CHE216 Assessed Coursework 1 Submit your answers as a separate file Deadline Friday 21 March 16:00 h 1 The molecule ammonia, NH3, had C3v symmetry and the molecule boron trifluoride, BF3, had D3v symmetry. Explain why the symmetry of NH3 begins with a “C” while that of BF3 begins with a “D.” [5 marks] 2 Explain what is meant by the term symmetry element. [5 marks] 3 Explain what is meant by the term symmetry operation. [5 marks] 4 Explain what is meant by each of the following symmetry operations. i) σv, ii) σd, iii) σh, iv) i, v) S3. [2 marks each] 5 Draw diagrams showing every symmetry element in each of the molecules below. [10 marks each] 6 Identify the symmetry group of each of the molecules below. [5 marks each]
CSC161: Introduction to Programming Summer 2025 Course Information Hands-on introduction to programming using the Python programming language. Covers basic programming constructs including statements, expressions, variables, conditionals, iteration, and functions, as well as object-oriented programming and graphics. Recommended for non-majors, and/or students with limited math background. Credit hours: 4.0 Class: Tue/Wed/Thu/Fri 1700-1900 - online Location: Zoom Room in Blackboard Prerequisites: There are no prerequisites. Audience: Students interested in introductory computer science, but with other declared majors and those interested in a gentler introduction into the field. Computer science majors should take CSC 171 instead as CSC 161 is not equivalent to CSC 171 and does not satisfy the requirement for CSC 171. Course Mechanics Format: The course will be held online and requires a stable internet connection and familiarity with Blackboard and Zoom. Web-cam and microphone are needed to participate in virtual classroom sessions and participant's cameras are to be kept on for the duration. All course material including lecture addenda will be made available via Blackboard. Please note, all online classes will be recorded! Recommended Textbooks: The course largely follows the basic structure of Zelle's book. As such the text it not required but recommended. Additional reading suggestions will be made throughout the course. How to Think Like a Computer Scientist (free) Peter Wentworth, Jeffrey Elkner, Allen B. Downey, and Chris Meyers < http://www.openbookproject.net/thinkcs/python/english3e/> Think Python Allen B. Downey O’Reilly Media ISBN: 144933072X Python Programming: An Introduction to Computer Science, 3rd Ed. John Zelle Franklin, Beedle & Associates; 3rd edition (August 8, 2016) ISBN-13: 978-1590282755 Course calendar * Mon Day DOW Special Class Topic 5 20 T 1 Introduction to the Course 5 21 W 2 Computer Programs 5 22 R 3 Writing Programs 5 23 F 4 Numbers 5 27 T 5 Objects & Graphics 5 28 W 6 Sequences 5 29 R 7 Functions i 5 30 F 8 Functions ii 6 3 T 9 Decision Structures i 6 4 W 10 Decision Structures ii 6 5 R 11 Classes 6 6 F 12 Games 6 10 T 13 Loops & Booleans 6 11 W 14 PyGame 6 12 R 15 Simulation & Design 6 13 F 16 Data Collections i 6 17 T 17 Data Collections ii 6 18 W 18 Testing & Design 6 19 F 19 Algorithms • There is NO final exam for this course during the final exam period. • This course does NOT permit additional work for extra credit under any circumstances. * Subject to change Grading: This course follows the College credit hour policy for four-credit courses. This course meets three times weekly for 4 academic hours per week. The course also includes graded assignments and projects of varying length. • Project 1: 10% • Project 2: 20% • Project 3: 20% • Homework: 30% • Workshop: 20% Late submissions will not be accepted! Grade appeals must be submitted to the grading TA as well as the instructor within 3 days of original grade issuance. Note: Students interested in the course should add it at semester begin as assignments are handed starting the first week. Late assignments cannot not be accepted and it is therefore not advisable to add this course late in the semester. Assessment and Student Support Learning Outcomes Provide a deeper understanding of foundational computer science alongside with fluency in the Python computer language as tool set for applications in computational problem solving.
