STUDENT – PRODUCT ASSESSMENT TASK Task Number 2 of 3 Task Name Project National unit/s code ICTNWK542 ICTNWK543 National unit/s title Install, operate and troubleshoot medium enterprise routers Install, operate and troubleshoot medium enterprise switches National qualification code ICT50220 National qualification title Diploma in Information Technology RMIT Program code C5402 RMIT Course code EEET7408C/ EEET7409C Section A – Assessment Information Assessment duration and/or due date You have a maximum of 6 weeks to complete this assessment. This assessment is released in Week 10 and is to be completed by week 16. The exact date and time for submission will be announced in Canvas. Task instructions Type of Product (tick which applies) ü Project ☐ Report ☐ Portfolio ☐ Case study Summary and Purpose of Assessment This is the second assessment task of three assessments that you must satisfactorily complete, in order to be deemed competent for this unit This project is one of three assessment tasks that students need to complete satisfactorily, in order to be deemed competent for this unit. Completing this project allows students to demonstrate the ability to design, install, configure and test Network components in a medium sized network across a Metropolitan Area Network. Students will incorporate VLSM IP addressing and allow dynamic and static routing between VLANs across a WAN connection to ISP and other Branch of company XYZ. Students will demonstrate an ability to optimise router/switch technology and incorporate management protocols. There are 2 buildings that they will design company XYZ networks in: Main Building and Branch Building. Assessment Instructions This is an individual based project to be completed. What The company you work for (ACME PTY LTD) has tasked you to look after their networks at their Altona and Broadmeadows plant. Task 1 The Altona plant has four networks, each network is assigned a VLAN number. The table also shows you how many computers are in these VLANs. Refer to table below. You have been given a network of 192.47.X.0/24 from the ISP. X represents the third and fourth digits of your student ID. a) Use VLSM to break down the network into its subnets. Fill in the table below. Task 2 The Broadmeadows plant has four networks, each network is assigned a VLAN number. The table also shows you how many computers are in these VLANs. Refer to table below. Your starting network address is 192.47.X+1.0/24. X represents your third and fourth digits put together with one then added to them. e.g. 8, is my third digit, 6 is my fourth digit, 86 + 1 = 87. a) Use VLSM to break down the network into its subnets. Fill in the table below. Task 3 The following switches and routers will be deployed: a) Draw up the logical topology that has two routers, Altona and Broadmeadows connected together over ports s0/0/0 on each end. Each router’s G0/1 port is attached to a switch on port G0/2. b) Have two buildings in the Physical Topology, one called “Altona Plant” and the other called “Broadmeadows Plant”. c) Create a wiring closet at the Broadmeadows Plant. d) Move the Broadmeadows Router and Broadmeadows Switch to the Broadmeadows Plant to the Wiring Closet. e) In your Logical Topology, create VLAN Coloured Blocks. Place the coloured blocks closest to the device they belong to. Refer to Task 1 and Task 2 to help you. f) You have been asked to connect the following end devices to their respective switches. Place the devices in their respective VLAN blocks to indicate which VLAN they belong as well. Refer to table below for assistance. a) In the Physical Topology, create the floor plan so that at the Altona and Broadmeadows Plants. Ensure you follow the rules below. n Cables run through the walls. n No diagonal cables are permitted. Create bendpoints instead. n Cable length must be less than 100 metres from device to device with exception of the serial cable. n Use green cables to connect Printers to Switches. n Use orange cables to connect PCs to Switches. Task 4 a) Secure all the switches by doing the following: n Assign hostname. n Create a banner. n Have no domain names looked up. n Create a local account called admin with password cisco. n Secure the console line and vty lines with local authentication. n Use domain name of cisco.com. n Generate 1024 bit key for SSH communications. n Have a Privilege EXEC password of class. b) Secure all the routers by doing the following: n Assign hostname. n Create a banner. n Have no domain names looked up. n Create a local account called admin with password cisco. n Secure the console line and vty lines with local authentication. n Use domain name of cisco.com. n Generate 1024 bit key for SSH communications. n Have a Privilege EXEC password of class. Task 5 a) On Altona_SW, create the VLANs on it. b) On Altona_SW place the correct ports in the access VLANs. c) Set up the trunk VLAN on Altona_SW. d) Set up InterVLAN routing on Altona router so that each device on the VLANs contained on Altona_SW can communicate with each other. Use the first IP address for each VLAN as the gateway address. Then activate the physical port. e) On Altona_SW, assign the second usable IP address in its subnet it belongs to. Ensure it knows who its gateway address is. Task 6 a) On Broadmeadows_SW, create the VLANs on it. b) On Broadmeadows_SW place the correct ports in the access VLANs. c) Set up the trunk VLAN on Broadmeadows_SW. d) Set up InterVLAN routing on Broadmeadows router so that each device on the VLANs contained on Altona_SW can communicate with each other. Use the first IP address for each VLAN as the gateway address. Then activate the physical port. e) On Broadmeadows_SW, assign the second usable IP address in its subnet it belongs to. Ensure it knows who its gateway address is. Task 7 a) On Altona Router, set up a DHCP server that allocates IP address for each VLAN except for VLAN 40 and VLAN 100. Ensure you include the default gateway address too assign out. The IP addresses of the sub-interfaces of the Altona Router must not be included in the DHCP allocation. Remember the Gateway address is the first usable IP address assigned for every subnet. b) Assign the second usable static IP address as the IP address of Server1. The first usable IP address will be the gateway for Server1. c) Have PC1, PC2, Printer1 and Printer2 obtain an IP address from the DHCP server, verify that it works. d) On Broadmeadows Router, set up a DHCP server that allocates IP address for each VLAN except for VLAN 80 and VLAN 110. Ensure you include the default gateway address too assign out. The IP addresses of the sub-interfaces of the Broadmeadows Router must not be included in the DHCP allocation. Remember the Gateway address is the first usable IP address assigned for every subnet. e) Assign the second usable static IP address as the IP address of Server2. The first usable IP address will be the gateway for Server2. f) Have PC3, PC4, and Printer3 obtain an IP address from the DHCP server, verify that it works. Task 8 a) Assign IP address of 222.22.2.1/30 to S0/0/0 on Altona Router and activate the port. b) Assign IP address of 222.22.2.2/30 to S0/0/0 on Broadmeadows Router and activate the port. c) Use OSPF on Altona Router to advertise its local networks. Use Area 0 and Process ID of 100. d) Use OSPF on Broadmeadows Router to advertise its local networks. Use Area 0 and Process ID of 100. Task 9 a) On Altona_SW, shutdown all unused ports. b) On Broadmeadows_SW, shutdown all unused ports. c) Enable PortFast on the usable ports on Altona_SW. d) Enable PortFast on the usable ports on Broadmeadows_SW. e) On Port 14 on Broadmeadows_SW, you enabled protect mode for switchport security. f) On Port 13 on Altona_SW, you enabled protect mode for switchport security. Task 10 You are required to be interviewed by the teacher to prove the Project works. In the demonstration, you must show the following: a) Have two devices ping other devices in your topology in different VLANs. b) From any PC, you can SSH to two network devices on the network. c) That you have enabled port-security on port 13 and port 14 on Altona_SW and Broadmeadows_SW respectively. Task 11: a) Verify the following tests on the switch specifying what the outcome was. a) In order to keep the Server room OH&S compliant, what should you consider doing? Cable Management: Secure loose cables to prevent tripping. Ventilation/Cooling: Ensure proper airflow and temperature control. Access Control: Restrict physical access to authorized personnel. Fire Safety: Install/maintain smoke detectors and fire suppression systems. Equipment Mounting: Secure racks and devices to prevent tipping. Emergency Exits: Keep pathways and exits unobstructed. Ergonomics: Provide anti-fatigue mats and ensure safe working heights for technicians. b) Sign off on the project to ensure all the above jobs have been completed.
CIVIL 409 – GROUP ASSIGNMENT NO. 2 DRAINAGE SYSTEM DESIGN CIVIL 409 ASSIGNMENT - Stormwater (March 2025) Master Drainage Plan Develop a Master Drainage Plan (MDP) for a new development in South Surrey. Again, your group is a consulting engineering company and has been hired by a developer to develop a MDP. The development area is shown in the attached Figure. You can use the City of Surrey’s COSMOS system to obtain the infrastructure information. You will be using the City of Surrey’s Design Criteria Manual as the basis of your design. The plan should develop the conceptual layout to convey minor and major storm events, as well as identify the facilities and source control measures to protect the downstream aquatic habitat. To do this, each group will need to complete the following: Overview Task No.1 – Source Controls: Select on-site source control measures to the capture lot and road surfaces to the “Volumetric Reduction Criteria”. In this case, assume the volumetric reduction criteria is 72% of the 2-year, 24-hour rainfall. Use the White Rock Rain Gauge in the City of Surrey’s Design Criteria Table 5.3.2 (non-climate change scenario). Produce a plan drawing showing the location of the on-site control measures. You can use schematic symbols to represent the source controls. Produce additional drawings to show the typical sizing of both the lot and road source controls. The developer should be able to relate the sizing shown to the plan drawing to understand the scope of the source control measures. Pick “typical” sizing for the lots based on an average lot size (pick one lot that is representative of a single-family residential land use). Pick “typical” sizing for roads based on the average road width of one representative street. Assume that the streets will be grading to one side. Determine the number of lineal metres of road source controls required to meet the volumetric reduction criteria. Task No.2 – Storm Sewer Network: Develop and size a storm sewer network to convey the minor storms (5-year return period – non-climate change). Use the rational formula to size the storm sewer. Produce a table similar to Table 5.3.14 in the Surrey Design Criteria Manual (January 2016). Show a plan drawing of the storm sewer showing manholes, pipes, diameters, contours, flow direction, and invert elevations (Note: invert and ground elevations could be shown in a table as long as the manhole numbering is relatable). Use the White Rock - Surrey IDF curve (non- climate change). Task No.3 – Major Overland Flow and Pipe Network: Develop major overland flow routes and major storm collection trunks (100-year storm). Show the direction offlow arrows on every street following the contours. Show sufficient arrows such that the reader can clearly understand where the major flows are going. If the 100-year storm is to be picked up by a major storm trunk, show the connection and trunk sewer, and produce a separate plan drawing showing the additional tributary areas that are to be picked up. Show where the major flow connects with the receiving water. Include the 100-year design flows in the table described above. You do not need to develop flow values for the overland flows. However, you do IF you add the 100-year flows to the 5-year storm network developed in Task 2. Use the 2050 Surrey White Rock (non-climate change scenario) noted above. Task No. 4 – Detention Pond: Size a detention pond using the EPA SWMM5 model and design rainfall events in the Surrey Design Manual (January 2016). Use the design criteria laid out in the Surrey Design Manual (January 2016) Section 5.2.1c. Assume the “pre-development” 5-year flow rate is 0.006 cms/ha (6 L/s/ha). You do not have to model the pre-development flow, just the post-development flow. Assume that the source controls are fully implemented and functioning under the 5- year post-development flow (hint: you can assume that the rain gardens slow down the runoff into the SWMM model. You can do this by doubling the overland flow length which is reducing the “width” parameter by 50%). Use the Kwantlen Park Design Storms (Table 5.3.5) then pro-rate the values to match the White Rock rainfall station using factors that compare the two IDF curves (hint: Kwantlen park is in North Surrey, and it rains more in that part of the city). Task No 5 – Cost Estimate: Develop a “Class D” Capital Cost estimate for your “Stormwater Management Plan”. Add up all of the lengths of pipes, numbers of manholes, size of detention pond(s), extra land requirements for detention pond(s), number of lot-source controls, lineal metres of road source controls, and other drainage features and summarize in a table. Use the unit costs attached to derive a cost estimate. Note: the attached costs assume that the land is undeveloped and do not include restoration costs. For the purposes of this assignment, you do not have to include other utility conflict costs or restoration costs. Additional Details: The following sections expand on the above tasks and list the deliverables expected. Task 1: On-site Drainage Measures (LIDs for frequent rainfall events) Assume that the entire area is zoned single family residential, and that each lot will have its roof leaders disconnected (with the exception of the school and parks). Assume that each road will be serviced by rain gardens (ie. A vegetated swale),, but the maximum distance water can travel in a swale is 1 city block before it is picked up by the minor drainage system (Task No.2). Assume that the post-development infiltration rate of the soil is 1.5 mm/hour. You need to calculate the topsoil depth of a ‘typical’ lot to hold and infiltrate the volumetric control criteria. The depth should be sufficient to capture the rainfall that falls on the front and back yards plus the diverted water from the impervious areas including the roof, and a 4 metre wide driveway. Use the Simplified Rainfall Capture Method to calculate the depth required (see lecture notes). Include the lawn in the front boulevard within the City’s right of way, but not the paved portion of the road (see next bullet). You may need more than one typical lot based on size, but do not exceed three. Assume that a typical house footprint, deck, and driveway occupies 65 % ofthe lot (65% impervious). Include a rock pit if necessary to increase the storage required. The zoning is “RF” (single family residential with 3.6 people per household). You need to calculate the width, soil depth, and rock storage volume required to design the rain gardens. Again, use Simplified Rainfall Capture Method to do this. Calculate the average road width based on the roads in the study area, as long (8.5m wide minimum). Not all of the street will be able to have a linear rain garden on one side. There will be driveways and other obstacles taking up space. Calculate the % of the road that could accept a rain garden then enlarge the rain garden width to accept the additional street area. For example, if 50% of the road length is occupied by driveways, you will need to have twice the pavement tributary to each lineal metre of rain garden. Task 2: Minor Drainage System (5-year storm) Deliverables: a figure showing the storm sewers, manholes, and catch basins required to convey the 5-year design storm; a table showing the design flow calculations for each pipe, selected pipe size, proposed inverts, ground elevation, and resulting capacity (similar to Table 5.3.14); Task 3: Major drainage system (100-year storm) Deliverables: a figure showing the flow paths (arrows) of the stormwater during a major 100- year storm event. The flow paths should demonstrate the water can adequately be conveyed to a creek system (drainage outlet) without flooding downstream