_challenge and complete_challenge. • start_challenge should display the player’s experience points when starting the challenge. • complete_challenge should display the player’s experience points after completing the challenge, and then display how much experience they gained. Challenge 5 started: XP at 250. Challenge 5 completed: XP at 550. You earned 300 XP! 1 def # ( code WILL go here ): 2 print(f'Challenge {challenge} started: XP at {xp_start}.') 3 4 def # ( code WILL go here ): 5 gained = xp_end - xp_start 6 print(f'Challenge {challenge} completed: XP at {xp_end}.') 7 print(f'You earned {gained} XP!') 8 9 def main(): 10 challenge_id = 5 11 initial_xp = 250 12 start_challenge(challenge_id, initial_xp) 13 14 # Time passes as player completes the challenge... 15 final_xp = 550 16 complete_challenge(challenge_id, initial_xp, final_xp) 17 18 main() Which of the following options is the correct missing code? (a) 1 def start_challenge(challenge: int, xp_start: int, xp_end: int): ... 4 def complete_challenge(challenge: int, xp_start: int, xp_end: int): (b) 1 def start_challenge(challenge: int, xp_start: int): ... 4 def complete_challenge(challenge: int, xp_end: int, xp_start: int): (c) 1 def start_challenge(challenge: int, xp_start: int): ... 4 def complete_challenge(challenge: int, xp_start: int, xp_end: int): (d) 1 def start_challenge(challenge: int, xp_start: int, xp_end: int): ... 4 def complete_challenge(challenge: int, xp_start: int): (16) What is the purpose of the __init__ method in a Python class? (a) To initiate a loop inside the class. (b) To create a new object’s state when it is created. (c) To delete an object when it's no longer needed. (d) To duplicate an object of the class. (17) What is the output of this code? class Dog: def __init__(self, name): self.name = name def adopt(self, new): self.name = new def speak(self): return f"Woof, I am {self.name}!" buddy = Dog("Buddy") buddy.adopt("Max") print(buddy.speak()) (a) Woof, I am new! (b) Woof, I am Buddy! (c) Woof, I am Max! (d) Woof, I am name! (18) Choose the correct init definition for initializing title (str), pages (int), and genre (str). class Book: # Missing method (a) def __ init __ (self, title, pages, genre): self = Book(title, pages, genre) (b) def __init__(title, pages, genre): title = title pages = pages genre = genre (c) def __init__(self, title, pages, genre): self.title = title self.pages = pages self.genre = genre (d) def __init__(title, pages, genre): Book(title) Book(pages) Book(genre) (19) Given the following class definition: class Bike: def __init__(self, brand): self.brand = brand self.wheels = 2 What is the output after executing: bike_1 = Bike("Toyota") bike_2 = Bike("Honda") bike_1.wheels = 3 print(bike_2.wheels) (a) 3 (b) 2 (c) An error is raised. (d) 0 (20) Given the following class definition: class Athlete: def __init__(self, height, age): self.height = height self.age = age sprinter = Athlete(200, 21) swimmer = Athlete(205, 23) print(swimmer.height - sprinter.age) What will the code print? (a) 5 (b) 182 (c) 184 (d) 2 (21) Complete the following function that takes a tuple of integers as input and returns a single string of numbers separated by commas. Example: Input: join_numbers((4, 8, 3)) returns: '4,8,3' def join_numbers(numbers: tuple) -> str: (22) Complete the function rotate_left that has two parameters, a list and an integer n. It should return a list with every element rotated to the left by n positions. Elements that rotate out of the list should re-enter on the opposite end. You can assume n will not be larger than the length of the list. Sample input and output: Input: rotate_left([1,2,3,4], 1) Returns: [2,3,4,1]
Deep Dive 2 Due Wednesday, June 11, 2025 Please pick one of the options below, and submit all supporting work on Canvas. This is strictly an individual assessment, so please work alone. Ilya will be happy to answer any questions during the deep dive, but it will be at his discretion if the answer is giving away too much. So please ask questions if anything is unclear; worst case, Ilya will say he cannot answer the question. You are not permitted to work together or get any help from other humans (or sentient machines), but you may use any other resources, including but not limited to our class notes, videos, the internet (including generative AI models), and textbooks. OPTION 1: Build a Circuit For this option, you will design and build an electrocardiogram (ECG) reader. This will involve building and characterizing an instrumentation amplifier and using it to record your own electro-cardiogram. If you choose this option, please talk to Ilya as soon as possible to get ECG electrodes. Make sure to show all work clearly to receive credit! 1. The schematic for an instrumentation amplifier is given in Fig. 1. It can be thought of as consisting of 3 stages, as shown in Fig. 2. Each stage has a specific purpose, which you will explore below. The goal of the device is to amplify the difference between two signals. The total gain of the instrumentation amplifier can be given as: （1) Figure 1: Instrumentation amplifier schematic. Figure 2: Instrumentation amplifier schematic, broken into stages. (a) Stage 1 is a buffering stage. (The 100 kΩ resistors are purely for safety, so as to limit the current that can possibly go to the body.) Find the gain of Stage 1 in terms of v1−v2 (i.e. if we call the output of the top op-amp v3 and the output of the bottom op-amp v4, we are looking for ). (b) Stage 2 is an amplifier we studied in class. Find the gain of Stage 2 in terms of v3 − v4 (i.e. if we call the output of the op-amp in Stage 2 v5, we are looking for ). (c) Stage 3 is a bandpass filter with gain. You do not have to characterize this part of the circuit. It will have a gain of relative to v5, which you can plug directly into Equation (1). Use values of C1 = 1µF, R5 = 200kΩ, C2 = 1nF, R6 = 1MΩ. This should give cutoff frequencies of 0.8Hz and 160Hz, and a gain of -5. Plug your answers from parts 1(a) and 1(b), along with the given answer from part 1(c), into Equation (1), which will give you the total gain. Use a 10 kΩ potentiometer for R1, and choose values for R2, R3, and R4 such that the total gain is around 100 when R1 = 5 kΩ. Choose values in the 1 kΩ – 100 kΩ range. Keep in mind that not every possible value is available. Therefore, you may not get exactly a gain of 100. You don’t have to fine-tune your resistances (using parallel and series combinations) to get exactly 100, as long as it is reasonably close. 