RBE202TC Programmable Logic Controllers and Network Communications Laboratory 1 (40%) The Variable Frequency Drive (VFD) System Figure 1 - Power circuit of the electromagnetic-relay based VFD control system Figure 2 - Control circuit of the variable frequency drive (VFD) system Figures 1 and 2 provide a detailed representation of the power circuit and control circuit involved in an electromagnetic relay-based variable frequency drive (VFD) control system, specifically tailored for driving a three-phase AC motor. In Figure 1, the functionality of the motor drive is illustrated with two primary terminals: the FWD (forward) terminal, which initiates the motor's rotation in the forward direction, and the REV (reverse) terminal, which facilitates rotation in the reverse direction. This dual terminal system allows for versatile operational control, enabling users to select the desired motor direction based on specific application needs. The motor drive is designed to operate in three distinct speed modes, accommodating varying operational requirements. The specific conditions and logic that dictate which speed mode is engaged are detailed in Table 1. This ensures that users can optimize performance based on factors such as load requirements and operational efficiency. In the event of a system fault, the motor drive responds by opening TB, which is a normally closed contact, effectively interrupting power to the motor, and closing TC, a normally open contact, to signal an alert or lockout condition. This safety feature is crucial for preventing damage to the motor and ensuring the overall safety of the system. Once the operator has diagnosed and resolved the fault, they can utilize the RST (reset) terminal on the motor drive to restore normal operation, thereby resetting the system and preparing it for further use. Overall, this comprehensive VFD control system allows for greater control, flexibility, and safety in operating three-phase AC motors across a variety of applications. Speed Mode X1, X2 and X3 Logic Forward Direction Reverse Direction Low X1 HIGH FWD HIGH and REV LOW REV HIGH and FWD LOW Intermediate X1 HIGH and X2 HIGH FWD HIGH and REV LOW REV HIGH and FWD LOW High, rated X1 HIGH and X2 HIGH and X3 HIGH FWD HIGH and REV LOW REV HIGH and FWD LOW Table 1 - Variable speed control using the VFD motor drive in Figure 1 In this assignment, you are tasked with modifying the existing circuits to support an additional function and then designing a PLC based control system to achieve the control requirement of the modified electromagnetic-relay based control system. Individual Report (30%): Complete the following tasks and report them in a technical report. 1. Please modify the circuits in Figures 1 and 2 to include a motor reversing function within the electromagnetic-relay-based control system. Create a new schematic diagram following the NEMA standards. Clearly state the modifications you have made and describe the working principle of the updated electromagnetic-relay-based VFD control circuit based on the provided information and your design. Your descriptions should specifically focus on how the electromagnetic relays facilitate the various functions. i. To start the system ii. Variable speed control in forward direction iii. To change motor rotation direction from forward to reverse direction iv. To stop the system v. Fault control 2. Create a PLC-based control system and draw a schematic diagram. Clearly label the different parts of the diagram, including the power circuit and control circuit. Explain how your design works, including any safety features you used. 3. Detail the input/output (I/O) allocation for the PLC in a table format. Create a Ladder Diagram (LAD) program based on your I/O allocation and the schematic diagram from Task 2. Present the LAD program and provide a description of its functionalities. 4. Simulate your LAD program using Automation Studio. Describe your hardware configuration and the key steps used for the simulation and report your simulation results. Your report should comprise, but not limited to, the following sections. • Title page • Summary • Introduction • Design • Results and discussion • Conclusion • References • Appendix Submission requirements Deadline: 4th May 2025, 23:59 Length of report: Maximum of 1500 words not including figures and references Mode of submission: In Word or PDF, online submission via Learning Mall Referencing style. IEEE style. (For more information regarding IEEE referencing style, please refer to the document named “BRIEF_GUIDE_TO_REFERENCING_WITH_IEEE_SYSTEM.pdf”.) Lab Presentation (10%): You are to present your work near the end of the module. You will be all divided into separate sessions. The presentation schedule will be released during the semester and please take note of your session date and time. The lab presentation is assessed by the module leader. Anyone who fails to turn up for their presentation will receive a mark of zero for this part of assessment. Your presentation at the PLC lab (TC-A-4014) should include, but not limited to, the following items. i. How the control requirement is achieved using a PLC-based control system. ii. Your LAD program. iii. The key steps for simulation and the corresponding simulation results. The presentations will proceed according to the name list in each session. Therefore, first named person in each session will start and progress down the list. Students will be given 15 minutes for their presentation.