properties. If this is not possible, the minor drainage system will have to be upsized in that particular area to accommodate the 100-year flows. An additional table showing the design calculations of any upgraded storm sewers required to pass the additional 100-year storm. If portions ofthe storm sewer network are to be used to pick up the 100-year storm, produce a plan view drawing showing the additional tributary areas. Note: if it is possible to safely convey the 100-year storm overland without flooding any properties, you do not have to calculate the 100-year flows in those areas, but show the drainage path and note it’s purpose. Task 4: Detention Pond Design (Erosion Protection) Deliverables: A figure showing the setup of the EPA SWMM5 computer model (ie. Tributary area(s), node numbers, and pipe numbers) A figure showing the location and size of the proposed detention pond(s). The figure should include the additional piping required to route flows from the storm sewer collection system to the pond. The maximum pre-development flow rate should be 6 L/s/hectare. This is the maximum release rate that can be allowed into the creek system for storms with a five-year return period. The detention pond should be sized to attenuate the developed portions ofthe study area. You should show the tributary area of the pond design if it differs from the study area. A time-series graph showing the proposed 5-year, post-development input flows over 24-hours, proposed outlet flows (based on the orifice equation), comparison with the pre-development flow rate, and resulting incremental storage volume. The graph should have time on the x-axis, flow on the primary y-axis, accumulated storage on the secondary y-axis. Hint: don’t do the pond sizing analysis in the model. Export the hydrographs to a spreadsheet and do the analysis in the spreadsheet. Task 5: Costing and Summary Report Develop a Class D cost estimate table showing all of the capital items. Use the cost table attached as a template for your estimate. Summarize your findings into a brief report incorporating the above tables and figures. Costing Information Source Control Costs: Rain garden for Road-side Source Controls - $500 / lineal metre Soil Costs for lots – ignore Rock Pits for Lots - $350 / cu.m Piping and lawn basins for rock pits - $2,500 / lot Pipe Costs (by diameter): 200 mm - $ 175/ lineal metre 250 mm - $ 190/ lineal metre 300 mm - $ 2100/ lineal metre 350 mm - $ 215/ lineal metre 450 mm - $ 230/ lineal metre 600 mm - $ 290/ lineal metre 750 mm - $310 / lineal metre 900 mm - $ 320 / lineal metre Manhole costs: $4,000 / manhole (1050 mm dia.) Catch Basin Cost: $ 2,250/ standard catch basin (5-year flow) $ 3,500/ side inlet catch basin (100-year flow) Property Costs for Detention Ponds: Within road right-of-ways – no charge Within Parks - $ 3,000,000/ha Occupying Lots - $8,600,000 / ha Detention Pond Costs: $ 100.00/ cu. metre excavation or berm construction inlet structure – assume $25,000 outlet structure – assume $50,000 Detention Pond Design Criteria You are only sizing the detention pond for rate control of the 5-year storm. It is assumed that with the source controls installed, the 2-year storm is adequately mitigated. For this assignment, the larger storms do not have to be analyzed. Design Storm – 5-year, run the 2-hour, 6-hour, 12-hour, 24-hour durations (use Kwantlan Park Station – Table 5.3.5 but pro-rate as discussed above) Maximum depth – 1.5 m Side Slopes – 2:1 Release rate – 6 litres/second/ha Use orifice and or weir equation provided in City of Surrey Design Criteria Manual (January 2016). Remember orifice flow rate changes with increasing deoth (Section 5.4.7.2). Pick a combination that optimizes the pond size but still meets the criteria. Standard Pipe Diameters Standard Pipe Diameters 150 600 1500 200 675 1800 250 750 2100 300 900 2400 375 1050 3050 450 1200 525 1350
DPBS1110/BMGT1310 Evidence-Based Problem Solving Assessment: Excel Training Program 1 Instructions: 1. Use Zoom or other recording software to record a step-by-step Excel video based on Excel questions below. 2. Start by introducing yourself (fullname and zid). 3. Record your screen when answering the Excel questions below along with a brief commentary. You need to turn on your camera at all time. 4. Estimated length of time for this video is 10 – 15 minutes. Your video should not exceed 20 minutes in length, Question 1 Using the dataset labelled “Furniture Sales” Step 1: Change the “Unit Price” column to display a dollar sign ($) using either "Accounting Number" or "Currency" format. Step 2: Ensure both the “Delivery Date” and “Sale Date” columns are in “dd/mm/yyyy” format. Step 3: Create a new column named “GST” (Goods and Services Tax), calculated as 10% multiplied by “Unit Price”. Step 4: Create a new column called “Total Sales Price”, calculated as the “Unit Price” + “GST” Step 5: Create a new column named “Delivery Time” to represent the number of days taken for delivery after ordering. Calculate this by subtracting the “Sales Date” from the “Delivery Date”. Format the result as an integer. Question 2 Using the dataset labelled “Delivery Time” Step 1: Select the entire “Delivery Time (days)” column, then navigate to the "Data" tab, click on "Data Analysis", and choose "Descriptive Statistics". This process will generate a table with key descriptive statistics such as: • Mean • Median • Standard Deviation • Minimum • Maximum • Range (Max-Min). Step 2: Create a histogram in Excel to visually represent the distribution of delivery times. Hint: Select the entire "Delivery Time (days)" column, clicking “Insert”, and choosing “Histogram”. Set the Bin Width to 1 (X-axis --> Format Axis --> Axis Options --> Bins). Don’t forget the label your axes and chart title. Step 3: Create a PivotTable in Excel to calculate the average delivery time for each freight carrier by delivery month. Hint: Select the entire Excel data, click "Insert", and then "Pivot Table". Choose where you want to put your Pivot table. Next, inside the PivotTable fields, drag "Freight Carrier" in the "Columns" area, "Delivery Month" in the "Rows" area. Then, drag "Delivery Time (days)" in the "Values" area, and choose "Average" to display the average delivery time. Question 3 Using the dataset labelled “Voucher Allocation” Step 1: Create 2 new columns named “$25 Discount Voucher” and “$20 Discount Voucher” to determine whether each customer is entitled to receive a voucher based on the criteria listed below: $25 Discount Voucher: Awarded to customers having more than 5 purchases and total spending exceeding $1000 $20 Discount Voucher: Allocated to customers identified as “Environmentally Conscious” or “Senior Citizen” . Hint: Use a combination of the “IF” and “AND” functions for the $25 Discount Voucher and “IF” and “OR” functions for the $20 Discount Voucher. Step 2: Create a new column named "Promotional Voucher" to determine the total voucher amount allocated to each customer. Use the values from the “$25 Discount Voucher” and “$20 Discount Voucher” . Step 3: PivotTable is a highly effective visual tool that allows us to display key Excel data based on our requirements. It is commonly used by managers in today's workplace. For this reason, we will create a PivotTable to help you visualize all the vouchers you have created. Select the entire Excel data and insert a PivotTable. In the PivotTable Field List, drag "Customer Type" into "Rows." Then, drag "Promotional Voucher" into "Values" and select "Sum." This PivotTable will display the total voucher value for each customer type.
Examination for BSc Psychology (PRACTICE PAPER A) 4PAHPRM2 RESEARCH METHODS 2 PRACTICAL EXAMINATION Section A The questions in Section A are about the article by Shalvi et al. (2012). You are provided with a replication of Experiment 1 from this article in an SPSS data file named: Shalvi et al Replication Expt 1.sav Use the data in this file to answer the questions that follow. Question A1 [11 marks available] Shalvi et al. (2012) report this analysis on page 1266 of their article: Time. As we expected, participants in the high-time-pressure condition took less time to report the outcome of the die role (M = 10.8 s, SD = 4.4 s) than those in the low-time-pressure condition (M = 23.2 s, SD = 11.2 s), t(70) = −6.01, p < .001, which indicates that the time-pressure manipulation was successful. Repeat this analysis for the data that you have been given, and report it. (a) Table A1. Time taken in seconds to report the outcome of the die role (report values to one decimal place) Condition Mean Standard Deviation Low time pressure High time pressure (b) Report the test statistic (to two decimal places): t = __________ (c) Report the degrees of freedom df = __________ (d) Report the exact p-value (to three decimal places): p ____________ (e) Is the result statistically significant? (Select one answer): Yes / No (f) The outcome of this test has important implications for how other analyses in this experiment are interpreted. In this regard, briefly explain what the main implication of a non-significant outcome to this test would be. [A1: 11 marks available] Question A2 [11 marks available] Shalvi et al. (2012) report this analysis of the low-time-pressure condition on page 1266 of their article: The distribution of reported outcomes differed from the uniform. distribution expected from a fair die roll in [both] the low-time-pressure condition, χ2(5, N = 38) = 13.47, p = .02, … Repeat this analysis for the data that you have been given, and report it. HINT: You should use a filter or split the file to examine ONLY the data for the low-time-pressure condition. (a) Table A2. Expected frequencies if the data follow a uniform. distribution, and observed frequencies for the number reported as showing on the die. Number (reported) showing on the die 1 2 3 4 5 6 Expected frequency Observed frequency (b) Report the test statistic (to two decimal places): = __________ (c) Report the degrees of freedom df = __________ (c) Report the sample size for this analysis N = __________ (d) Report the exact p-value (to three decimal places): p ____________ (e) Is the result statistically significant? (Select one answer): Yes / No (f) Which kind of chi-square test did you use? (Select one answer): Chi-square goodness-of-fit test / Chi-square test for contingency tables (g) What do you conclude from this test? (One sentence is sufficient) [A2: 11 marks available] HINT: If you have used a filter or split the file on this question, REMOVE THE FILTER/SPLIT BEFORE MOVING ON TO THE NEXT QUESTION. Question A3 [11 marks available] Shalvi et al. (2012) report this analysis that includes a Mann-Whitney U test on page 1266 of their article: Supporting our hypothesis, participants in aggregate lied significantly more, by reporting higher die-roll outcomes, in the high-time-pressure condition (M = 4.56, SD = 1.48) than in the low-time-pressure condition (M = 3.87, SD = 1.61), Mann-Whitney Z = 2.03, p < .05. Repeat this analysis for the data that you have been given, reporting the descriptive statistics in Table A3, and the outcome of the Mann-Whitney U test below. (a) Table A3. Outcome of die-role reported by participants (report values to two decimal places) Condition Mean Standard Deviation Low time pressure High time pressure (b) Report the test statistic for this Mann-Whitney U test (to two decimal places): _________ = __________ (c) Report the sample size for this analysis N = __________ (d) Report the exact p-value (to three decimal places): p ____________ (e) Is the result statistically significant? (Circle one answer): Yes / No (f) Is the conclusion from this test the same as, or different to, the conclusion that Shalvi et al (2012) reported for the equivalent analysis (see extract above)? (Select one answer): The same conclusion A different conclusion Impossible to say (g) Give one reason that might explain why the researchers used a (non-parametric) Mann-Whitney U test to analyse this difference between the two conditions, in preference to using a t-test (as would be more usual when examining a mean difference). [A3: 11 marks available] Question A4 [12 marks available] (a) Which of the following research terms accurately describe some aspect of the design or analysis of Experiment 1 of Shalvi et al. (2012): Select ‘Yes’ or ‘No’ for each term. (i) Experimental research Yes No (ii) Quasi-experimental research Yes No (iii) Pretest-postest design Yes No (iv) Manipulation check Yes No (b) Justify the answers that you gave in part (a) above. (The equivalent of one or two well-written sentences per part (i to iv) will be sufficient for this question.) [A4: 12 marks available] Section B The questions in Section B are about the Cognitive Styles Study Use this data file for Section B: Cognitive Styles Specimen Data.sav Question B1 [4 marks available] (a) Obtain Cronbach’s alpha for the CFC scale, and write the value below. Give the value of alpha to three decimal places a = ________________ (b) Which one of the ten questions/assumptions or study hypotheses does this value (a) provide information for? (Select one answer) M1 M2 H3 H4 H5 H6a H6b H7a H7b H8 (c) With respect to this question/assumption or study hypothesis that Cronbach’s alpha can be used to examine, the value of a that you have recorded above would usually be regarded as (select one answer): Poor Almost/Barely adequate Good Very good Excellent [B1: 4 marks available] Question B2 [12 marks available] This question is about study hypothesis H7a: H7a There will be a positive linear relationship between NFC score and the number of years spent in post-compulsory full-time education. You will examine this hypothesis using simple linear regression. Undertake the appropriate analysis that will allow you to obtain the equation for the regression line that can be used to predict overall NFC score from the number of years spent in post-compulsory full-time education. (a)(i) Write down the equation for the regression line for this analysis, using N for the overall NFC score and P for the number of years spent in post-compulsory full-time education. Values in the equation should be given to three decimal places. Equation: ______________________________________________ (ii) Use the equation for the regression line to calculate the expected overall NFC score for a participant who has spent five years in post-compulsory education. Show your working in the space provided. Your final answer should be written correct to one decimal place Answer (expected NFC score): _______________ (iii) Use your equation from part (a)(i) to answer the following question. Imagine that there are two people, and that one of these has spent one more year in post-compulsory full-time education than the other. What is the expected difference in overall NFC score between these two people? This answer should be given to three decimal places Expected difference in NFC score: _______________ Question B2 (continued) (b) What is the percentage of variance in overall NFC score that is accounted for by the number of years spent in post-compulsory full-time education? Give the percentage to one decimal place. _____________ % (c)(i) For the linear relationship examined by this regression analysis, write down the unstandardized regression coefficient (b), the standardized regression coefficient (b) and the exact p-value for the regression. Give these values to three decimal places b = ____________ b = ____________ p = ____________ (ii) Is the regression statistically significant? (Circle one answer) Yes / No (iii) One of these three values listed in part (c)(i) above is also the Pearson correlation (r) for the relationship between the overall NFC score and the number of years spent in post-compulsory education. Which one of the three is this? (Circle one answer) b b p [B2: 12 marks available] Question B3 [23 marks available] For this question, you need only consider the following two hypotheses that relate to the consideration of future consequences (CFC): H6b People that invest in shares will have higher CFC scores than those that do not invest in shares. H8 There will be a negative linear relationship between CFC score and the number of cigarettes smoked per week. Use the data that you have been provided with to write a Results section that would be appropriate for a research report in psychology. Analyse and report only the information that is appropriate and relevant to the two hypotheses listed above. You should assume that the only variables of interest for your Results section are the ones needed to investigate these two hypotheses. You may use tables and graphs where necessary or beneficial. Marks will be awarded for layout, clarity and correct interpretation of the statistical data, and appropriate description of how the data were treated. In order to save space and time, you may use the abbreviations H6b and H8 to refer to the hypotheses. Any other abbreviations that you use should be defined first. You may assume that parametric statistical tests can be used for analyses that involve measurement data (i.e., for analyses that involve at least one NON-categorical variable). Report a t-test if you are analyzing a mean difference.Write your Results section in the space provided below. [B3: 23 marks available]