2. Now, you will build the circuit and measure your ECG. You will use the TL084CN op-amp that is in your kit, along with some alligator clips (available in the lab and in your kit) and ECG electrodes (that will be provided to you). Follow the steps below. (a) First, build the circuit in Fig. 1. This should require just one TL084CN chip, as it is a quad op-amp. Take a photo of your final circuit. (b) Next, using your AD2, supply +5 V and -5 V to the op-amp. Using the waveform. gen-erator, input a 10 mV, 1 Hz sine wave at v1, and ground at v2. Set your R1 potentiometer to 5 kΩ. Using the oscilloscope, measure the output. Do you get what you expect? If not, what is a potential reason for the discrepancy? Using both channels of the oscilloscope, measure v1 and vout. Scale them so that both are clearly visible, and take a screenshot. In the screenshot, please make sure that axis labels are clearly visible, and please include the boxes on the right that show the volts/division for both channels. (c) Finally, you are ready to measure the ECG. First, turn off the power supply and waveform. gen-erator, and disconnect the oscilloscope from v1. Then, attach the electrodes as illustrated to the right. Connect one electrode to your shoulder and v1, another to your other shoulder and v2, and the third to your lower right abdomen and to your circuit’s ground. Use alligator clips to make con-nections to the electrode tabs. Once all of the connections are made, turn on the power to the op-amps, and observe vout on the os-cilloscope. Play around with the scale (both time and voltage) of the output, and with the value of R1. When you get a nicely-visible ECG, take a screenshot. My ECG from this setup is shown in Fig. 3 as an example. Figure 3: Sample ECG obtained using the setup in Fig. 1. Submit your answers from Parts 1 (final gain equation (along with your work!) and choices for all resistor values), 2(a) (photo), 2(b) (observation and screenshot), and 2(c) (screenshot). Also, please state how long you spent on this assignment as a comment on your Canvas submission. OPTION 2: Analyze a Circuit For this option, you will characterize the non-ideal effects of an operational amplifier, namely the TL084CN in your kit. The specifications are below. Make sure to show all work clearly to receive credit! 1. For ideal op-amps, we assumed that Rin → ∞, Rout → 0, and A → ∞. Now, assume that Rout = 0, Rin = 1012, and A = 106 . Re-derive the gain of a standard inverting amplifier, shown in Fig. 4, assuming that R1 = 1 kΩ and R2 = 100 kΩ. Give your answer to 4 decimal places. Figure 4: Inverting op-amp. 2. Here, we are going to explore the slew rate. (a) Configure your op-amp as a buffer (unity gain). On your AD2, use the power supply, waveform. generator, and oscilloscope. Provide a supply of +5 V and -5 V, and a square wave input that oscillates between 0 V and 1 V. Using the oscilloscope, find the slew rate in V/µs (to 4 decimal places). Take a screenshot of your oscilloscope showing the waveform. that you used to find the slew rate. (b) Based on your answer in part 2(a), at what frequency should the output look triangular, assuming the input is a square wave that oscillates between 0 V and 1 V and has 50% symmetry? Give your answer to 4 significant figures. (c) At what frequency do you actually start noticing triangular behavior? If the frequency is lower or higher than predicted in part 2(b), why might this be? Take a screenshot of the oscilloscope at the frequency that the output starts looking triangular, and annotate the waveform. generator frequency on the screenshot. 3. Using a sine wave as your buffer input, find the gain-bandwidth product. Make sure to use an amplitude that will satisfy the slew rate (and show your calculations for how you chose this value). I recommend using a sweep and the FFT view in the oscilloscope. When you have found the GBP, record its value and report the amplitude of the sine wave that you used. Submit your answers and work from Parts 1 (non-ideal gain), 2(a) (slew rate and screen-shot), 2(b) (frequency), 2(c) (annotated screenshot and discussion), and 3 (GBP and sine amplitude). Also, please state how long you spent on this assignment as a comment on your Canvas submission. OPTION 3: Compression Algorithm For this option, you will write MATLAB code to perform. rudimentary compression of an audio signal, and characterize its operation. The compression method you will use is to take the Fourier Transform, and to cut off high frequencies. By default, just taking the Fourier Transform. (using the FFT algorithm) creates no compression, as the signal will be the same length as the time-domain one. However, if we zero out all values beyond a given point, we will get compression since we only have to store the non-zero values. For example, if we take a Fourier Transform. that goes up to 20 kHz, and we cut everything off beyond 10 kHz, we achieve a compression ratio of 0.5. In general, we will define the compression ratio as To judge whether our compression is good or bad, we will use a speech-to-text transcriber, and we will keep compressing until the transcription no longer matches the original. Here is an outline of what the code should do. Please make sure to include lots of comments in your code. 1. Read in an audio signal of your creation. For this assignment, please use spoken words (i.e. not music), and it must be a recording of your own voice speaking a short sentence. 2. Create a “speechClient” object using the “wav2vec2.0” speech model. This functionality is only available in MATLAB 2022b and beyond. 3. Apply this model to your original signal, using “speech2text”, to get a baseline. 4. Take the FFT of your signal. You will have to read the documentation of the “fft” function to figure this out. 5. In a loop, go through decreasing cutoff values, zero out the FFT beyond that frequency, and take the inverse FFT using the “ifft” function. Make sure to preserve conjugate symmetry so that the inverse FFT returns a real-valued signal. 6. For each iteration, use your “speechClient” object to transcribe the compressed signal, and keep looping until the transcription no longer agrees with your baseline transcription. 7. For each iteration, also keep track of the average confidence scores associated with each word in the transcription. 8. After the loop is complete, have MATLAB display: (a) The compression ratio (using an “fprintf” statement), (b) The final cutoff frequency (using an “fprintf” statement), (c) A plot of the average confidence values vs the cutoff frequencies, (d) A plot of the single sided Fourier spectrum of the original vs compressed signal. 9. At the very end, have MATLAB play back the original signal and the compressed signal that first fails the loop test. Additionally, display the transcripts and confidences of the original and the compressed signals. 