Before completing your assignment, please read the Assessment Policies for AMGT90001, which outlines requirements for academic integrity. Assignment Due Date: Friday, 9 May 2025 Overview This assignment requires you to conduct an individual case study of an Australian arts organisation, critically analysing its arts management approach through the application of relevant theories, concepts, and industry practices. This task allows you to engage deeply with real-world examples, demonstrating your ability to apply theoretical knowledge to contemporary arts management challenges. Task You will select an Australian arts organisation and develop a case study that examines its management strategies, challenges, and sectoral positioning. Your analysis should draw on both theoretical frameworks and industry research to provide critical insights. You must select two key areas of arts management from the list below: · Organisational structure and alignment with strategy · People management (HR concepts such as leadership, recruitment, training, salary structures) · Governance and/or risk management · Stakeholder management (including partnerships and engagement strategies) · Advocacy and policy influence · Use of technology in arts management(focusing on operational or strategic use rather than audience engagement) Students must engage critically with theory while evaluating how the chosen organisation applies arts management principles. Theoretical engagement should be based on class readings and materials, ensuring alignment with concepts covered in the subject. Students should avoid introducing external or unrelated theories and instead demonstrate a clear understanding of the frameworks discussed in lectures and prescribed readings. Format and Requirements · Word count: 2000 words (excluding references) · The case study must include: o Introduction & Background (approx. 300 words) o Organisational Mission, Vision, and Strategy (approx. 400 words) o Arts Management Analysis – Two Key Areas (approx. 1000 words total) o Conclusion & Key Learnings (approx. 300 words) o Reference List (APA 7 format) · The case study must demonstrate critical analysis, supported by academic sources and industry research. Assessment Criteria 1. Conceptual Understanding and Analysis · Depth of engagement with arts management principles and theories · Strength of argument and logical development · Use of relevant industry examples to support discussion · Consideration of challenges, strengths, and organisational impacts 2. Structure and Organisation · Logical structure and coherence of argument · Clarity of writing style, grammar, and vocabulary · Near faultless spelling and mechanics 3. Research and Referencing · Use of credible sources to support analysis · Correct referencing using APA 7 citation style, with minimal errors · Strong selection of academic and industry sources Submission · The final report (2000 words) must be submitted via LMS by Friday, 9 May 2025 · Ensure your document is formatted in 1.5 spacing, standard font (such as Times New Roman, Arial, etc.), 12pt font, and APA 7 referencing. · Retain a copy for your records.
CAPE1720 – Materials Science and Engineering ASSESSED COURSEWORK: MATERIALS SELECTION ASSIGNMENT INTRODUCTION The end of Semester 1 introduced the concept of materials selection in product design. Materials selection is an essential technique for engineers developing components for products in addition to choices about materials processing routes. Materials processing will also be introduced more fully this semester but does not form. a central focus of this assignment. This assignment will focus specifically on the method of systematically refining a set of candidate materials for a component of particular product. Historically, intricate and long-studied expert knowledge of many materials was used to arrive at a choice of the materials for making things. Here, we will shift our attention to a systematic method termed the Ashby method. This method is based on first identifying, in general terms, performance requirements and priorities. These requirements are then translated into equations which can be used to identify a particular figure of merit or performance index to screen (filter) and rank materials in a database. Fortunately, while products are highly varied, the equations and indices used can be boiled down to a finite set. This assignment will ask you to identify appropriate indices and apply these within a software database (Ansys EduPack., OVERVIEW OF THE ASSIGNMENT You will be assigned to a group of 4 or 5 students. You will work in this team to submit a written report considering the materials selection for components of a specific product (number of components = number of students in the group). The report will include a group element as well as an individual component as outlined below. The report should be completed using the template on Minerva which also outlines the sections required (see also key elements below as well as definitions in Appendix 1 and marking criteria in Appendix 2). As a group, choose one of the 5 product options: 1. Photo-bioreactor for growing algae, cyanobacteria, and other phototrophic organisms in a stirred tank reactor 2. Boiler and steam turbine 3. Incinerator 4. Horizontal axis wind turbine 5. Advanced Gas-Cooled Nuclear Reactor The individual components for each product are listed on the next page. The group assignment must be submitted on a single product. Each individual component must be on one of the listed components. The individual component must be on a different component to any other member of the assigned group (one component per group member). Reports from groups of 4 students should report on 4 of the 5 components. DEADLINE AND SUBMISSION The report is due by 2:00 PM on 17 March 2025. Marks and feedback will be shared on return from Easter. As a group, make one eIectronic submission in the (MateriaIs SeIection Assignment, submission within the Assessment area on Minerva. Note: Each team member must complete and digitally sign (by form. completion) the Academic Integrity Declaration (a Microsoft form. linked from the assignment folder on Minerva). Failure to