CSE 2231 — Midterm Exam #2 Review The midterm will be similar to the midterms in Software I. It will be a written exam done in class. The topics covered will be everything from SortingMachine up to and including Context-Free Grammars. This also includes topics from labs, homework, and projects. It will not include Recursive-Descent Parsing or Code Generation. You should also be familiar with general ideas of implementing kernel classes, such as the usage of instance variables, the representation, the correspondence, and the convention. Questions may be on any of these topics, but you are not expected to memorize everything. For example, if a question deals with something from a project, you will be given the relevant information from the project in order to complete the question. As another example, you will not be expected to remember any context-free grammars, but you should be able to understand and interpret a grammar if given one. Additionally, the exam will include the contracts from the API for any components that are needed to answer a question. Topics: • SortingMachine • Sorting Algorithms – Insertion Sort, QuickSort, Heapsort • Heaps – siftDown, heapify • Linked Data Structures – Singly-linked List, Doubly-Linked List, Smart Nodes • Linked List Implementations of Components – Stack, Queue, List • Trees • Abstract Syntax Trees • Program and Statement • Context-Free Grammars The format of the exam will have different styles of questions, including true-false, multiple-choice, fill-in-the-blank, diagram drawing, short answer, and coding questions. Below are some practice questions for the exam. 1. Consider the following grammar that defines a subset of URLs for web addresses. The symbol [a-z] means a|b|c|d|...x|y|z, that is, any lowercase character. s t a r t → sub . domain . top sub → www j ?1? domain → char—seq top → com j net j ?2? char—seq → char j char char—seq char → [ a—z ] 1.1 Suppose the following string is in the langauge of the grammar. print.osu.org If this string is in the language, what are the values of ?1? and ?2? in the grammar? 1.2 What are the terminal symbols in the grammar? 1.3 what are the non-terminal symbols in the grammar? 1.4 Which of the following strings are in the langauge defined by the grammar? If they are in the language, draw their derivation tree. www.osu.com √ www.Mi.net × www.a.net √ 2. Implement the following pair of methods. The methods convert a program so that any while loops in the program are modified to be infinite while loops (yes, it is a ridiculous method). You should think of what we did when implementing the simplify-if-else method and the rename method from the lectures. public static void infiniteLoop ( Program p) { } public static void infiniteLoop ( Statement s) { } 3. Draw the abstract syntax tree for the following BL snippet. WHILE true DO FindEnemy infect IF next -is - friend THEN HighFive turn left ELSE turnright END IF END WHILE 4. Draw the heap that results from heapifying the following array of characters, assuming alpha- betical order. You should interpret the array of characters as a binary tree like in the Heap- Sort project. Remember that buildHeap recursively calls buildHeap on the left and right subtrees and the base case is a single node . Build the heap for 5. Draw the corresponding representation of a doubly-linked list implementation of the following List object with two smart nodes . ,
Digital Banking and Fintech N1623 2024/2025 Post Project: Digital Banking Business Report: A comprehensive analysis of a selected bank’s operations, focusing on strategic aspects, industry trends, and competitive landscape. Utilizing the CAMELS framework, we will conduct a thorough evaluation of the bank's capital adequacy, asset quality, management efficiency, earnings, liquidity, and sensitivity to market risk. Project-Tasks Percentages of Project mark Digital Banking Business Report 80% (2000 words) Video 10% (5-10 minutes) Student participation 10% Bank Selection and Consistency: Students are required to select a single bank and competitor for in-depth analysis. This bank and competitor will be the subject of both the business report. This ensures thematic coherence and allows for deeper, more nuanced analysis across both components. The total word count is 2000 word ( +/-10%) excluding Appendix, Figures and Tables. The business report and video should exhibit a clear and logical connection. Ensure that insights from the business report inform and enrich the analysis presented in the video. For example, findings about the selected bank's overall digital strategy in the report could be used to contextualize the specific mobile banking features and embedded technology solutions discussed. The availability of financial data for last five years (balance sheet, income statements, annual reports) from Bloomberg Database. The document must be written inHarvard Style. Competitor Selection: Once you've chosen your primary bank, select a suitable competitor for comparison. Ensure the competitor offers comparable mobile banking services and integrates AI in similar ways. Consider: - Banks of similar size and market segment (RV function, or Fame/Orbis peer analysis or Statista) - Banks recognized for AI solutions for banking operations/ products (Bloomberg Terminal -Function CN, DES, DS) - Banks operating in the same geographical region (Bloomberg Terminal -Function RV, DES) Data Sources To be able to process this report, student need to use Bloomberg Databases or Annual Report Other valuable sources of information: - Read through Directors' report (Bloomberg Terminal -Function CN, DES, FA, DS) - Read through other reports in front of Statutory accounts - Read any articles on the company in the financial press - Web (Google, Bing, FT etc...) search of a company for comments by market analysts - Sussex Online Databases (Orbis, Statista, Fame) - Teaching references and resources. Time management The earlier you start the project, the better. The lectures and seminars are designed to help you work on your project. The best approach would be to meet up weekly and apply the knowledge gained from the classes to advance your assignment. For each seminar, you will have the opportunity to ask questions regarding your project during the last 10 minutes at the end of the workshop. This skill is related to how to create a project schedule. The only way to achieve the project’s goals within the given timeframe that has been decided on is to break down the goals into tasks on a timeline. You are required to set up a realistic schedule and then manage the resources needed to keep on track so that the project can be successfully concluded on time. You might use an online Gantt Chart. Risk management Any project is inherent with risk. It is essential to become familiar with these issues before they become problems. Different problems can arise, such as other assignments, lack of access to the database, the crash of computer systems etc... It is essential to keep track of different documents and other vital issues Attend Lectures and Seminars: These sessions will provide crucial details about each task and the expected outcomes. Active participation is essential to ensure a comprehensive understanding of the material. Please do not hesitate to ask clarifying questions during these sessions. Digital Banking Business Report This comprehensive report undertakes a deep dive into the banking operations of chosen bank, assessing its digital strategic direction, performance within industry trends, and competitive landscape. Utilizing the CAMELS framework, we will conduct a thorough evaluation of the bank's capital adequacy, asset quality, management efficiency, earnings, liquidity, and sensitivity to market risk. In this report, students should evaluate the financial and risk position and then look at how the economic situation affected the bank strategy. General points for this report The general points are as follows: - Do not ramble or waffle - One point per sentence - Keep to simple sentences - Check spelling and grammar. Required Format - Header: Bank name - Footer: date, page numbers - Wide margin on the left so report can be easily read when bound/filed - Every student must submit one for selected approved bank Size of this section - Unlikely to be as big as the section on analytical review - Quality needed, not quantity - Marks for showing you understand the implications of financial ratios. Key Areas of Exploration: Strategic Analysis: Examining the bank's banking strategy, including its vision, mission, goals, and key initiatives, especially in the context of digital banking strategy. Competitive Landscape: Identifying and evaluating the main competitor in the banking space. CAMELS Analysis: Employing the CAMELS framework to comprehensively assess the bank's capital adequacy, asset quality, management efficiency, earnings, liquidity, and sensitivity to market risk. Analysing the bank's financial performance in the context of its digital banking operations, focusing on key metrics like user adoption, transaction volume, and revenue generated. Risk Analysis: Analysing the bank's risk e in the context of its banking operation, especially in the context of the usage of technology Digital Banking Strategy: Embracing Embedded Technology and Product Innovation This strategy outlines our commitment to leveraging embedded technology and fostering a culture of innovation to deliver exceptional digital banking experiences. Analyze a specific bank's digital innovations and embodied technologies over the past five years, comparing them to competitors. Base your analysis on the IMF's "Evolution of Finanscape" and their work on major technology transformation services (Lecture and course references). Evaluate how these investments impact the bank's financial ratios, performance, and strategy. Consider the bank's stated digital banking strategy (e.g., "Embracing Embedded Technology and Product Innovation") and analyse its actual implementations and performance against this strategy. Report Aim: This report aims to provide a comprehensive and insightful analysis of banks' operations, offering valuable information for investors, industry professionals, and consumers alike. By understanding the bank's strategic direction, its position within the evolving landscape, and its performance relative to competitors, the report seeks to shed light on its future prospects and potential challenges in the digital banking arena. The report structure. This report is required to have the following sections: 1. Introduction: A description of the selected bank (100 words) 2. Bank performance analysis (600 words) 3. Bank Risk analysis (600 words) 4. Bank strategy and Innovations (600 words) 5. Conclusion (100 words) - The bank to be analysed must be approved by the lecturer before submission. Include the approval email as part of your submission. -Include Bibliography at the end of your report -Include a list of all appendices at the end of your report -The report, including all data, figures, and calculations, should be submitted as Excel files. The report content. Title Page The title page must include: - University of Sussex - Module Name and Module Code - Bank Name - Student candidate number 1. Introduction A summary of any relevant information as follows: Geographical location/s Products/Services (in tables or graphs) Direct competitor (Peer Analysis) Bank structures (for example, Personal banking, Business Banking etc. as in tables or graphs) 2. Bank Performance Analysis Analytical review - Historical review as a comparison to the competitor - Trend analysis of required ratios over the last five years - Define strengths and weaknesses to detect in the bank’s performance -Interpretation of bank position with respect to competitor - Generation using Bloomberg's built-in functions - Summary Table of ratios in Appendix Interpretation of ratios Group into categories - CAMELS rating analysis - Efficiency Ratio Those are the two basic types of analyses - most used, as each can be used for some financial companies. It is the main ratio that students must discuss in their report. 3. Bank Risk Analysis Analytical review - Historical review as a comparison to competitor -Trend analysis of the required ratios over the last five years - Interpretation of bank position with respect to competitor -Define strengths and weaknesses to detect in bank’s risk - Generated using Bloomberg's built-in functions -Summary Table of ratios in Appendix Interpretation of ratios Group into categories: - Overall Risk - Liquidity Risk - Credit Risk - Off-Balance Sheet risk - Capital Risk 3. Bank strategy and Innovations Analyze the digital innovations and embodied technologies implemented by a specific bank over the past five years, comparing them to its competitors. This analysis must be grounded in the frameworks presented in the lecture, specifically referencing the IMF's "Evolution of Finanscape" and the IMF's work on major technology transformation services (as detailed in Lecture 5,6,8,9 and the course reference list). Furthermore, analyze how these investments in new technologies and innovations have impacted the bank's key financial ratios, overall performance, and strategic direction. 4. Conclusion - The conclusion must be drawn from the evidence in your report - Must refer to your workings and your conclusions - All conclusions must be based on facts Bibliography - Must reference all sources - Web pages must include the date of a hit as well as the web address - Press must include the date of publication as well as the writer - References can be presented in Harvard style
Type: Literature Review Learning Objectives Assessed: 1, 2, 4 Due Date: 23/8/2024 Weight: 30% 1500±500 words (not including references, subtitles etc). Task Description: One of the main skills required to conduct research is the critique of current and past literature within the context of the topic and discipline area that you are working in. This requires the ability to read, comprehend, analyse and place in context refereed and non-refereed material in the literature of your field of expertise. The purpose of this assessment exercise is to develop your critical assessment skills within biogeography. You are to select a peer-reviewed paper, which is directly relevant to biogeography. To do this you should go to a database of peer reviewed literature such as “Scopus” or “Web of Science” which you can find on the Library website. Alternatively you may look for a paper in a journal that is relevant to this course for example “The Holocene” or “Journal of Quaternary Science” for example. You can check with course staff to see if the paper is appropriate. Your response must include: - Your interpretation of the aim of paper and your judgement of if the aim is adequately explained; - A summary of the methodology used; - A critical assessment of the methodology used. This could include: do the techniques used adequately address the aim of the paper, were there other techniques that would have been preferable or complimentary, were the number of analyses or dating appropriate etc; - An assessment of if the paper has cited the most appropriate literature to the topic. - Your assessment of how well the methods and data support the results and conclusions of the paper; - An indication of how the paper could have been improved, in relation to the methods or content of the paper. Remember that these papers have all be through peer review by other scientists, However, that does not necessarily make them perfect. Your analysis should be objective and critical and refer to studies that support your arguments wherever possible. When referring to studies (including the one that you review) in-text, refer to them by the first authors’ family name and the year it was published. i.e. “the aim of Krull et al., 2004 was to …”.