10. As a final comment in your code, please describe whether your confidence plot from 8(c) makes sense, and if not, what are possible factors that cause this. Overall, your code should find the cutoff to the nearest 100 Hz. Also, no values should be hard-coded, i.e. everything should be calculated dynamically. For example, your “fprintf” state-ment should not be fprintf(’Cutoff frequency: %.2f ’, 1900), rather the 1900 should be replaced with a calculation. Below are some sample outputs using my class demo “electrical engineering is the best” audio clip. Figure 5: Transcripts of (a) original signal and (b) compressed signal that first failed the test. Figure 6: Outputs after the compression task is complete. Figure 7: (a) Graph of average confidence values, and (b) original and compressed spectra. Submit your work as a single ZIP file that includes your MATLAB code (with comments!) and your recorded audio signal. I should be able to unzip your folder, add the “wav2vec2.0” file to the folder, and run your code, which should generate all of the outputs shown in Figs. 5, 6, and 7. Please ensure that your code can run using the test procedure described. Also, please state how long you spent on this assignment as a comment on your Canvas submission. OPTION 4: Children’s Book For this option, you will create a children’s book illustrating one of the 4 topics listed below. Note that some of the topics are compound (e.g. for the third choice, your book must include both sampling and aliasing, not just a subset of them). The book should be aimed at a child around 8 years old. A good validation of your work is to give your book to a friend who knows nothing about electrical engineering, and if they understand the concepts, that is a good sign. • Impedance and phasors • Fourier analysis • Sampling and aliasing • Compression and JPEG – You must explain compression in general, and the JPEG algorithm specifically (which will take a little research). Your book must conform. to the following guidelines. • [5 points] Have a cover page with a title and illustration. • [10 points] Have a minimum of 10 pages excluding the cover page. • [20 points] Each page must contain an illustration and words. • [55 points (15 points language, 40 points content)] The content must contain proper scien-tific explanations, but be written in language a child could understand. – The content must not be dumbed down so much that information is omitted, e.g. saying that the Fourier transform. just tells us how much of each frequency is in a signal. You can say that it does indeed tell us how much of each frequency is in a signal, but you must go deeper than that. • [10 points] The book must be neatly written or typed, using proper grammar. – The illustrations must be neat and colorful. – You may use any tools to create the illustrations, including generative AI models like DALL-E and Midjourney. You may have to go beyond the contents of the class to fully explain some topics, for example you should include much more than what we learned to explain JPEG compression. However, the presentation of this is entirely up to you depending on the contents and style. of your book. If you are unsure whether your explanation is deep enough, you can (and should) ask Ilya. Below are a couple of examples, taken with permission from students’ work on the first deep dive. For your submission, you must submit a single PDF document. If you wrote the book on paper, take photos or scan the pages. Compile everything into one PDF document. If you wrote the book digitally, you should be able to export into a PDF directly. Also, as a submission comment on Canvas, please state how long you spent on this assignment.
Final Project Proposal Project Description: “Dice Duel” is played as a best‑of‑five match: each player aims to win three rounds before their opponent. At the start of every round, both players roll five six‑sided dice and keep their results hidden under a cup so that only they can see their own dice. The first player then makes an opening bid by declaring the total number of dice, from both players combined, showing a certain face (for example, “two 4s”). Players take turns either raising the bid or calling a challenge. To raise: a player must either increase the quantity (for instance, move from “two 4s” to “three 4s”) or, if the quantity remains the same, increase the face value (for example, from “two 4s” to “two 5s”). Challenge: If a player believes the previous bid is simply impossible, they say “Challenge.” Both players then reveal their dice and count how many match the face in question across all ten dice: if the actual number is less than the bid, the challenger wins the round; if it is equal to or greater than the bid, the bidder wins the round. Each round victory earns one point, and as soon as one player reaches three points, the match is over. If all five rounds are played without either player reaching three points, the one with the higher score wins; in the event of a tie, an extra deciding round is played. General Description of Implementation: 1. Game Initialization: Define player names or identifiers and set a round counter and initialize scores 2. Make a Main Game Loop: Make a while loop to continue until one player scores 3 points or 5 rounds are played. 3. Dice Rolling: Let each player roll five six-sided dice and store these privately and optionally display only to the corresponding player during testing. 4. Phase Bidding: Start with Player 1 making an initial bid: a quantity and face value Use a turn-based loop to alternate bidding: On each turn, a player can raise or challenge. Raise: Increase quantity, or increase face value if quantity is unchanged Valid input is checked to enforce rules. 5.Challenge Rules: If a player calls “Challenge”, reveal all dice Compare ‘actualCount’ with ‘bidQuantity’, if actualCount >= bidQuantity, bidder wins, otherwise, challenger wins Update the score and rounds played 6. End Check: If a player reaches 3 points, they win. If 5 rounds are completed and neither has 3 points: Higher score wins. If tied, play a tiebreaker round using the same round logic. 7. Other Features: Add graphical display and background music Reach Goals: Beyond the core Dice Duel mechanics, our reachable stretch goals include three practical enhancements that can be completed within our existing timeline. First, we will implement an in‑app history log and replay panel that automatically records every bid, raise, challenge, and actual dice count in a scrolling table; players can launch replay mode to step through each reviewing round move‑by‑move, pausing at key moments to compare values, review strategic decisions. Second, we will add a customizable UI themes menu so users can choose between polished light and dark modes, adjust accent colors to their preference, and toggle between pipped‑dot or sleek pipless die‑face styles—ensuring a personalized interface that adapts to any environment. Third, we will develop a single-player AI mode with three difficulty settings - Easy, Normal, and Hard - which can be adjusted by a bluffing threshold parameter; the AI's strategies range from conservative bluffing to high-frequency bluffing, which can be used to provide a good training for players to hone their bluffing skills.