submit the Academic Integrity Declaration ahead of the submission deadline will be mean the individual component is not considered submitted. A late submission of the Academic Integrity Declaration will considered a late submission of the individual component. All submissions will be checked via Turnitin and charts as well as text will be reviewed during marking to check for collusion or plagiarism. Do not work together with other groups. Carry out individual components independently. THE PRODUCTS As a group, choose one from the following list of“products”(or“technical systems”). Multiple designs are possible for each product. It is recommend that you agree on a single overall design at an early stage of the group work so as to narrow the scope and ensure coordination between the individual assignment tasks (tasks for each component of the product). There are 5 components identified for each product. By agreement within the group, assign one component to each member of the group. Only 4 out of the 5 components will be assigned in groups of 4 students. All 5 components should be assigned in groups of 5 students. Label in your group report which team member has been assigned to each component. If you find that the description below is broad and contains multiple parts, you are welcome to specify a single part you have worked on in the individual section of the assignment. If you are unsure of what the product is, take some time to search (online or in the library) and read more about the product. Bear in mind, this assignment is not a research project but instead is aimed at applying the Ashby method for materials selection. 1. Photo-bioreactor for growing algae, cyanobacteria and other phototrophic organisms in a stirred tank reactor: a. Tank lid b. Tank lid seal c. Tank walls d. Rotary impeller shaft e. Rotary impeller mixing blades 2. Boiler and steam turbine: a. Pressure vessel b. Steam/water recirculation pipe c. Turbine blades d. Turbine shaft e. Turbine bearings 3. Incinerator: a. Firebox b. Heat exchanger c. Exchanger water inlet pipe d. Exchanger water outlet pipe e. Chimney 4. Horizontal axis wind turbine: a. Turbine blades b. Turbine shaft c. Brake d. Nacelle e. Tower 5. Advanced Gas-Cooled Nuclear Reactor: a. Pressure vessel lining b. Pressure vessel outer c. Gas recirculator d. Heat exchanger e. Exchanger water recirculator KEY ELEMENTS OF THE ASSIGNMENT Stage 1 - Group Report sections: (1) Description & design requirements, (2) Identification of components and their loading geometry • Write a concise description of your product - what does it do? • Specify performance requirements of the product as a whole • Sketch a representation of your product with text/numerical annotations • Write a brief accompanying paragraph describing the components in the sketch Stage 2 - Individual Report sections: (3) Specification of performance requirements at component level, (4) Design translation at the component level, (5) Materials indices based on the design translation, (6) Screening materials using primary constraints in Ansys EduPack, (7) Selection of the optimal material using materials indices in Ansys EduPack • Specify performance requirements for each of your individual components • Analyse the objective, function, constraints, and free variables in the design for your individual component • Choose appropriate materials indices • Carry out screening and ranking processes in EduPack software • Show graphs and write accompanying paragraph text to describe the process you have used (and thereby provide evidence of your approach to analyse the selection problem and carry out materials selection using Ansys EduPack). • Select the optimal material using EduPack software and write a justification of the choice Stage 3 - Group Report components and marking criteria: (8) Discussion of the limitations of the materials selection process, (9) Discussion of the validity of the materials selection and comparison with materials currently used for the components, (10) Presentation, (11) References • Write a conclusion with a final recommendation on materials for the product selected by the group • Write a discussion of the reliability of these selections • Write a comparison of these to materials used commercially for similar products • Include appropriate and consistent referencing throughout all sources must be referenced and cited in the text • Check the report for high quality presentation of plots, drawings, figure captions, sectioning, and referencing As a guideline, it should not be necessary for your team’s report to exceed 2,500-4,500 words in length. Inclusion of material not relevant to the materials selection process will be penalized, and conciseness will be rewarded. SUPPORT A. Lecture sessions: At the start of Semester 2, we will work through the Ashby method and the use of Ansys EduPack across three lecture sessions delivered by Dr Sean Collins. B. Three online self-learning (Units 1-3) are available to go into further detail on using EduPack software. C. A worked example is available on Minerva. Note, the worked example includes only 4 components and is presented (section-by-section.’The individuaI sections shouId be (component-by-component’in the report. D. Computing cluster drop-in sessions have been set aside to ensure access to computers and software. Dr Sean Collins will be available to answer questions during these drop-ins, but they will not be structured otherwise. E. The textbook Materials Selection in Mechanical Design by Mike Ashby (available electronically via the library website) presents further useful information and examples. Please get in touch by email ([email protected]), raise a question during or immediately after a lecture or drop-in session on the materials selection assignment, or post questions to the Discussion Board on Minerva. In- person meetings (individually or as a group) can also be arranged by appointment. APPENDIX 1: RECAP OF THE MATERIALS SELECTION METHOD Description & design requirements: Describe the overall functional system and its design requirements, i.e. the things that this assembly has to do effectively. Identification of components and their loading geometry: Present a