COURSE TITLE: DIPLOMA IN BUSINESS ADMINISTRATION - (ACCOUNTING & FINANCE) - (BANKING & FINANCE) MODULE TITLE: FINANCIAL MANAGEMENT EXAM DATE: 27 JUNE 2017 ANSWER ALL QUESTIONS (25 MARKS EACH) Write your answers in the answer booklet provided, starting your answer to each question on a new page. Number your answers according to the question number, and also enter these numbers on the frontpage of the answer booklet. 1. Castall Inc. purchased a machine 2 years ago for $80 000. When it was purchased, the machine had an expected useful life of 5 years, and an estimated scrap value of $10 000 at the end ofits useful life. The machine is depreciated using a straight line method, and can currently be sold for $35 000. The finance manager is considering the feasibility of buying a new machine with an operational life of 4 years. The forecasted cash flows arising from this new machine is given as follows • Initial cost outlay of $100 000, with a further $10 000 to install it. • Sales will be expanded from the $40 000 to $45 000 per year. • Annual operating costs will be reduced from $12 000 to $8 000. • A positive change in net working capital of $12 000. • Zero scrap value at end of operational life. Castall Inc has a cost of capital of 10%. a) Calculate the Net Present Value (NPV) if Castall Inc continues to operate the old machine. (9 marks) b) Calculate the initial investment associated with the acquisition of the new machine. (4 marks) c) Using your result in part (b), calculate the Net Present Value (NPV) if Castall Inc purchase the new machine now. (10marks) d) Should Castall Inc continue to operate the old machine or purchase the new machine now? Why? (2 marks) 2. a) Duffet Corporation has a $1 000 par value bond with a 6.5% coupon rate. The bond matures in 20 years. Suppose coupons are paid annually. The required return is 9%. Compute the value of the bond. (6 marks) b) BuzzMart Inc. issued a 30-year, 7 % coupon interest rate, $1 000 par value bond that pays interest semi-annually. The required return is currently 6%. Compute the value of the bond. (6 marks) c) Tsuz Industries has paid a dividend of $3.50 per share for the past year (D0 = $3.50). The Chief Finance Officer expects the dividend to grow at a rate of 5% per annum for the foreseeable future. Assume investors require a rate of return of 12%. (i) Calculate the current price of the stock. (2 marks) (ii) If the stock currently trades at $53, would you buy it? (1 mark) d) Rainbow Airways is in the 40% tax bracket. Information on the company’s debt, preferred stock and common stock are as follows: maturityof preferredstockatits pershareparvalueFloatationcostsare$5pershare.CommonStockPricepershareiscurrently $4 Therearenofloatationcosts (i) Calculate the cost of debt. (2 marks) (ii) Calculate the cost of preferred stock. (2 marks) (iii) Calculate the cost of common stock. (2 marks) (iv) Rainbow Airways’ capital structure is 20% debt, 40% preferred stock and 40% common stock. Calculate the weighted average cost of capital (WACC). (4 marks) 3. Hyclo Ltd is an underwater ship hull cleaning company. The management is concerned about the firm’s management of working capital. a) The average collection period and average payment period are 41.5 days and 35.8 days respectively. The firm turns over its inventory 18 times each year (assume 360 days year), and the firm currently has annual sales of $38.5 million. (i) Calculate the firm’s operating cycle and cash conversion cycle, correct to 1 decimal place. (5 marks) (ii) Determine the amount of resources needed to support the firm’s cash conversion cycle. (4 marks) b) Hyclo Ltd purchases 86 000 units per year of a chemical used in the underwater cleaning of ship hull. The cost per order is $51, while the carry cost is $15 per unit per year. (i) Calculate the economic order quantity. (4 marks) (ii) Using your answer in (i), calculate the ordering cost, carrying cost and total inventory cost. (8 marks) c) Suppose Hyclo Ltd operates a 250 days per year, and maintains a minimum inventory level of 500 units of safety stock. If the lead time to receive orders ofthe component is 5 days, calculate the reorder point. (4 marks) 4. a) State the FIVE steps in planning personal financial affairs. (10 marks) b) List any THREE financial plans, and identify the goal associated with each financial plan. (6 marks) c) The following is an extract of Betty Soh’s financial position as at 31 December 2015. Betty’s Total Liabilities include a $288 000 housing loan and a $53 500 car loan. His total income for the year 2015 was $76 000. Calculate the following financial ratios for Betty, correct to 2 decimal places. (i) Solvency ratio (ii) Liquidity ratio (iii) Gearing ratio (9 marks)
Examination for BSc Psychology (SPECIMEN PAPER) 4PAHPRM2 RESEARCH METHODS 2 PRACTICAL EXAMINATION Section A The questions in Section A are about the article by Shalvi et al. (2012). You are provided with information about a replication of Experiment 1 from this article. This information includes output from analyses done using SPSS. Question A1 [11 marks available] Shalvi et al. (2012) report this analysis on page 1266 of their article: Time. As we expected, participants in the high-time-pressure condition took less time to report the outcome of the die role (M = 10.8 s, SD = 4.4 s) than those in the low-time-pressure condition (M = 23.2 s, SD = 11.2 s), t(70) = −6.01, p < .001, which indicates that the time-pressure manipulation was successful. The equivalent analysis was done in SPSS for the replication data and is shown below in the boxes below: (a) Use the SPSS output above to complete the paragraph below. Report data to the same degree of precision as used by Shalvi et al. (2012). For alternative statements shown in bold red font, delete to leave the most appropriate statement. Red lines indicate where information is to be inserted. As expected / Counter to expectations participants in the high-time-pressure condition took less / more time to report the outcome of the die role (M = ___ s, SD = ___ s) than those in the low-time-pressure condition (M = ___ s, SD = ___ s), t(___) = ___ , p ___ , which indicates that the time-pressure manipulation was / was not successful. (b) Is the result statistically significant? (Select one answer): Yes / No (c) Which kind of t-test was used? (Select one answer): One-sample Related samples Independent samples (d) The outcome of this test has important implications for how other analyses in this experiment are interpreted. In this regard, briefly explain what the main implication of a non-significant outcome to this test would be. (Two or three sentences are sufficient) [A1: 11 marks available] Question A2 [12 marks available] Shalvi et al. (2012) report this analysis of the low-time-pressure condition on page 1266 of their article: The distribution of reported outcomes differed from the uniform. distribution expected from a fair die roll in [both] the low-time-pressure condition, χ2(5, N = 38) = 13.47, p = .02, … The equivalent analysis was done in SPSS for the replication data and the output for the statistical test is shown in the box below: (a) Table A2 shows the observed frequencies for this analysis. Complete the cells for the expected frequencies in Table A2. Table A2. Expected frequencies if the data follow a uniform. distribution, and observed frequencies for the number reported as showing on the die. Number (reported) showing on the die 1 2 3 4 5 6 Expected frequency Observed frequency 3 4 5 7 6 8 (b) Use the SPSS output above to complete the paragraph below. Report data to the same degree of precision as used by Shalvi et al. (2012). For alternative statements shown in bold red font, delete to leave the most appropriate statement. Red lines indicate where information is to be inserted. The distribution of reported outcomes differed significantly / did not differ significantly from the uniform. distribution expected from a fair die roll in the low-time-pressure condition, χ2( ___, N = ___) = ___, p ___. (c) Which kind of chi-square test was used? (Select one answer): Chi-square goodness-of-fit test / Chi-square test for contingency tables (d) What do you conclude from this test? (One sentence is sufficient) (e) With reference to the aim (purpose) of the research by Shalvi et al., briefly explain why testing the hypothesis that the data follow a uniform. distribution is the appropriate null hypothesis to test in this analysis. (Two or three sentences are sufficient) [A2: 12 marks available] Question A3 [5 marks available] Shalvi et al. (2012) report this analysis that includes a Mann-Whitney U test on page 1266 of their article: Supporting our hypothesis, participants in aggregate lied significantly more, by reporting higher die-roll outcomes, in the high-time-pressure condition (M = 4.56, SD = 1.48) than in the low-time-pressure condition (M = 3.87, SD = 1.61), Mann-Whitney Z = 2.03, p < .05. The equivalent analysis was done in SPSS for the replication data and the output for the statistical test is shown in the boxes below: (a) Is the conclusion from the test in the replication data the same as, or different to, the conclusion that Shalvi et al (2012) reported for the equivalent analysis (see extract above)? (Select one answer): The same conclusion A different conclusion Impossible to say (b) Briefly justify your answer to part (a), making clear what can, or cannot, be concluded from the test for the replication data. (Two or three sentences are sufficient) (c) Give one reason that might explain why the researchers used a (non-parametric) Mann-Whitney U test to analyse this difference between the two conditions, in preference to using a t-test (as would be more usual when examining a mean difference). (One sentence is sufficient) [A3: 5 marks available] Question A4 [12 marks available] (a) Which of the following research terms accurately describe some aspect of the design or analysis of Experiment 1 of Shalvi et al. (2012): Select ‘Yes’ or ‘No’ for each term. (i) Experimental research Yes No (ii) Quasi-experimental research Yes No (iii) Pretest-postest design Yes No (iv) Manipulation check Yes No (b) Justify the answers that you gave in part (a) above. (The equivalent of one or two well-written sentences per part (i to iv) will be sufficient for this question.) [A4: 12 marks available]
Password Manager App Fullstack Development Overview As more and more companies experience hacks and cybersecurity becomes more important, there are many services that can generate and manage passwords on your behalf. For this assignment, you will make a simple service that allows you to track and generate passwords on your behalf. You will also be able to share passwords with other people if you choose. One note of caution: you may be familiar with programs like LastPass or similar that integrate as an addon to your browser and have features such as auto-inserting or auto-logging in. I am NOT expecting this kind of functionality. For your project, you can assume users will simply copy and paste passwords as necessary. For this assignment, you may work with up to two additional students, to make a group of 3. You can also tackle this work by yourself as well. Please note: you are welcome to come up with your own project idea, but you must contact the teaching staff at least a week before the assignment is due to ensure that the code is sufficiently worthwhile and can reasonably meet the expectations of the rubric below. I am also open to you experimenting with other technologies in your stack, but again, please see me first. The requests must be submitted before the final class. Finally, I recommend you use the code I provide in class as a basis for this project as much of the frustrating setup is handled there. Rubric ● Core Functionality - 25% ● Working Github and Deployed App - 5% ● Good Pages and Styling - 10% ● RESTful APIs - 20% ● MongoDB, Mongoose and Security Implementation - 20% ● Well Written JavaScript. ● Bonus Points Core Functionality and Pages The goal of this project is to create a website that can help users track and create passwords, as well as share passwords with people they trust. When a user comes to the website, they should see a home screen and the option to login or create a new account. Once the user logs in, they should be able to see all the passwords that are associated with their account. They should also be able to create a new password for a website. If the user includes a password with the request, then that password should be chosen: otherwise, you will need to randomly generate a password for that user based on certain parameters. Finally, users should be able to share their passwords with another user. Either on the password manager page or elsewhere, users should be able to share their passwords with other users in case of some kind of emergency. Home Page The first page that users will see on the page. It will include the nav bar, (lightly) stylized website name, product description and the names of the creators (i.e., you and your team). This page should have no other features. Navbar At the top of every page, you should have a nav bar. This navbar should contain a link back to the home page and a link to a place where a user can login or register a new account. If the user is logged in, the navbar should still contain a link to the home page, a button to log out and a slightly stylized reference to their username. The following example is from Redfin.com and shows how the login/register buttons switch to the username when the user is logged in. Logged out Logged in (clicking will take me to my settings page) Please be aware that most websites have extremely fancy logging in/logging out experiences, including things like modals. It may be easier to redirect to a new page to login and register. Once a user is logged in, the navbar should provide a method for users to log out. Login/Register You should have on your website a way for users to register and login to existing accounts. For new users, you should verify passwords and once a user creates a new user, they will automatically be logged in. If the user tries to create a user with an existing username, an empty username, empty passwords, or the passwords provided do not match, you should provide an error message to let the user know what has happened. For existing users, you should provide a way for users to log in. If the password does not match the username, the password is empty, the username is empty or the username does not exist, then you should provide an error message letting the user know what has happened. Once a user has logged in, either by creating an account or logging in to an existing account, they should be redirected to their password manager page. We will be using cookies to track user sessions and delete those cookies when a user logs out. This will all happen in the backend. You are given free reign to implement login and register experience as you want, but I recommend to keep it easy by creating 2 different login pages. Password Manager Page The main feature of your app will be the password manager page. This page is meant to act as a place to manage, store and generate secure passwords. There are several different aspects to the page, with more detailed in the “Share Password” section. At the top of the page, there should be an input field that accepts a URL or other name (I will use URL going forward, but it can be any non-empty string) as well as a second field that accepts a password. Additionally, there should be 3 checkboxes with the following values: alphabet, numerals, symbols; finally there should be another input field called “length”. Finally, there should be a submit button. When a user inputs a URL and password and clicks submit, the browser should make an API request to the backend and store the URL/password in a database. Once this data is stored, you will want to refresh the user’s password list (not the page, only the data) so the user can see that they successfully stored the data. In this scenario, if the user clicked any of the checkboxes and updated the “length” field, those values are ignored. If the user inputs a URL but NOT a password, you will use the checkboxes and length to randomly generate a password for the user based on the length. At least one checkbox must be checked and the length must be between 4 and 50, inclusive. For each value on the checkbox, each value must be represented at least once in the generated password. You are NOT expected to generate a cryptographically secure password here: you can just use the built in random function. If the user does NOT input a URL and they try to submit, you should show an error to let the user know what is wrong. Below this password input field, you should list out each URL and password pair as well as the date the value was last updated. Additionally, you should provide a way for a user to delete or update a URL/password pairing. The following is an example from Lastpass. Your UI will probably look much simpler and contain the name of the service, the created/updated data and the password in a single row. Share Passwords The last feature is that users should be able to share their passwords with other users. Somewhere on the password manager page, there should be a way to input another user’s username as well as an “Submit” button. If the submitted username does not exist in the service or the user submits their own username, you should show an error. When submitted, the other user should see a message or some indicator on their password manager page that a user wants to share passwords. Make sure to show the username. If the user accepts this request, they should be able to see the other user’s passwords below their own, but should not be able to modify or delete them. Please make it clear whose password they are. Both users should see each other’s passwords in this way. If the user rejects the request, the user will not see the request again and no passwords will be shared. Working Github and Deployed App Link For this assignment, I recommend you use Render to host your code, but you are welcome to use any web hosting service you are comfortable with. Please follow the instructions from the lectures or contact any of the teaching staff to get this set up if you need help. Please be sure to add the TA’s as collaborators to your Github repos. Deploying this project can be annoying, so I recommend you use the code I write in class as a basis for this project and follow the guide I include in the syllabus. If you run into any trouble deploying, do not hesitate to reach out to the teaching staff for help. Correct Pages and Good Styling You are responsible for building out a website with the following pages (this is a good summary or checklist for the above): ● home page or landing page ● register/login page(s) ● password manager page Additionally, you are required to have a navbar with the specification listed above. As always, you should have a unique and consistent style. across the different pages. There are no specific styling requirements, but make sure that your website looks good on mobile as well as desktop. You are welcome to use any 3rd party styling libraries, such as Tailwind, React Bootstrap, Material UI, etc. Ensure that this is something you would be proud to show an employer. Finally, if these views are on different pages, consider sensical and good URL design. Well Written JavaScript Now that we’re writing logic, you must start considering the quality of the code you’re writing. Functions should be simple, easy to read and avoid repetition. Make sure to make helper functions to simplify code in the backend and ensure that your React components are as simple as possible. We are not expecting you to use any “advanced” JavaScript. functionality, but you should be writing code that you would be happy to show to a potential employer. You are welcome to use or not use any library of your choice (this means that you are not expected to use Redux, for instance.) RESTful APIs Since this is a full stack app, you are expected to write backend Express APIs using each of the proper RESTful verbs that we learn in this course: POST, PUT, DELETE and GET. It is important that your code respects the promise made with these verbs so that there are no unexpected side effects. MongoDB, Mongoose and Security Implementation You should correctly connect MongoDB and Mongoose with your app. You should have at least 2 collections (i.e., MongoDB tables). Requests from invalid users should be rejected (for instance, if an API request comes to delete another user’s review, that should not succeed.) Bonus Points These tasks are OPTIONAL but will be good experiences if you’re interested in exploring further into some harder ideas in web development, but remember that the teaching staff will not help you with this. Submit Early - 3pts Submit this assignment 48 hours before the submission time to receive extra points. Data Encryption - 2pts Since you are working with valuable and secure information, ensure that your user data is encrypted in the database to add an extra level of security. The walkthrough for this can be found in the slides. Easy Copy to Clipboard - 1pt Next to each password there should be a button that allows users to copy the password to the clipboard (i.e., it should be the same as if the user selected the password and pressed CTRL+C or CMD+C to copy the password). Visually Obscured Passwords - 2pts When a user is looking at their own or shared passwords, there is a small risk that someone else would be able to look at their screen and manually copy the password. To make this a bit safer, obscure the passwords with some kind of filter. When the user presses the password or a nearby button, it should reveal the password: You may copy the style. and approach of the above gif, or do your own. Password Search - 3pts As users may have a lot of passwords, provide a search bar at the top of the page that allows users to search for passwords by service/domain name. Cryptographically Secure Passwords - 5pts For this assignment, when you generate a password, we recommend you just use Math.random to generate it. However, this is not considered very secure. Update your password generation to be more cryptographically secure and include in your writeup what makes this approach safer than just using Math.random