School of Natural & Built EnvironmentProgramme : MSc City and DesignAcademic Year : 2023-24Subject : ThesisModule Number : EVP7044Hand-in date : Friday 5thSeptember 2025MODULE OUTLINE AND INFORMATION PAPER1. INTRODUCTIONYour thesis is the single most important piece of work a student will complete atpostgraduate level and is a key determinant in achieving the standard required to obtain aMaster’s degree. The module is worth 60 CAT points, one-third of your degree, meaning thatat least 600 hours of work are expected. The School of Natural and Built Environmentexpects a high-quality piece of research to meet its established standards. As part of theMSc City Planning and Design, your thesis will be in one of the following three formats:1. Dissertation - this option consists of a piece of independent research on a chosen topic tobe presented in a written form of 15,000 words (maximum).2. Work-based Study (WBS) - this option consists of a project report prepared in responseto a project brief negotiated with a real-world client. Work length and format for the WBS isless prescriptive but an equally high standard of work is required. This type of project caninvolve an informal work placement with an organisation or it can involve regularly meetingwith a public, private or community sector mentor. All students completing this option willhave an academic supervisor who will ensure that the project relates to the learningoutcomes of the programme. They will also help to manage the project to ensure that is anappropriate standard to meet the requirements of a postgraduate thesis whilst containingresearch that is beneficial to the client.3. Independent Design Project (IDP) - this option is for students who follow the designpathway for this programme. Students will undertake a master-plan or design study for asignificant site in an urban or rural location. This may be carried out with a professionaldesign practice in collaboration with supervisors in the University. Opportunities to completedesign projects for the professional and community sector clients will be available to studentswho select this option.You should view the thesis as a showcase for your interests and capabilities, and animportant contribution to your employability. It is important for developing your analytical and2problem-solving abilities and an opportunity to illustrate your grasp of planning and/or designissues and competence as an independent researcher.Your thesis is essentially a self-directed piece of work where you will have the primeresponsibility of establishing your own work targets and managing yourself to complete thework by the hand-in date of Friday 5th September 2025. For most of you this will be themost extensive piece of work you will have undertaken and you will soon realise that itrequires special project management skills, self-discipline and initiative, although you will bebuilding on skills you have learnt throughout the course as well as at undergraduate level.These are all attributes that are essentially up to you to develop, assisted by the one-to-onesupervisory support offered by the School. You are strongly advised to take advantage of thissupport. In previous years, some students who have not done so have encountered severedifficulties with completing on time to the required standard.This document provides the module outline information stipulated by QUB, plus a moregeneral guide on how to complete your dissertation or WBS. A specific separate guide hasbeen prepared for those who wish to complete Independent Design Projects. It aims toprovide guidance on how best to approach the research, what is expected of you and whatyou can and cannot expect from your supervisor. It explains what you should do during thestudy period, provides an outline of the key dates you should note in programming yourresearch, describes how the work will be assessed and provides detailed guidance on theexpected presentation and structure of the dissertation. More specific advice about the work-based study is provided in Appendix One.2. LEARNING OUTCOMESThe thesis module is an opportunity for students to choose an area for in-depth research ona topic of their choice, in the case of the WBS in association with a real-world client. Thetopic should fall within your postgraduate specialism in planning or urban design, in otherwords: issues related to the integration of social, economic and environmental regenerationin urban and/ or rural areas.Learning outcomesOn the successful completion of the dissertation or work-based study, you should be able to:? Understand the overall research process, define problems and design appropriateresearch strategies;? Critically evaluate the strengths and weaknesses of other research;? Understand the role of researcher and ethical issues related to research;? Collect, evaluate, analyse and interpret qualitative and quantitative data to answerspecific research questions;? Conduct research requiring substantial individual initiative;? Understand the importance of time and project management and prioritisation of worktasks;? Competently use ICT for presenting information and searching and retrieving complexinformation;3? Communicate research findings using a high standard of written and graphiccommunication;? Self-manage a long term project and reflect on your own progress.On the successful completion of an Independent Design Project, students will be able to:? Negotiate and develop a project brief and programme of work;? Conduct independent design research relating to your site and its context or area ofstudy;? Understand appropriate theories of urban design and their application in practice;? Understand the design policy and guidance context within which development will beconsidered;? Produce a coherent design solution for a significant site or design challenge;? Produce professionally-presented and practically-useful documentation for client andcommunity use;? Understand and employ a financial appraisal of development proposals;? Produce a coherent written commentary or narrative on the design process; and? Confront contemporary ethical issues through the design process.3. RESEARCH TIMETABLEIn order to complete the dissertation or WBS by the submission date and to a high standard,it will be essential that you organise yourself, prioritise tasks and set and meet your owntargets. If undertaken properly, you will find this process to be extremely useful in developingthe skills of project and time management, which are essential in any planning-relatedemployment. In order to help you put an appropriate project management plan into place, thekey milestones have been noted below. It is recommended that you draw up a similar, butmore detailed chart to guide your study, which can be agreed with your supervisor and usedto ensure that you are on track with your studies.Key milestones are:? Friday 24thJanuary: Title or outline of topic to be submitted to CANVAS to assist insupervisor allocation. This does not need to be more than an outline of your researchidea. You should discuss your ideas with a member of staff beforehand.? Late-February: Supervisors allocated by Module Coordinator. It is your responsibility tocontact the supervisor to discuss how to progress the early stages of developing yourresearch topic, contacting clients for Work-Based Studies and to discuss ethical approval.? March – May: Finalise research subject, aims/ objectives and research questions. ForWBS, finalise negotiated project brief with client.? June: Literature and policy reviews. Methodology.? July-early August: Undertake (and complete) data collection, fieldwork and initial sortingand analysis of research material. Start writing up, for example literature and policyreviews, methodology.? Early August: With guidance from your supervisor, fully analyse and interpret researchmaterial.? Mid August: Finalise full draft version of your dissertation or WBS and submit it to yoursupervisor for comment by an agreed date. This is unlikely to be closer than two weeks4to the hand-in date. If you submit a draft a few days from the hand-in date, yoursupervisor may not have the time to read it. Some staff are away at conferences duringthis period, so please ensure in advance that your supervisor will be available to readyour draft. This is your responsibility and no other staff member will take over this task ifyour supervisor is absent unless this relates to a known leave of absence. If you arehaving difficulties contacting your supervisor for a prolonged period over the summer, youshould contact the module coordinator.? 5thSeptember: Your dissertation / WBS / IDP is required to be handed in on this date.Please note that a late submission will be subject the Schools standard penalty of 5% perday up to a maximum of 5 days, after which a mark of zero will be returned.4. ROLE OF THE SUPERVISORYou will be allocated a supervisor from the School’s academic staff. Once allocated, it will notbe possible to change supervisor. The supervisor is made available to support you, butplease consider that they will also be supervising a number of other postgraduate students,as well as undergraduates. Because of this, the time they will have available to be assist youwill be limited and you are asked to respect that they also have a range of other duties. Forguidance it is expected that each supervisor will be able to spend no more than 12 hoursassisting you, including time to read any submitted documents.The key functions of the supervisor are as follows:? To guide the student in defining and specifying the precise nature of the researchproblem to be investigated and discuss the potential planning and/or policyimplications of the chosen research topic;? To help in clarifying conceptual/theoretical issues;? To support the student in the literature review (however, the student is expected toundertaken a full bibliographic review on their own initiative);? To comment and respond to the student’s planned research strategy, execution ofempirical research and give guidance on sources of research material;? To advise on any unforeseen difficulties arising during the research;? To read and comment on an advanced draft of the dissertation or WBS.It is recommended that you contact your supervisor at the earliest opportunity and agree withthem a timetable for your work and the best times at which you should consult them foradvice. It is entirely your responsibility to arrange these meetings by making an appointmentwith the supervisor. If you want them to comment on any material, you should give thesupervisor at least three working days to read it. Please be aware that staff are sometimesabsent from the university over the summer vacation, either on leave or at conferences or onother work-related business. This will delay your supervisor’s ability to respond to your work,so please ensure you are aware of your supervisor’s summer timetable.So that you are completely clear about the role of supervisor, please note the following:The supervisor will:5? Fulfil the duties described above;? Offer guidance and support at the key stages outlined;? Discuss any obstacles you may encounter during your research.The supervisor will not:? Be available on demand;? Proof read draft chapters for spelling and grammar (you may seek guidance on theseissues from the Learning Development Service); if the supervisor receives adocument of poor written quality - it will be returned to you without comment and youwill be asked to resubmit it for comment once rewritten and checked;? Read and return drafts overnight;? Provide advice on other modules;? Comment on the work of another supervisor’s students, unless an arrangement hasbeen made between the supervisors;? Provide training in IT skills such as SPSS, word-processing or spreadsheets;? Give any indication of the expected mark of the dissertation or WBS.If you are unhappy with your supervision, you need to contact Neil Galway([email protected] ; +44(0)28 9097 4835) as soon as possible stating clearly the nature ofyour complaint.5. ISSUES TO BE CONSIDERED IN YOUR THESISIt is essential that the thesis has a logical structure which builds up a robust discussion thatwill ultimately answer the research question. While your supervisor can provide individualguidance on the most appropriate structure for your individual study, the points belowdescribe the main elements that should be included in your project submission. Please notethis is not a suggested structure for the organisation of your thesis as this should be shapedby the needs of your individual project:Preliminary material? You should ensure that the project includes the following before the main text starts:? Title.? Declaration (see below).? Contents page and list of tables and figures.? Abstract or summary.? Acknowledgements.A statement on the project context, the research question, the research approachand the project report structure? All project reports should start with a chapter on the project context, the researchquestion, the research approach and the project report structure. You should includea brief justification of why the topic is worthy of study and identify its importance andrelevance to planning practice and / or policy development. This will create the vitalfirst impressions for the project readers, so try and convey the fact that you have aclear grasp of the topic and are confident in the way you have tackled it.Literature review6? A literature review is very important for setting your research in a wider context and toshow that you are aware of and have mastered existing academic, policy and practicematerial in your chosen area. A literature review may include:? Brief introduction to the broad subject of concern, summarising relevant partsof books, papers, reports etc.? An identification of a more specific and narrowly defined focus of attention.? A critical review of the literature in your narrowly defined area by highlightingits strengths and weaknesses? Conclusions that summarise the review and identify the elements of theprecise nature of the topic to be researched.? Typically, the literature review should consist of 20-25% of the word count ofthe project chapters.Research findings? This will be the core area of your thesis. You should aim to ensure that:? The research context (eg the case study sites) is fully explicated? All information and findings are rigorously analysed.? You SHOULD NOT present raw, undigested