ACT 247: Introductory Life Contingencies (Winter 2024) Course outcomes: By the end of the course, you will be able to: • Understand the key elements behind the mathematics of pricing key life insurance products: sequences and series, probability theory, and time value at money. • Recognize life contingency notation and comfortably apply it. • Understand the concept behind and apply life contingency tables. • Understand and apply parametric survival models for long-term insurance coverages. • Understand the key features of life insurance and apply mathematical relationships to price them. • Understand the key features of life annuities and apply mathematical relationships to price them. Textbook: S. Broverman, Actuarial Science Coursebook for [ACT247H + ACT348H 2022-23] Edition. Course tentative outline: (1) Weeks 1 & 2: Part 1 - Foundations (2024-01-07sun → 2024-01-20sat): a. Introduction. b. Life insurance products (high level). c. ABCs (Section 1): i. Key geometric series. ii. Key integrals. iii. Probability theory. 1. Intro. 2. Single variable functions. 3. Multiple variable functions. 4. Conditional probability. 5. Independence. 6. Mixture distributions. 7. Conditional distributions. 8. Distribution functions. iv. Time value of money. d. Modelling survival & mortality (Sections 2 & 3): i. Survival probability in the context of life and death ii. Time until death. iii. Force of mortality. 1. Of a newborn. 2. Of a person aged x. (2) Weeks 3, 4, & 5: Part 2 - Life tables & parametric survival models (2024-01-21sun → 2024-02-10sat): a. Life tables (Section 4) b. Mean and variance survival metrics (Section 5): i. Complete lifetime expectation, Tx. ii. n-year term expectation of life for x, Tx,n. iii. Median and mode lifetime of Tx. iv. Curtate expectation of life for x, Kx. v. n-year curtate expectation of life for x, Kx,n. vi. Variance of lifetime. vii. Variance of curtate lifetime. c. Parametric survival models (Section 6). d. Fractional age assumptions (Section 7). e. Select and ultimate mortality (Section 8). (3) Week 6: Midterm 1 (2024-02-11sun → 2024-02-17sat). (4) Week 7: Reading week (2024-02-18sun → 2024-02-24sat). (5) Weeks 8, 9, & 10: Part 3 - Life insurance products (2024-02-25sun → 2024-03- 16sat): a. Introduction (Sections 9, 10, 11, 12, & 13): i. Premise. ii. Metrics (single policy). iii. Metrics (multiple policies). iv. Useful recursive expressions (APVs). v. Useful continuous/yearly interchanging formula under UDD assumption. b. Constant paying benefits (Sections 9, 10, 11, & 12): i. n-year term insurance. ii. Whole life insurance. iii. n-year pure endowment. iv. n-year endowment insurance. v. Special n-year endowment insurance. vi. n-year deferred insurance. vii. n-year deferred j year term insurance. c. Varying paying benefits (Sections 11, & 12): i. Geometrically increasing benefit. ii. Whole life increasing insurance. iii. n-year term increasing insurance. iv. n-year term decreasing insurance. v. Other continuous varying benefit products. d. Simplifications when assuming distributions (Section 13): i. Uniform. ii. Exponential. iii. Normal approximation. e. Mathematical relationships between insurance products (Section 13): i. Simple, direct relationships. ii. Recursive relationships. iii. Discrete and continuous insurance relationships assuming UDD. iv. Discrete and fractional (whole life insurance only). v. Covariances. (6) Week 11: Midterm 2 (2024-03-17sun → 2024-03-23sat). (7) Weeks 12 & 13: Part 4 - Annuity insurance products (2024-03-24sun → 2024-04- 06sat): a. Introduction (Sections 14, 15, 16, & 17). b. Discrete life annuities (Section 14 & 15): i. Whole life annuity due. ii. n-year temporary life annuity-due. iii. n-year deferred life annuity-due. iv. Simplifications under known probability distributions. c. Continuous life annuities (Section 16): i. Continuous whole life annuities. ii. Continuous n-year temporary life annuity. iii. Continuous n-year deferred whole life annuity. d. Mathematical relationships between life annuities (Section 17): i. Recursive relationships. ii. Life annuities with m-thly payments. iii. Varying life annuities. iv. Modified mortality risk & structured settlements. Course Grading: 1) Assignments (40%): a. Assignment 1 (Part 1): 10% (due 2024-01-26fri 11:59PM). b. Assignment 2 (Part 2): 10% (due 2024-02-16fri 11:59PM). c. Assignment 3 (Part 3): 10% (due 2024-03-22fri 11:59PM). d. Assignment 4 (Part 4): 10% (due 2024-04-12fri 11:59PM). 2) Open book, online, timed MCQ tests (60%): Standard weights: a. Midterm 1 (Parts 1 & 2): 20% (on 2024-02-15thu 11:00AM to 01:00PM). b. Midterm 2 (Parts 1, 2 & 3): 20% (on 2024-03-21thu 11:00AM to 01:00PM). c. Final (Parts 1, 2, 3, & 4): 20% (TBD) The 60% weight follows the following formula: max(Midterm1 + Midterm2 + Final, Midterm1 + Final, Midterm2 + Final, Final) All final grades are rounded up to the nearest percentage. For grades that are within 2% short of 50%, 63%, 70%, and 80% will be rounded up to the closest grade. No other exceptions will be granted, and the student will need to apply to the department for a deferral.
Course Syllabus BBE 1201: Renewable Energy, Climate Change, Society and the Environment. Course Description: There is a growing sense of national and global urgency regarding carbon and climate change with particular emphasis on our energy system. Unfortunately, the answers are not simple. In this course, students explore our wide range of traditional and renewable energy sources and how these options impact our environment and society. Students are also exposed to the complex and compelling ethical issues raised by global, national, and local changes in how we produce and use energy. This course informs and engages students to be thoughtful, rather than passive consumers of energy. Students gain the knowledge necessary to be articulate in career, community, and personal arenas regarding renewable energy resources. In addition, students develop the ability to evaluate and respond to present and future technological changes that impact their energy use in the workplace, at home, and in the community. For more information on this course go to bbe1201.cfans.umn.edu. Liberal Education Component: “Liberal Education is an approach to learning that empowers individuals and prepares them to deal with complexity, diversity, and change. It provides students with broad knowledge of the wider world (e.g. science, culture, and society) as well as in-depth study in a specific area of interest” (aacu.org). BBE1201 is focused on our energy system, but energy cannot be discussed in isolation. Energy touches on a wide variety of topics including science and technology, environment, policy, economics, and ethics. You will be required to remember some ‘energy facts’, but primarily we teach you how to think more broadly seeing the connections of our everyday activities to energy and evaluating options for better decision-making. For instance, we will illustrate to you how a wind turbine works, but spend more time talking about how they fit into the bigger energy picture and why they may or may not be important to society. Learning about energy requires asking questions, discovering connections, weighing options, and finding solutions that meet multiple objectives or result in multiple benefits. This course will provide you ample opportunity to address energy considerations in nearly every lesson. The world is a complex place with no easy answers for any question or controversy. Methods you will use to think about energy in this course are applicable for dealing with other complex questions facing the world. Technology and Society Theme: Our food, water, and energy systems make up the biggest challenges our planet has ever faced. Our energy system is at the core of these three issues. In addition, because of our reliance on fossil fuels, our energy system is at the forefront of the critical problem of climate change. As a student you will discover these connections and learn how to critically evaluate the options that are available. You will discover that there are no simple solutions or solutions that don’t have some negative consequences. We are facing a real crisis (ie., carbon/climate change) at this time in human history and we can all make an impact or contribution. No matter what your major or path in life you choose, you can play a role in our future energy system. Student Learning Outcomes: Having successfully completed this course, students can: · Identify and describe present energy use, trends, and impacts. · Describe the diverse renewable energy technologies that are available to individuals, businesses, and communities. · Understand how differing societal perspectives impact individual and community choices regarding renewable energy technologies. · Analyze the potential challenges and opportunities with various renewable energies. · Understand the environmental, technical, policy, and economic implications of each of the renewable energy opportunities. · Develop the ability to make informed personal, career, and public decisions regarding energy use for today’s world. Course Format: This course is completely online and asynchronous, providing students flexibility with their schedules. Each of the 28 lessons are available approximately two weeks before the lesson due date and closed on the date stated in the lesson. (Two week early opening of lessons is not available for the first 6 lessons, we ramp into it.) A short written introduction to each lesson and its topic is provided by the instructor. Students are then provided with a more in-depth analysis of the topic through materials campus faculty but sometimes business leaders), and occasionally, YouTube videos such as Ted Talks. Students further explore the topic through reading assignments and/or additional videos, and can venture deeper into areas of their own interest through suggested optional readings. Each lesson ends with a short quiz (or quizzes) related to the lesson as well as a writing assignment (reflection). Assignments, content, and delivery methods vary from lesson to lesson depending on the topic. Credit Hours and Time Commitment (3 credits): Based on University of Minnesota criteria, a 3-credit course requires student effort of 105 hours per semester (7.5 hours/week x 14 weeks). This requirement is fulfilled through 28 online lectures and required readings for each lesson followed by a corresponding quiz and writing assignment (about 2.5 hours per lesson or 5 hours per week). In addition, there is an experiential learning project, a final research paper, and a final exam. These additional items will require an additional 35 hours of your time (an additional 2.5 hours per week). This student engagement requirement is significant but we hope that every minute spent on this course is valuable. Prerequisites: None Course Schedule (28 lessons): · Fall/Spring Term: 2 lessons per week with due dates on Monday and Thursday · Summer Term: 4 lessons per week with due dates each day Monday through Thursday Course Instructors: · David Schmidt, M.S., P.E. Department of Bioproducts and Biosystems Engineering. Phone: 612- 625-4262, Email: [email protected] (mailto:[email protected]) Instructor Contact Information: Please email [email protected] (mailto:[email protected])for any course communication between you and the course instruction team. This email is monitored and responded to regularly throughout the day and evening with typical response times of 2 hours or less during business hours and 12 hours on weekends and evenings. Office Hours: There are no official office hours, since communication for this on-line course is largely through email. However, instructors are happy to meet with you if needed. Just contact them via email or phone to set up a date/time to meet. Required Text and Readings: All readings, videos, and other instructional materials are provided online via the Canvas website. Software Requirements: Chrome works best with Canvas. Safari is acceptable also. Do not use Windows Internet Explorer as it generally does not work well for many course features. In addition, you must be able to open the following file formats: .pptx, .ppts, .docx, .pdf files, .mov, and other video files. Technology Support: Canvas Help Desk (bottom left red bar on canvas page) or UMN Canvas Support at ([email protected] (mailto:[email protected])) Course Topics: Unit 1. Energy Overview: Lesson 1-4 An introduction and overview of energy and the role of both fossil fuels and renewable energy options in society and the environment. Key concepts include: · The carbon cycle - where carbon comes from (sources) and where does it go (sinks). The role of carbon in our atmosphere and ecosystem. Trends in atmospheric carbon · Life Cycle Assessment – an overview of the accounting system used to determine the relative contributions of carbon emissions from products and services. Several examples are provided with a focus direct and indirect carbon emissions with purchased products, food choices, and transportation, as viewed in terms of a personal carbon footprint · Climate change and weather - exploring the current science of climate change. What is the difference between natural climate cycles and current climate trends? · Discussion of terms and units such as kinetic, potential, chemical and electrical energy, BTU, energy density, watts, kilowatts, and kilowatt hours Unit 2. Fossil Fuels: Lessons 5-11, Policy Lesson 12 and Nuclear Lesson 13 A detailed look at our current fossil fuel based energy system with a review of technologies, trends, policies, and environmental implications for petroleum, natural gas, and coal, including the policy implications and political climate that impacts the development of various energy sources. Key concepts include: · Reserves/supply, exploration, extraction, refining, and distribution, environmental impacts, social implications of petroleum, natural gas and coal · Environmental impacts with topics such as pipeline vs rail transportation, oil spills, fracking, and CO2 · Transportation efficiency and conservation including fuel economy, efficiency measures, CAFÉ standards, alternative vehicles, economics implications, etc. · Home energy efficiency and conservation concepts including heat loss and insulation in buildings, phantom power, lighting efficiency, appliance efficiencies, and home energy audits. (EISA, Energy Star, etc) · Industrial and commercial energy use, conservation, and efficiency covering areas of heating, lighting, compressed air, motors, and manufacturing processes. Discussion includes relevant policies, programs, and other economic incentives. (Next Generation Energy Act, ISO 50001, benchmarking) · Policy options, market forces and economic drivers that effect energy in the US, with particular attention to the Minnesota Renewable Portfolio Standard, Next Generation Act, EISA, CPP Unit 3. Biomass to Liquid Fuels: Lessons 14-18 An overview of biomass technologies and their current and future uses in society and a discussion of related policies, environmental concerns, and economic issues. Key concepts include: · Challenges of integrating renewable fuels into our current transportation system · Concepts of first generation, second generation, advanced biofuels and biomass refineries · Logistics of the biomass to fuel supply chain, net energy balance of these systems, and how these systems impact land use and the environment · Biological and chemical conversion of biomass to ethanol, biodiesel, and other fuels · Progress on algae for fuel along with other designated biomass crops · Renewable Fuel Standard and other related policies Unit 4. Biomass/Waste to Energy: Lessons 19-21 Biomass to energy conversion with a focus on waste products. With each of these technologies we include an overview of the technology, environmental controversies, economics, and policy drivers. · Municipal waste-to-energy systems technologies. (WTE facilities) · Anaerobic digestion technology to convert organic waste such as farm, food, and wastewater to produce biogas · Wood waste and designated woody biomass crops and the conversion to combined heat and power Unit 5. Renewables: Lessons 22-28 This unit provides an in-depth study of the most popular renewable energy technologies and trends in the industry. With each of these energy sources we include an overview of the technology, economics, environmental implications of their use and expansion and related policies. We wrap up with exploring community-based energy organizations. · Hydroelectricity: Hydroelectric dams and wave energy · Solar energy including solar thermal, solar photovoltaic, and concentrated solar power · Wind energy from both land and water based systems · Nuclear energy: The technology, challenges, and the importance of this low carbon (yet not renewable) energy source in our energy system · Deep geothermal for electricity and heating · Ground source heat pumps for heating and cooling. · Hydrogen as a fuel – a brief description of operations and challenges · Energy Justice, Net Zero, and implementing what you learned.