data such as transcriptions ofinterviews; Organise this material thematically and include a reasonedanalysis of how your findings relate to the research project questions.? Results should be presented clearly and interpreted in a convincing way. Youshould consider using appropriate graphs, summary tables, boxes and otherillustrative material including maps, diagrams and photographs.Research Evaluation? Many students underplay the extensive work undertaken by failing to apply fullevaluation of the information collected to the initially stated questions. Evaluateyour findings against the objectives initially set out for your research and respondto the research questions you specified in your earlier chapters. Reflect on therelationship between the wider literature discussion and your research findings.Please note again, this is about the generic approach to data analysis and doesnot suggest that findings and evaluation should be in separate chaptersConclusion and recommendations? The project should end with a conclusion that:- You should identify what you consider to be the three key contributions toplanning knowledge from your Independent Specialist Research Project.- Reflects on any limitations of your project, but emphasises its strengths.- Identifies the prescriptive implications of your findings for planning practice andpolicy development.- Ends with a strong, convincing and positive statement.6. RESEARCH AND REFERENCING SKILLSThe dissertation or WBS requires you to work independently and to use the study skills youhave learned as an undergraduate and in the taught elements of this course. The workpresented for this module is expected to be of a high scholarly standard including writingstyle and correct referencing (Harvard method). You should consult your course handbookfor advice on learning support and in particular you should consult the referencing guide.Plagiarism7The assignment declaration for this module requires you to state that the submission is yourown original work. Your assignment on CANVAS will go through TurnItIn, which can detectany work taken from the internet or from previously recorded student work (including worksubmitted from another university). Plagiarism is an increasingly serious problem in thirdlevel education. Plagiarism is defined as the presentation of the work of others as the writer’sown without appropriate acknowledgement. It includes auto-plagiarism (to use excerpts fromhis or her previous work without appropriate acknowledgement) and self-plagiarism (tosubmit one piece of work more than once, e.g. where such work has previously beensubmitted for a different assignment).In the case of this module, you may wish to undertake a dissertation or WBS in the samesubject area as your undergraduate dissertation. If so, you should discuss the matter withyour supervisor and ensure that you extend the scope of the work sufficiently in order not tobe accused of plagiarism. TurnItIn will pick up similarities with another piece of work and ofcourse you should not reproduce sections of your undergraduate dissertation in thisdissertation or WBS.It is also an academic offence for a student to permit another student to copy his/her worksubmitted for assessment, for two or more students to work together on an assignment thatis meant to be done individually (collusion), and to claim to have carried out experiments,interviews etc which s/he has not carried out, or where s/he invents or falsifies data,evidence etc (fabrication). When students are, quite legitimately, studying together andperhaps even sharing notes, care should be taken that all sources have been read by eachstudent and that the sources of notes are clearly understood – copied notes that turn out tobe verbatim extracts from a published source are still plagiarised. Ignorance of the source ofnotes will not be accepted as an excuse by the School’s Academic Offences Committee.Plagiarism is treated very seriously in the School and, if proven, can result in failure of themodule. In the past, cases have been brought against students in the Department ofEnvironmental Planning. Your student handbook provides further guidance on how to avoidplagiarism, most particularly through guidance on correct referencing practice.7. ETHICSEthical approval for the project should be sought from your supervisor before you begin yourfieldwork. Information on the ethical approval procedures including links to the relevant formsare included on CANVAS. It should be signed by yourself and your supervisor. You shouldretain the original and send a copy to Dr Neil Galway. Ethical issues can arise at any stageduring your project and you should seek advice from your supervisor when necessary.8. STRUCTURE OF THE THESISSee Appendix One for discussion of the structure of the WBS.8It is essential that the dissertation has a logical structure which builds up a robust discussionthat will ultimately meet your research objectives and answer the research question. Whileyour supervisor can provide individual guidance on the most appropriate structure for yourindividual study, the points below describe the main elements that should be included. Youdo not have to stick exactly to these guidelines, but you should ensure all the key issues arecovered:At the beginning of each chapter, an introduction should be given that relates the contents ofthe chapter to the overall research aims and objectives, i.e. what it contributes in the overalllogic of the work. The introduction should also connect the chapter to the previous chapter. Itoften helps a reader understand a text by using titles and sub-titles as effective signposts toconvey what will follow and how a chapter fits together, so pay attention to this.? Preliminary materialYou should ensure that the dissertation includes the following before the main text starts:- Title- Author (your name)- Declaration (see “Presentation”, below)- Contents page and list of tables and figures- Abstract or summary- Acknowledgements? Research objectives and statement of the research problemAll dissertations should start with a chapter on research aims and objectives, includingthe hypothesis to be tested (if used). Include a brief justification of why the subject matteris worthy of study and identify its importance and relevance to planning practice and/orpolicy development. Make clear what you have excluded from the study, what and whyother elements have been included. State any key assumptions made. This will createthe vital first impressions for the dissertation, so try and convey the fact that you have aclear grasp of the topic and are confident in the way you have tackled it.? Literature review and evaluationA literature review is very important for setting your research in a wider context and toshow that you are aware of, and mastered, existing research in your chosen area. Aliterature review may include:? Brief introduction to the broad subject of concern, summarising relevant parts ofbooks, papers, reports etc.? An identification of a more specific and narrowly defined focus of attention.? A critical review of the literature in your narrowly defined area. It is vitally importantthat you show that you are capable of evaluating existing research by highlightingweaknesses in past research or highlighting why any particular journal article or bookis of particular importance. You should include a review of relevant theory in yourliterature value, although some topics may require a whole chapter of theoreticaldiscussion.? Conclusions summarising the review and identifying and justifying the precise natureof the topic to be researched.9? Notably the literature review must be:? Composed only of relevant material.? Comprehensive in its coverage of the key literature in your narrowly definedarea of interest.? Up to date, quoting form recent articles and books.? Evaluative. The existing research should not just be described, it must becritically reviewed.? Correctly referenced.