COURSE TITLE : DIPLOMA IN BUSINESS ADMINISTRATION - (ACCOUNTING & FINANCE) - (BANKING & FINANCE) MODULE TITLE : FINANCIAL MANAGEMENT EXAM DATE : 25 SEPTEMBER 2017 ANSWER ALL QUESTIONS (25 marks each) Write your answers in the answer booklet provided, starting your answer to each question on a new page. Number your answers according to the question number, and also enter these numbers on the front of the answer booklet. Question 1 Curly Ramen Pte Ltd is a factory that manufactures instant noodles. The company has completed a research exercise amounting to $5,200 to improve its production process. Due to the outcome of the research, it is now considering purchasing new machines to replace its older machines. The new machines will cost $290,000 altogether, and incur an additional installation expense of $10,000. The old machines can be sold now for a proceed of $51,000, but required a disposal fee of $1,000. The table below shows the cash revenue and expenses for the existing machines: The cost of capital for the company is 4%. Required: a. Calculate the initial investment for the proposed machines. (4 marks) b. It is estimated that the new machines are expected to increase cash revenue by 35% and expenses by 10% respectively. Calculate the following: i. Operating cash inflows for the existing machines. (3 marks) ii. Operating cash inflows for the proposed new machines. (3 marks) iii. Incremental cash flows for the project. (3 marks) c. i. Calculate the Net Present Value for the proposed project. (5 marks) ii. Should the company continue to operate the old machine or purchase the new machine? State your reason. (2 marks) d. i. Explain what is sunk cost and it’s relevance to investment decisions. (2 marks) ii. Identify a sunk cost from the case above. (1 mark) e. If the Internal Rate of Return (IRR) for the project is 9%, should the company accept or reject the project solely based on the IRR technique? State your reason. (2 marks) Question 2 a. (i) Costlow Ltd. issued a 25-year, 6% coupon interest rate, $1,000 par value bond that pays interest annually. The required return is 4%. Compute the value of the bond. (5 marks) (ii) Another corporation Laitley Ltd, also issued bonds but did this with 8% coupon rate. What could be the reasons Laitley issued with higher coupon rates? (4 marks) b. Sulley Mikey Ltd. paid a dividend of $5.60 per share last year (D0). The dividends are expected to grow at a constant rate of 3% per year. The current required return for the stock is 8%. Calculate the value of the common stock. (5 marks) c. Corporate tax rate is at 40%. Information on the company’s debt, preferred stock and common stock are as follows: Debt: The company can issue bonds at a yield to maturity of 3%. Preferred Stock: The company can sell 4.8% preferred stock at its $100 per share par-value. Flotation costs are $5 per share. Common Stock: Price per share is currently $35. Dividends are projected at $2 per share next year with a dividend growth rate of 2.5%. i. Calculate the cost of debt. (2 marks) ii. Calculate the cost of preferred shares. (3 marks) iii. Calculate the cost of common stock. (3 marks) iv. The capital structure of the firm is 20% debt, 15% preferred stock and 65% common stock. Calculate the weighted average cost of capital (WACC). (3 marks) Question 3 a. The average payment period and average collection period for Augustro Inc. are 20 days and 40 days, respectively. The firm has an inventory turnaround of 5 times a year. The firm’s annual sales are approximately $5 million. Assume that there is a 365-day year. i. Calculate the firm’s operating cycle and cash conversion cycle. (5 marks) ii. How much resources are required to support the firm’s cash conversion cycle? (3 marks) b. Livenest Inc uses 12,000 units ofa product per year. The demand rate is constant. The ordering cost of the item is $40 per order, and the carrying cost is $6 per unit per year. i. Calculate the EOQ. (5 marks) ii. Calculate the ordering cost, carrying cost and total cost of inventory ifthe company orders with EOQ. (7 marks) c. Dellys Inc. uses 3,500 units ofa product per year. It takes 7 days for the company to receive the item after it has placed an order. The company wants to maintain a safety stock of 30 units. Determine the reorder point. Assume that there is a 250-day year. (5 marks) Question 4 a. Describe the five steps in planning personal financial affairs. (10 marks) b. Mr Tony and wife have collected their personal income and expense information for the year 2016 as follows: $ Mr Tony's Salary 25,000 Mrs Tony's Salary 8,000 Bonuses 6,000 Interest income 300 Housing expense 23,200 Food 6,000 Medical expenses 500 Vacation 8,500 Taxes 1,300 i. Prepare a personal income and expense statement for the period ended 31 December 2016 for Tony’s family. (9 marks) ii. Based on 2016 statement: a. Briefly comment on the financial health of the family. (2 marks) b. Suggest ways to improve the financial health for the family. (2 marks) iii. Name one other personal financial statement and briefly explain the content of the statement. (2 marks)
Project 2C – DreamCatcher Complete DreamCatcher App (Part 3 of 3) In this third of three parts for this project, we will extend the app further by adding the following new features: 1. Add a New Dream menu item to the DLF app bar (Chapter 15) 2. Implement a swipe-to-delete feature to delete Dreams from DLF 3. Show message with Butt on to Add Dream when DLF is empty (Chapter 15 Challenge) 4. Share a Dream via an implicit intent (Chapter 16) 5. Take a photo via implicit intent for display in DDF (Chapter 17) 6. Display a zoomed photo in a dialog when clicked in DDF (Chapter 17 Challenge) 7. Implement a RecyclerView to hold the DreamEntry list within DDF 8. Implement a swipe-to-delete feature to delete reflecti ons from DDF Several of these features correspond closely to BNRG Chapters 15 through 17, as noted in the list above. However, there are several places where DreamCatcher requires significant changes from the approaches described in the textbook for CriminalIntent, with the most notable divergences detailed below by feature and chapter. Getting Started First, please be sure to retain a backup copy of your P2B project submission. Next, you must get some new updates from the remote Git repository that you configured when starti ng Project 2A. To do this, select Git | Update Project and choose the opti on to Merge the incoming changes. These updates provide the following changes specific to Project 2C: build.gradle (Module :app) A new dependency has been added to support the testi ng process P2CTest.kt This new instrumented test file will help ensure that your app meets all of the P2C assignment requirements PictureUti ls.kt This uti lity functi on is directly from BNRG Listi ng 17.14, provided here for convenience Feature 1: Add a New Dream menu item to the DLF app bar (Chapter 15) The goal of this feature is to allow the user to add a new Dream from a menu in the DLF. Start Chapter 15, and follow Listi ngs 15.1 and 15.2. The string should be "New Dream" then skip Figure 15.3 because we've already added ic_add as a vector asset (for adding reflecti ons). When defining the menu, please call it "res/menu/fragment_dream_list.xml" and ensure the Item id is @+id/new_dream. Stop at "Creati ng the menu" and skip Listi ngs 15.3 and 15.4. The approach in BNRG was replaced in late 2021, and is now deprecated and difficult to use. Instead of overriding onCreateOpti onsMenu() we'll call addMenuProvider() on the acti vity from within onCreateView(). This functi on takes a MenuProvider and a LifecycleOwner: MenuProvider: We'll define this as an anonymous MenuProvider object (meaning object : MenuProvider). The MenuProvider itself requires the implementati on of two functi ons: onCreateMenu() creates the menu by inflati ng it with a provided inflater and menu. onMenuItemSelected() will react to the menu clicks, and in this case there's only one item in the menu. LifecycleOwner: This parameter is opti onal, but by default it uses the Acti vity lifecycle. Since we're using a single-Acti vity app, the menu would be retained even when this fragment is replaced by the detail fragment. We want this menu to be removed when the fragment is replaced, so we explicitly specify viewLifecycleOwner here. We'll get started with just the basics, and no implementati on yet: _binding = ... requireActivity().addMenuProvider(object : MenuProvider { // blank for now }, viewLifecycleOwner) return binding.root The "object" above will be highlighted with an error. Hover and click "Implement methods" then select both abstract functi ons to provide placeholders with the required headers. Please remove the TODO notati ons. In onMenuItemSelected() we can just return false for now: requireActivity().addMenuProvider(object : MenuProvider { override fun onCreateMenu(menu: Menu, menuInflater: MenuInflater) { } override fun onMenuItemSelected(menuItem: MenuItem): Boolean { return false } }, viewLifecycleOwner) In onCreateMenu() add something similar to Listi ng 15.3: override fun onCreateMenu(menu: Menu, menuInflater: MenuInflater) { menuInflater.inflate(R.menu.fragment_dream_list, menu) } Please run the app now, and follow Figures 15.6, 15.7, and 15.8 from the texbook. Listi ng 15.5 - database/DreamDao.kt - Please change the name of the @Insert functi on to internalInsertDream(), and also add a @Transaction functi on to add all the entries along with the dream: @Insert suspend fun internalInsertDream(dream: Dream) @Transaction suspend fun insertDreamAndEntries(dream: Dream) { // You must implement this on your own } Listi ng 15.6 - DreamRepository.kt - Same as BNRG, but remember to call the @Transaction function: suspend fun addDream(dream: Dream) { database.dreamDao().insertDreamAndEntries(dream) } Listi ng 15.7 - DreamListViewModel.kt - Same as BNRG, with different names: suspend fun addDream(dream: Dream) { dreamRepository.addDream(dream) } Now we can fill in the code to create the new dream and navigate to it. Listi ng 15.8 - DreamListFragment.kt - The code is nearly identi cal, but it belongs in the onMenuItemSelected() functi on we created above override fun onMenuItemSelected(menuItem: MenuItem): Boolean { return when (menuItem.itemId) { R.id.new_dream -> { showNewDream() true } else -> false } } ... private fun showNewDream() { viewLifecycleOwner.lifecycleScope.launch { val newDream = Dream() vm.addDream(newDream) findNavController().navigate( DreamListFragmentDirections.showDreamDetail(newDream.id) ) } } Important: Please skip Listi ng 15.9. Please don't disable or delete the prepopulated dream-database asset. It's sti ll useful for us throughout this project. Run the app and you should be able to add a new Dream from the app bar menu. Feature 2: Implement a swipe-to-delete feature to delete Dreams from DLF The goal of this feature is for the user to swipe any Dream to the left to delete the dream and its entries from the system. First we must add a way to delete a dream (and its entries) from the database, which requires updati ng several files. database/DreamDao.kt: @Delete suspend fun internalDeleteDream(dream: Dream) @Transaction suspend fun deleteDreamAndEntries(dream: Dream) { // You must implement this on your own } DreamRepository.kt: suspend fun deleteDream(dream: Dream) { // You must implement this on your own } DreamListViewModel.kt: fun deleteDream(dream: Dream) { // You must implement this on your own } DreamListAdapter.kt - In order for the swipe handler to know which dream to delete, the DreamHolder class must be adjusted to expose the bound dream object as a public read-only property, set by its bind() functi on. This is the Kotlin equivalent to exposing a public gett er with a private sett er in Java: class DreamHolder(private val binding: ListItemDreamBinding) : RecyclerView.ViewHolder(binding.root) { lateinit var boundDream: Dream private set ... fun bind(...) { boundDream = dream ... } DreamListFragment.kt - Consult the API for ItemTouchHelper along with the autocomplete of the IDE to create a private functi on that returns a new ItemTouchHelper object: private fun getItemTouchHelper(): ItemTouchHelper { return ItemTouchHelper(object : ItemTouchHelper.SimpleCallback(0, ItemTouchHelper.LEFT) { override fun onMove(...): Boolean = true override fun onSwiped(...) { // You must implement this on your own } } } Hint: In the onSwiped() functi on above, the viewHolder must be cast to a DreamHolder type, using the as operator of Kotlin. To actually delete the dream and its entries, call vm.deleteDream() on the boundDream property of the DreamHolder. Feature 3: Show message with Button to Add Dream when DLF is empty (Chapter 15 Challenge) The goal of this feature is to display a brief message to the user if there are no dreams displayed in the DLF. There should also be a Butt on displayed to allow the user to add a new Dream (in additi on to the menu item in the app bar implemented above). layout/fragment_dream_list.xml - Currently the RecyclerView is the top-level view of the layout. We need to place this RecyclerView within a ConstraintLayout component, so that we can add two new views that will overlap the RecyclerView. Because the RecyclerView height and width are both match_parent it doesn't require any constraints. However, the new view components will require you to specify constraints. You can review Chapter 11 for details about working with the ConstraintLayout. Please use the following naming conventi ons for the two new view components: TextView: android:id="@+id/no_dream_text" android:text="@string/no_dreams" Butt on: android:id="@+id/no_dream_add_button" android:text="@string/new_dream" app:icon="@drawable/ic_add" DreamListFragment.kt - Set an onClickListener for the new butt on to call the showNewDream() functi on implemented earlier. Hints: Before constructi ng the adapter, but within the collect{} block for dreams, set the visibility of the new views to either View.VISIBLE or View.GONE, based on whether the collected dreams list is empty or not. Also, don't forget to set a listener for the new butt on, so that it behaves exactly the same as the New Dream app bar menu from Feature 1. Feature 4: Share a Dream via an implicit intent (Chapter 16) The goal of this feature is for the user to use an app bar menu from the detail screen to share dream details with others via SMS, email, or copy-and-paste. Chapter 16: Read – but please don't implement – BNRG up through the "Using a Format String" secti on. Follow the concepts of Listi ngs 16.6 and 16.7, but shared dream will have the following format: [Dream Title] [Date String] Reflections: * [Reflection 1] * [Reflection 2] * [Reflection 3] This dream has been [Deferred|Fulfilled]. Example: Ride in a hot air balloon Last updated 2023-09-10 at 11:12:13 AM Reflections: * One * Two This dream has been Deferred. Formatti ng Notes: The Date String should be the same format as in the last_updated_text of DDF Only show as many Reflecti on lines as there are Reflecti on entries If there are no reflecti ons, the "Reflecti ons:" header should be omitt ed The joinToString() functi on is very useful for handling the reflecti ons The last line should be omitt ed if the dream is neither fulfilled nor deferred DreamDetailFragment.kt - BNRG uses a butt on placed in the layout for to trigger the implicit intent. Instead, we'll add a new menu to the DDF app bar using the same approach that we used to add a menu to the app bar of the DLF in Feature 1 above. Use the Resource Manager to add a new Vector Asset from clip art called ic_share, and create another Menu resource called menu/fragment_dream_detail.xml. Please use the following naming conventi ons in the att ributes: Item: android:id="@+id/share_dream_menu" android:icon="@drawable/ic_share" android:title="@string/share_dream" app:showAsAction="ifRoom|withText" Listi ng 16.8 and 16.9 - DreamDetailFragment.kt - Follow the BNRG concepts, but place the listener code from Listi ng 16.8 into a helper functi on private fun shareDream(dream: Dream) instead. We'll call this functi on from the onMenuItemSelected functi on, aft er extracti ng the current dream value from the StateFlow held in the view model: R.id.share_dream_menu -> { vm.dream.value?.let { shareDream(it) } return true } Aft er this, please read — but don't implement anything — starti ng from the "Asking Android for a contact" secti on through the end of this chapter.