- Typically, the literature review should consist of 20-25% of the word count of thedissertation.? Research Design and MethodologyAll dissertations should contain a chapter on research design and methodology, settingout how this will appropriately address the research aims and objectives. Such a chapterwill probably include:? A detailed specification of the research topic, explaining its relationship to the existingresearch discussed in the literature review.? Research design issues – especially how you isolated the influence of those variablesof interest from a wider set of influences e.g. how do you know that a certain outcomewas the result of a planning policy rather than broader economic or cultural factors?? An explanation and detailed justification of the methodology used (e.g. samplingissues, methods of data collection or policy analysis, use of secondary sources,qualitative and/or quantitative modes of analysis).? Description and justification of the study area(s) and time period(s) chosen for study.The fact that the study is based on your home town only because it is your hometown will not be acceptable; you need to define why it is an appropriate place for hisparticular study and why it was chosen over other areas.? Research findings and their implicationsThis will be the core area of your dissertation for presenting your original thoughts andthe considered findings of your research. You should aim to ensure that:- All information and findings should are rigorously analysed.- You should not present raw, undigested data such as survey results or transcriptionsof interviews, but include a reasoned analysis of how your findings relate to yourresearch aims and objectives. If you think you can justify including extensive surveyreturns, these can be included in an appendix – but aim for an effective summary ofdata and analysis.- Results should be presented clearly and interpreted convincingly. You shouldconsider using appropriate graphs, summary tables and other illustrative material.- You should go beyond merely describing what you found (e.g. listing the numbers ofpeople who gave particularly answers to a survey), but analyse what it may mean inrelation to the research questions.10- Do not forget to incorporate the findings of previous research (i.e. that discussed inthe literature review).? Research EvaluationMany students underplay the extensive work undertaken by failing to apply full evaluationof the information collected to research aims and objectives. You should therefore ensurethat you include a section that evaluates the overall research project and should:- Evaluate your findings against the aims and objectives initially set out for yourresearch and answer the research questions you specified in your earlier chapters.- Reflect on the overall research process and should include a re-engagement with thetheory and wider literature discussion as part of the literature review.- Compare your findings to the findings of previous research.? Conclusion and recommendationsThe dissertation should end with a conclusion that:- MUST identify what you consider to be the three key contributions to planningknowledge from your research and this is specifically highlighted in the markingscheme.- Reflects on any limitations of your research, but emphasises its strengths.- Identifies and elaborates the prescriptive implications of your research findings toplanning practice and policy development.- Ends with a strong, convincing statement that relates to your initial research purpose.? ReferencesAn alphabetical list of all the references mentioned in the dissertation, including thoseincluded in Appendices, figures and tables is required. The Harvard referencing style isrequired.? AppendicesThese should be selective and must be of specific relevance to the research aims andobjectives. This may be a place to show very detailed material of relevance to thedissertation or WBS, such as intricate tables, methods of calculations or otherbackground data. It should not be used as a scrapbook of newspaper cuttings or policydocuments. You should be able to justify any material that is included in any part of thedissertation.9. PRESENTATION AND FORMAT OF THE DISSERTATION OR WBSThe dissertation should be no more than 15,000 words in length (See Appendix One for theformat of the WBS as this section does not relate to this type of submission). A standardformat of presentation must be followed, but minor deviations in detail may beaccommodated provided they have been discussed with and agreed by your supervisor. Youshould follow the following format:11? The dissertation must include a Declaration. In the preface to the manuscript, thefollowing statement MUST be included and SIGNED by the student:DeclarationI certify that this is my own original work (unless otherwise specified) and does notexceed 15,000 words (excluding references and appendices).Signed............................................................. Date ............................? The dissertation should be typed with one-and-half spacing on A4 paper, each pagetyped on one side only. Footnotes and quotations should be in single-spacing. It may beappropriate for a WBS to be presented in another format, e.g. A3 landscape.? Margins should be 4 cm on the left hand edge and 2.5 cm on the right hand edge. Allpages in the text must be numbered.It is essential that the presentation of the dissertation or WBS is clear, concise and of a highstandard. If it is poorly put together, it can be a major obstacle to the examiners perceiving itsother strengths and marks will be deducted for poor presentation.As each dissertation or WBS must be typed, please ensure that you keep more thanone saved copy of your work as you go along and ensure that the computers you areworking on are virus free.In considering the presentation elements of the dissertation or WBS, students should takethe following issues into account:? Word count. As a result of the above declaration, any text over the 15,000 word limit fordissertations will be ignored by the examiners and in some cases, a penalty imposed bythe Exam Board. Appendix One sets out guidance for the WBS.? Illustrations. Maps, diagrams graphs etc should be referred to as “Figures” andnumbered consecutively in chapters (e.g
Assessment 5 (Due by 23:59pm 31st Oct 2024) The following three questions are related to four references listed at the end of this question sheet. Please read the four papers and work on these questions. Note that you do not need go through all the contents of these papers. Please extract useful information from these papers, aiming to working out the assignment questions. Question 1 [40 marks] Consider two p-dimensional populations with covariance matrices Ip and (Ip + ∆), where (1) with δ1, δ2 ∈ R. Suppose we have p-dimensional random samples x1, x2, . . . , xm+1 from normal distribution N (0p, Ip) and p-dimensional random samples z1, z2, . . . , zn+1 also from normal distribution N (0p, Ip + ∆). We stack these random samples to obtain the data matrices X and Z and sample covariance matrices (2) (a). [5 marks]. Assume n, m, p → ∞ such that yn := p/n → y ∈ (0, 1) and cm := p/m → c > 0. Take δ1 = δ2 = 0, y = 1/4, and c = 3/4, what is the lower bound a and the upper bound b of the limiting spectral distribution of S? For each, give a formula in terms of c and y. (b). [5 marks]. Suppose that δ1 = −ε and δ2 = ε with ε = 1/10. Would you expect S to have eigenvalues smaller than a and larger than b in this case? Please provide your reason. (c). [10 marks]. In the paper Han et al. (2016), it is suggested that the largest eigenvalue λ1 of S, scaled as (λ1 − b)/sp, where b is from Question 1(a) and , behaves like a Tracy-Widom distribution of order 1. Show this using a simulation in the case n = 400, yn = 1/4 and cm = 3/4. Plot the histogram and compare it against the Tracy-Widom distribution of order 1. (d). [10 marks]. The paper Wang and Yao (2017) also study the extreme eigenvalues of Fisher matrices. Suppose that δ1 < ℓ and δ2 > κ for some choice of ℓ and κ. What would be the critical values of ℓ and κ that would ensure you would have a large fundamental spike and a small fundamental spike? Give a formula for ℓ and κ. Also provide a simulation to give a numerical value for the formula in the case y = 1/4 and c = 3/4. (e). [10 marks]. Suppose that δ1 = ℓ − 1/100 and δ2 = κ + 1/100 for your critical values of κ and ℓ you found in (d), then give a formula for each of the two locations where you think the spike eigenvalues will cluster around and also a numerical value for each. Also, perform. a simulation experiment to illustrate this phenomenon. That is, sample data and plot a histogram of eigenvalues of S, compare it to the theoretical density expected if δ1 = δ2 = 0, and plot the location where you expect spike eigenvalues to cluster around. Take n = 400, yn = 1/4, and cn = 3/4. Question 2 [40 marks] In this question, we consider high-dimensional sample covariance matrices of data that is sampled from an elliptical distribution. We say that a random vector x with zero mean follows an elliptical distribution if and only if it has the stochastic representation (3) where the matrix A ∈ R p×p is nonrandom and rank(A) = p, ξ ≥ 0 is a random variable representing the radius of x, and u ∈ Rp is the random direction, which is independent of ξ and uniformly distributed on the unit sphere S p−1 in R, denoted by u ∼ Unif(S p−1). The class of elliptical distributions is a natural generalization of the multivariate normal distribution, and contains many widely used distributions as special cases including the multivariate t-distribution, the symmetric multivariate Laplace distribution and the symmetric multivariate stable distribution. (a). [20 marks]. Write a function runifsphere(n, p) that samples n observations from the distribution Unif(S p−1) using the fact that if z ∼ N (0p, Ip), then z/||z|| ∼ Unif(S p−1 ). Check your results by: (1) set p = 25, n = 50 and show that the Euclidean norm of each observation is equal to 1; (2) generate a scatter plot in the case p = 2, n = 500 to show that the samples lie on a circle. Show that you can simulate a multivariate t-distribution tν(0p, Ip) by setting in (3) with A = Ip and Do this by sampling observations x1, x2, . . . , xn and comparing the two marginal histograms of the observations against the density of the univariate tν distribution. (b). [20 marks]. Suppose that x1, x2, . . . , xn are p-dimensional observations sampled from an elliptic distribution in (3). We stack these observations into the data matrix X and calculate the sample covariance matrix Theorem 2.2 of the paper Hu et al. (2019) is a central limit theorem for linear spectral statistics (LSS) of Sn. For example, the equation (2.10) in Hu et al. (2019) provides the case of the joint distribution of the LSS ϕ1(x) = x and ϕ2(x) = x2. Following the notation used there (for all the following terms in this equation). Perform. a simulation experiment to examine the fluctuations of and . In the experiment, take with δ(x) being Dirac delta function, and choose the distribution of ξ ∼ k1 · Gamma(p, 1) with . Set the dimensions to be p = 200 and n = 400. Choose the number of simulations based on the computational power of your machine. Similar to Figure 1 in the paper Hu et al. (2019), use a QQ-plot to show normality. Question 3 Only for STAT6017 Students [20 marks] The results of the paper Hu et al. (2019) can not cover all elliptic distributions due to a moment condition on the population distribution, see Table 1 in Hu et al. (2019). The results in the paper Zhang et al. (2022) extend their results to more general elliptic distributions such as multivariate Gaussian mixtures. A p-dimensional vector x ∈ R p is a multivariate Gaussian mixture with k sub-populations if its density function has the form. (4) where pj , j = 1, . . . , k are the k mixing weights and ϕ(·; µj , Σj ) denote the density function of the j-th sub-population with mean vector µj and covariance matrix Σj . In the case where µ1 = µ2 = · · · = µk = 0 ∈ R p and Σj = vj · Σ for some vj > 0 with j = 1, . . . , k. Write an R function to sample from such a distribution using the representation from the equation (11) in the paper Zhang et al. (2022). Note: This homework is to be submitted through Wattle in digital form. only as per ANU policy. The R codes for any computational question must be supplied. References Han, X., G. Pan, and B. Zhang (2016). The tracy-widom law for the largest eigenvalue of f-type matrices. The Annals of Statistics 44 (4), 1564–1592. Hu, J., W. Li, Z. Liu, and W. Zhou (2019). High-dimensional covariance matrices in elliptical distributions with application to spherical test. The Annals of Statis-tics 47 (1), 527–555. Wang, Q. and J. Yao (2017). Extreme eigenvalues of large-dimensional spiked fisher matrices with application. The Annals of Statistics 45 (1), 415–460. Zhang, Y., J. Hu, and W. Li (2022). Clt for linear spectral statistics of high-dimensional sample covariance matrices in elliptical distributions. Journal of Multivariate Anal-ysis 191, 105007.