DPBS1110/BMGT1310 Evidence-Based Problem Solving Unit 2: Breaking Down Problems and Gaining Insights Tutorial Questions Case Part 1: Decoding the Furniture Store's Sales Puzzle: Visualising Multiple Perspectives with Logic Trees Background: Modern Living, a leading national furniture store franchise, has recently faced an unexpected sales decline. The management team, keen on understanding the underlying causes, has called upon different analysts to examine the problem. A logic tree, a visual analytical tool that breaks down problems into their core components, has been suggested as a potential means to shed light on this situation. With their unique background and perspectives, each analyst is asked to approach the problem using a logic tree. Your Task: As emerging problem solvers, you are tasked with developing a logic tree to analyse the sales decline at Modern Living. Remember, a logic tree is not a fixed solution but a reflection of a problem solver's perspective and understanding of the issue. a) Your tutor will allocate the following initial branches to your group. Begin your logic tree with the assigned branch. From this starting point, expand your logic tree by adding two more layers, ensuring that: i) Each layer dives deeper into potential factors or reasons explaining the sales trends within the branch. ii) The branches at each layer are mutually exclusive and collectively exhaustive (MECE). b) How does the choice of initial branches (which simulate different analysts' perspectives) influence your logic tree's subsequent layers and insights? c) How does the logic tree help visualise and convey your thought process and perspective to others? In what ways can logic trees serve as a collaborative tool, encouraging diverse viewpoints and fostering understanding among team members? d) Preliminary analysis indicates that poor delivery services might be a potential driver for the sales decline. Your team wants to understand the various factors contributing to the customer delivery experience. Create a logic tree to break down and analyse the components of the customer delivery experience. A two-layer logic tree is sufficient as the team needs a quick analysis. Case Part 2: Data-Driven Insights into Freight Carrier Delivery Performance In the first part of the case, you investigated the sales decline of Modern Living by visually breaking down the problem using a logic tree. This exercise revealed multiple facets potentially contributing to the sales decline. One of the emerging concerns from the analysis was the role of delivery services. Having identified delivery service as a potential area of concern, Modern Living's management has now shared a dataset detailing recent delivery records. This dataset contains information about various orders, their respective delivery times, the weight of items, the number of items, and if any damages were reported. All this data is segmented by the three main freight carriers: Modern Living uses: AllStar Freight, Bolt Logistics, and CleverCart Deliveries. Dataset Description: The dataset includes the following fields for a sample of 450 deliveries: • Order Number: A unique identifier for each order, e.g., 0ZCVA3C9. • Delivery Month: The month in which the delivery was made, e.g., January. • Freight Carrier: The name of the freight carrier responsible for the delivery, e.g., AllStar Freight. • Delivery Time (days): The number of days taken for delivery, e.g. 5 (i.e. 5 days). • Number of Items: The number of items in the order, e.g. 7 (i.e. 7 items). • Weight of Items (kg): The total weight of items in the order, e.g. 49.9 kg. • Damages Reported: Indicates whether damages were reported for the delivery, e.g., YES/NO. Your Task: a) Understanding the data: Imagine you are part of the Modern Living data analysis team. Before diving into deeper investigations, it is crucial for us to understand the nature of our data clearly. i) Identify the data type for each of the variables in the dataset. b) Starting with the Right Set of Questions: Utilising the 5Ws for Initial Data Analysis: Modern Living's management is keen on understanding its delivery performance, especially concerning delivery time and reported damages. As you embark on this analytical journey, it's pivotal first to ask the right questions that will lead you to the insights hidden within the data. Remember, each piece of data tells a story. Your role is to piece together this story in a meaningful way. The 5Ws (What, Where, When, Who and Why) we learnt last week is a great tool to identify questions that will guide your data analysis and potentially uncover insights to help Modern Living address its challenges. Using the 5Ws framework: i) Formulate Key Questions: Outline the questions you believe are essential to uncover insights into Modern Living's delivery performance. ii) Identify Relevant Variables: For each of your 5W questions, identify which variables from the dataset will help you answer them. iii) Select Analytical Approaches: Decide on the statistical measures or visual representations suitable for each question. Consider what would best highlight the insights or patterns in the data. c) In-depth Analysis of Delivery Performance: The management at Modern Living has established delivery benchmarks. They categorise a delivery time of over 8 days as "Late", anything above 14 days as "Very Late", and aim for an average delivery time of 7 days. Additionally, they have set a benchmark where a damage rate of 10% or less is acceptable. This will be important in understanding and evaluating the performance of the freight carriers i) Descriptive Statistics and Visualisation: Delivery Time Analysis: 1. Using Excel, calculate the following descriptive statistics for the entire dataset's delivery time: • Mean • Median • Standard Deviation • Minimum • Maximum • Range (Max - Min) 2. Create a histogram in Excel to visually represent the distribution of delivery times. What can you infer from the histogram about the general delivery performance? Damage Analysis 3. Using a PivotTable in Excel, calculate the number of deliveries with reported damages, and the percentage of reported damages out of the total number of deliveries. Hint: Create a PivotTable with the following fields and calculate the percentages. 4. Create a pie chart in Excel to visually represent the percentage of deliveries with and without reported damages. What insights can you gather from this pie chart? 5. Compare the descriptive statistics and analysis results for delivery time and reported damages against the management's benchmarks. Based on your analysis, which area (delivery time or reported damages) is comparably more important and requires first attention? ii) In-depth Analysis by Freight Carrier – Focusing on Delivery Time 1. Using a PivotTable in Excel, calculate the mean delivery time and standard deviation for each freight carrier. Hint: Create a PivotTable with the following fields 2. Using a PivotTable in Excel, calculate the mean delivery time for each freight carrier by delivery month. Hint: Create PivotTable with the following fields
CSE12 Lab 4: Simple CSV File Analysis Due at 11:59 PM on the marked due date Objective The objective of this lab is to learn about function calling, RISC-V protocols for the use of registers. This lab takes as input a CSV (comma separated values) file (.csv extension) that is used for generating tabular data in spreadsheets. Specifically,for this assignment, you will NEED to assume this CSVfile was generated under Windows (the reason will be explained shortly). Consider the data.csv file below as it appears when you open it in Excel as an example. Figure 1 data.csv file in Excel This file shows the stock returns from an investment portfolio over a year. The “A” column contains the stock name and the “B” column indicates the returns in USD (You can assume that there are no negative stock returns in any of our CSV data files). You will run the file lab4_testbench_rv32_rev#.asm file in RARS which takes data.csv as its input CSV file. Doing so will yield the following analysis, based on the calculations made by the assembly files that you will be submitting): 1. Find the total file size in bytes (excluding any metadata generated by your OS) (length_of_file.asm) 2. List the dollar amount of all the input records. (input_from_record.asm) 3. Provide the name of the stock that gives the maximum income. (maxIncome.asm) 4. Provide the name of the stock that gives the minimum income. (minIncome.asm) 5. Calculate the total income generated from all stocks When you run via RARS lab4_testbench_rv32_rev#.asm with the .asm files shown above completed by you, you will get the output console as shown below: Figure 2 After running the lab4_testbench_rv32_rev#.asm file with the Lab4 assignment fully completed About the Windows CSV file format To distinguish between each entry/row/record in the spreadsheet format of the CSV file, the following convention is adopted depending on the OS : Windows - Lines end with a and a character Linux - Lines end with only a character Macintosh (Mac OSX) - Lines end with only a character Macintosh (old) - Lines end with only a character where is the carriage return (‘r’) character and is the line feed/newline (‘ ’) character. If you open the provided data.csv file in Notepad++ on Windows with “Show all Characters” enabled, then you should see the following text showing the placement of the carriage return and line feed characters. . Figure 3 data.csv on Notepad++ on Windows So, for example, if I were to express record 2 from data.csv as a string of characters in RARS, I would write: “Kramerica,0r ”. If you are using an OS that is NOT Windows, it is likely that data.csv would not open correctly due to the encoding differences. If you have a text editor like Notepad++ that allows you to see all characters, make sure that the “r ” appears for each record in the file as shown in Figure 3. This is the case for the data.csv that we include in the directory. Another assumption that we will state at this point is that we expect that in each record, the name of the stock is followed by the “,” and then immediately by the stock price expressed as an unsigned integer in base 10. So, with record 2 as an example, we will never have a situation where it is written as “Kramerica, . . 0r ” where the 2 red dots indicate two blank spaces. This assumption makes the CSV file analysis by RARS easier to code. Resources Much like how a high-level program has a specific file extension (.c for C, .py for python) RARS based RISC-V programs have an .asm extension. In the Lab4 folder in the course you will see 9 assembly files. They are meant to be read (and understood) in sequence and they will provide you with lotsof hints as to how to build your program: 1. add_function.asm – This program accepts two integers as user inputs and prints their addition result. The actual addition is done through calling a function, sum. Sum accepts two arguments in the a0, a1 registers and returns a0+a1 in a0 register 2. multiply_function.asm – This program accepts two integers as user inputs and prints their multiplication result. The actual multiplication is done through calling a function, multiply. Multiply accepts two arguments in the a0, a1 registers and returns a0*a1 in a0 register. This function in turn calls the function sum, described previously, to do a particular addition. Thus, multiply function is an example of a nested function call, a function which itself calls another function, sum in our case. 3. The lecture slides provide a lot of information about register calling and saving conventions. Studying the comments in add_function.asm, multiply_function.as alongside with the notes should be sufficient to create to allow you to complete this assignment. 4. lab4_testbench_rv32_rev#.asm - This is the main testbench program you will run upon completion of all coding in Lab4 to ensure your Lab4 assignment works as expected. This file is initially provided such that if you run it as it is (with the other .asm files in the same directory), you will still get partially correctly generated output. This testbench will also run the the function allocate_file_record_pointers from the allocate_file_record_pointers.asm which will aid you in writing your program. DO NOT MODIFY THE TESTBENCH FILE. 5. allocate_file_record_pointers.asm - This .asm file contains a function that creates an array in memory of pointer pairs. These pointer pairs indicate 1) the location of the start of a string corresponding to the stock name and 2) the start of a location containing the stock price for each and every record/entry coming from the data.csv file. This function has been fully written out for you. DO NOT MODIFY THIS FILE. 6. macros_rv32_rev#.asm - This file contains useful macros, mostly to do I/O, it uses and modifies a# registers, so be careful. Become familiar with these functions. They are your friends. 6. income_from_record.asm - This. asm file contains a function that you will write to convert the string data from the income of a record/entry in the spreadsheet and convert it into an integer. Example, convert the string “1234” into the actual integer 1234 in base 10. 7. income_from_record_ideas_asm - This file provides some ideas for implementing income_from_record.asm. 7. length_of_file.asm - This. asm file contains a function that you will write to find the total amount of data bytes in the csv file. Refer to Figure 2 for an example. 8. maxIncome.asm - This. asm file contains a function that you will write to determine the name of the stock that has the maximum income in the csv file. Refer to Figure 2 for an example. 9. minIncome.asm - This. asm file contains a function that you will write to determine the name of the stock that has the minimum income in the csv file. (Figure 2 fails to show the corresponding output. It’ll be added later) 10. totalIncome.asm - This. asm file contains a function that you will write to sum up all the stock incomes in the csv file. Refer to Figure 2 for an example. Please download all these files and make sure to open them in the RARS Text editor only. Otherwise the comments and other important code sections may not be properly highlighted and it can be a hindrance to learning assembly language intuitively. These files have enough comments in the source code to jump start your understanding of RISC-V assembly programming for Lab 4 if the lectures have not yet covered certain topics in assembly programming. Beyond these three files, you should have all the required resources in the Lecture Slides themselves. The slides are very self-explanatory and it is encouraged you start reading them even if the instructor hasn’t started discussing them in lecture. For the usage of macros (which are utilized heavily in this lab to generate ecalls), please also refer to the RARS documentation on macros and ecalls as well. Please read the provided files carefully. You can learn a lot about assembler from reading these files. Note that using macros resembles calling functions. The macros have been written to make use of the a# registers, so don’t assume that any values in your a# registers remain valid after calling a macro. Memory arrangement as defined in Lab4 The memory of RISC V is used as per the given requirements. File Data Buffer The data.csv file is treated as the default input file. It’s contents are store in the file buffer location 0xffff0000 (referred to as MMIO). Figure 4 data segment window forMMIO after running completed Lab4 assignment. The input is achieved when the provided fileRead macro found in lab4_testbench_rv32_rev#.asm is executed. Your code does not need to do this. For reference, from Figure 4, note where the first record in the given data.csv file, “Kruger Industrial Smoothing,365r ” is found. The location of the letter ‘K’(encoded in ASCII as byte 0x4b or 64 in base 10) is at 0xffff0000. The location of the character digit ‘3’, i.e. the start of the income,(encoded in ASCII as byte 0x33 or 51 in base 10) is at 0xffff001c. If you count the bytes in the string “Kruger Industrial Smoothing,365r ” with ‘K’ being the 0th character, then ‘3’is the 28th character (0x1c), so this makes sense. File Record Pointers We need a systematic way to reference the memory locations where the stock name and income from the file buffer at 0xffff0000. Remember that the stock names and stock incomes can be both of varying lengths of characters. Thus, we set aside the memory location 0x10040000 (heap) for a table containing the locations (addresses) of the first character appearing for each stock name and income respectively (i.e. one for the name, one for the number) of each record in the CSV file. Figure 5 data segment window for heap after running completed Lab4 assignment. This is achieved when the testbench (lab4_testbench_rv32_rev#.asm) runs the provided function allocate_file_record_pointers with the arguments in a0 and a1 registers being the file size in bytes (119 in our given example from data.csv) and the starting address of file buffer (0x0ffff0000 in our given example from data.csv), respectively. The allocate_file_record_pointers function is provided in the allocate_file_record_pointers.asm file separately through the .include statement in lab4_testbench_rv32_rev#.asm. For reference, from Figure 5, note in our example data.csv the first record’s location of start of income name (0xffff0000) and income value(0xffff001c) are stored as words in consecutive heap memory locations 0x10040000 and 0x10040004 respectively. Likewise, the second record’s (i.e. “Kramerica,0r ”) location of start of income name (0xffff0021) and income value(0xffff002b) are stored as words in consecutive heap memory locations 0x10040008 and 0x1004000c respectively. And so on and so forth. It is left as a HIGHLY recommended exercise that the student verifies this pattern for the remaining records in the CSV file and how they are allocated in the memory locations as shown in Figure 5. As we see in Figure 5, the 10 non zero heap memory locations from 0x10040000 to 0x10040024 indicate there were originally 10/2 = 5 records in our data.csv file. This value (no. of records) is returned in a0.
COMP508 DATABASE SYSTEM DESIGN SEMESTER 1, 2025 Paired Assignment Database Project 50% of the final grade Due: 5:00 pm, 13th June 2025 Part Tasks Marks Part A Entity Relationship Modelling and Logical Database Design Tasks 1 and 2 35 Part B Database Implementation Tasks 3 and 4 35 Part C Construct SQL Queries Task 5 30 1. Introduction to Assignment Requirements This assignment is designed to provide students with practical exposure to the stages involved in database development, including the development of entity relationship modelling, database design and implementation. It provides an opportunity for students to apply to a larger case study the database concepts discussed in class and practised in exercises. A separate document on Canvas: Assignments – ‘Case Study for Database Project’, describes the case study in detail. Please read the case study carefully. Students may ask for additional clarification of the case study on the discussion board on Canvas. This is a paired assignment. Pairs of students within the same lab stream should complete tasks together. However, you have the option to work independently with the approval of the Course leader. The details of the three parts of the assignment and the tasks are specified in Section 2. Section 3 describes the submission details and dates. The marking scheme is in Section 4. Expectations The assignment includes 3 parts. Part A consists of Tasks 1 and 2. Part B is comprised of Tasks 3 and 4. Part C has task 5. Students are required to attempt all the tasks. Tools & Templates You must use Oracle SQL Developer and the specified CASE tool, Visual Paradigm CE version for this assignment. Plagiarism Plagiarism means borrowing from the work of another without indicating by referencing that the ideas expressed are not one’s own. Unauthorised Collaboration Unauthorised collaboration means joint effort between students or students and others in preparing material submitted for assessment, except where this has been pre-approved by the paper programme. Students are encouraged to discuss matters covered in classes, but the expression of ideas and arguments must be the student’s work. ACADEMIC INTEGRITY GUIDELINES AUT takes Academic Integrity very seriously and you are reminded that the following actions may be deemed to constitute a breach of the General Academic Regulations Part 7: Academic Discipline, Section 2 Dishonesty During Assessment or Course of Study . 2.1.1 copies from, or inappropriately communicates with another person . 2.1.3 plagiarises the work of another person without indicating that the work is not the student’s own – using the full work or partial work of another person without giving due credit to the original creator of that work . 2.1.4 collaborates with others in the preparation of material, except where this has been approved as an assessment requirement. . 2.1.5 resubmits previously submitted work without prior approval of the assessment board . 2.1.6 using any other unfair means. ADDITIONAL INFORMATION . Your assessment responses must be your own work. You may be required to orally defend your responses to assessment questions. 2. Assignment Parts and Tasks Part A Entity Relationship Modelling and Logical Database Design (35 marks) Task 1 Identify Entities & Develop Business Rules [10 marks] Identify all entities and relationships in the case study and develop a set of business rules. You should follow the syntax given below. Two rules must describe each relationship, one in each direction. Each ENTITY_ 1 May/Must Relationship_Verb_Phrase number ENTITY_2 Task 2 Construct a logical Entity Relationship Diagram (ERD) [25 marks] Based on the business rules developed in Task 1, construct a logical ERD for the case study using the Visual Paradigm tool. . Identify all attributes in each entity, including all primary and foreign keys (transform any composite and multivalued attributes according to the rules of the relational model). . Name all relationships (i.e. you must use verb phrases on both sides of each relationship) . Identify the Cardinality and Participation for each relationship. . Resolve all many-to-many (M:N) relationships. . Describe any assumptions you have made in a text note on the diagram. Please note: You don’t need to identify data types in your ERD. Part B Database Implementation (35 marks) In this part, you should develop a database based on your logical ERD developed in Part A. You must populate the tables with realistic sample data. Task 3 Create tables [25 marks] Create the tables in Oracle. Write SQL scripts defining each table. The table definitions should include . All attributes with appropriate data types . All appropriate constraints, such as primary key, foreign keys, and check statements (CHECK constraints). . All constraints must be given names. Naming standards must be used. Task 4 Populate data [10 marks] Insert a small sample of realistic test data (5 –10 rows minimum) into each table. All test data must be meaningful to demonstrate your understanding of the data. After creating all your tables (Task 3) and inserting data (Task 4), run the SQL SELECT statement below: SELECT table_name FROM user_tables; The statement will retrieve a list of all tables in your Oracle account (i.e., all tables you created this semester). Include the results of the SELECT statement in your assignment. You must also include the following for each table in your database: . SQL table creation script. . SQL insert script (used for inserting sample data) . Evidence of Sample data - you must run “SELECT * FROM table_name” (where table_name is the table's name) for each table in Task 3 and include results of SELECT statements for each table. Part C Construct SQL Queries (30 marks) Task 5 Construct SQL Queries [30 marks] Identify five data retrieval requirements that would be used by the business described in the case study. Construct a SQL query to display the data for each requirement you have identified. So, you must construct five SQL queries in total. The queries must include a combination of the following SQL features: . Use of restriction (WHERE clause), Arithmetic expressions, Concatenation of columns . Use of comparison and logical operators . Multiple tables join (e.g., Equijoin, Outer Join, and Self-join) . Group functions (e.g., COUNT, SUM, AVG, MAX, MIN) and clauses (e.g., ORDER BY, GROUP BY, HAVING) Note: 1. Your queries can combine the above features, which can be spread across the five queries, i.e., not all features need to be present in a single query. The design of each query should demonstrate your knowledge and application of SQL content covered in the course and your understanding of the correct usage of the various features and clauses of SQL. A simple select * from table_name will fetch you a mark of zero in this task. 2. There should be no more than one query that involves a single table. 3. An example of a query is given on the next page.
ANSWER ALL QUESTIONS (25 MARKS EACH) Write your answers in the answer booklet provided, starting your answer to each question on a new page. Number your answers according to the question number, and also enter these numbers on the frontpage of the answer booklet. 1. Dolfin Juice is considering purchasing a new juice bottling machine to replace an existing one. The new machine will cost $350 000, with a further $10 000 to install, and has a useful life of 4 years. If the new machine is acquired, current asset will increase by $40 000, and current liabilities will increase by $25 000. It has no scrap value at the end of useful life. The existing bottling machine was purchased 3 years ago, at a cost of $300 000. It has 4 years of useful life remaining. The machine is depreciated using a straight line method, and can currently be sold for $80 000 without incurring any removal or cleanup cost. The revenues and expenses (excluding depreciation and interest) associated with the new and old machines are given in the table below. ($)Revenue($)Expenses The company has a cost of capital of 10% per annum. a) Calculate the Net Present Value (NPV) if Dolfin Juice continues to operate the old machine. (9 marks) b) Determine the initial investment associated with the purchase of the new machine. (4 marks) c) Using your result in part (b), calculate the Net Present Value (NPV) if Dolfin Juice purchase the new machine. (10 marks) d) Should Dolfin Juice continue to operate the old machine or purchase the new machine? Explain. (2 marks) 2. a) Golden Sphere Corporation has a $10 000 par value bond with a 4% coupon rate. The bond matures in 10 years. Suppose coupons are paid annually. The required return of the bond is 6%. (i) Compute the value of the bond. (6 marks) (ii) Is the bond priced priced at a discount, par or premium? Explain. (2 marks) b) GoodApps Inc just paid a $2.25(D0) annual dividend per share. Investors believe that the dividend is expected to grow at a rate (g) of 3% per annum for the foreseeable future. Assume investors require a rate of return of 8%. (i) Calculate the current price of the stock. (3 marks) (ii) If the stock currently trades at $48, would you buy it? (1 mark) c) PrimMex Ltd has the following capital structure. - 7.5%. 30%.PreferredStock6% pershare SellingPriceis$28,andFloatationcost$4 $25.50 (D) $2 . (g)ofdividend (i) Calculate the cost of debt. (3 marks) (ii) Calculate the cost of preferred stock. (3 marks) (iii) Calculate the cost of common stock. (3 marks) (iv) Calculate the weighted average cost of capital using the following capital structure. (4 marks) 3. Turblow Ltd is a manufacturer of industrial fan. The finance manager is concerned about the firm’s management of working capital. a) The average collection period and average payment period are 33 days and 30 days respectively. The firm turns over its inventory 15 times each year (assume 365 days year), and currently has annual sales of $105 million. (i) Calculate the firm’s operating cycle and cash conversion cycle, correct to 1 decimal place. (5 marks) (ii) Determine the amount of resources needed to support the firm’s cash conversion cycle. (4 marks) b) Turblow Ltd purchases 150 000 units per year of a component used in industrial fan production. The cost per order is $25, while the carry cost is $12 per unit per year. (i) Calculate the economic order quantity. (4 marks) (ii) Using your answer in (i), calculate the ordering cost, carrying cost and total inventory cost. (8 marks) c) Suppose Turblow Ltd operates a 250 days per year, and maintains a minimum inventory level of 200 units of safety stock. If the lead time to receive orders ofthe component is 4 days, calculate the reorder point. (4 marks) 4. a) State the FIVE steps in planning personal financial affairs. (10 marks) b) List any THREE financial plans, and identify the goal associated with each financial plan. (6 marks) c) The following is an extract of Fanny Han’s financial position as at 31 December 2015. Fanny’s Total Liabilities include a $638 000 housing loan and a $56 000 car loan. Her total income for the year 2015 was $145 000. Calculate the following financial ratios, correct to 2 decimal places (i) Solvency ratio (ii) Liquidity ratio (iii) Gearing ratio (9 marks)