diagram or annotated image to clearly indicate the overall design, the individual components (dimensioned where relevant) and their position in the assembly. Describe the geometry of the loading that will act upon each component in service. Specification of performance requirements at the component level: Estimate performance requirements, i.e. some reasonable values of each component’s loads (where these can be estimated) or service environment, (e.g. operating temperature, pressure, speeds). What materials properties are therefore required? What dimensions (length, diameter, etc.) of the components are constrained by the design? What failure modes may apply? You may spend some time reading about the product, but please note that researching the product is not the aim of this assignment. A reasonable estimate that can be referenced or justified otherwise is sufficient. Often, identifying which performance requirements are most important is the most useful rather than identifying a single numerical value. Keep requirements loose initially to ensure plenty of candidate materials can be identified and tighten the requirements as you screen and rank to identify an optimal material. Design translation at the component level: Translate the performance requirements into function, objective, constraints, and free variables for each component by defining what objectives (e.g. minimised cost) and constraints (e.g. design-prescribed length, the temperature it needs to tolerate as a minimum) apply to each component. These will be used to look up appropriate materials indices and to define primary constraints. Review the tables of materials indices (appendix of Unit 3 and on Minerva) to help in identifying appropriate objectives, constraints and free variables. Materials indices based on the design translation: Using the defined function, objective, and free variables for each component, you can now identify a list of primary constraints (where there is a defined limit arising from the design translation) and ideally one (or perhaps two at most) appropriate materials index/indices, which will be used in screening and ranking the material(s), respectively. In many applications, toughness is a key consideration; applying a minimum“rule of thumb”fracture toughness (see also self-learning module Unit 3) as a primary constraint can rule out materials with unacceptably low toughness. Screening materials using primary constraints in Ansys EduPack: The primary constraints defined above will then allow you to use Ansys EduPack to screen-out materials which cannot do the job, e.g. materials that cannot operate at a sufficiently high temperature. You need to choose which selection method (tree, limit, or graph) is best suited to each of these stages for each of the components. For the maximum operating temperature, consider whether the component can be cooled. Be sure to include evidence or justification for selecting limit stages with mechanical property values. Selection of the optimal material using materials indices in Ansys EduPack: Appropriate materials indices, defined above, will enable you to use Ansys EduPack to rank those materials which survive screening in order of how well they meet one/perhaps two materials index/indices to determine which material can best do the job. This will leave you with a shortlist of materials for that component and you can then complete your analysis by using your judgement to say which material on your shortlist might be the most appropriate; other constraints (where no limit is specified) may also now be considered during this final selection stage, e.g. by using a bar chart to rank them against another constraining property such as fracture toughness, corrosion resistance, fatigue limit or price. Discussion of the limitations of the materials selection process: Say whether there are other factors that Ansys Edupack doesn't take into account (e.g. fatigue, creep, corrosion ?) and thus what are the limitations of the approach used. Some key limitations are that high temperature performance is not covered in detail, durability is general and not condition specific (including friction and wear) and fatigue is not component specific. Discussion of the validity of the materials selection and comparison with materials currently used for the components: Comment on how different (or similar) your selection is to materials that are currently used for that component and how valid your selection is based upon material sources from the lectures, from literature and/or from web sites. APPENDIX 2 : MARKING CRITERIA The table below shows the weightings for each section of the report and what would be required to gain maximum marks under each of these headings. Each section will receive a mark out of the maximum number available in the section. You will be assessed individually for your component in the sections highlighted in bold (70%) and as a team on the other sections (30%). Note: An individual student will not be eligible for credit from the team sections of the assignment if the individual student has not made a serious attempt on the individual section (
STAT3600 Statistical Analysis Assignment 2 (submit Q4, Q5) Deadline: 14 Mar, 2024 Note: (1) Numeric values should be presented in 4 decimal places. (2) Do not use computer and show the intermediate steps for Q1 to Q4. 1. A psychiatrist wants to know whether the level of pathology (Y) in psychotic patients 6 months after treatment can be predicted with reasonable accuracy from knowledge of pretreatment symptom ratings of thinking disturbance (X1) and hostile suspiciousness (X2). The data collected on 15 patients are stored in ‘pathology.dat’. Consider a multiple linear regression model with Y as the dependent variable and X1 and X2 as the independent variables. a. Write down the regression model. State clearly the assumptions. b. Find the least squares estimates of the regression coefficients. Interpret the results. c. Construct the ANOVA table and hence test whether there is a regression of Y on X1 and X2 at the 5% level of significance. d. Estimate the covariance matrix of the estimates. e. Find a 95% confidence interval for each partial regression coefficient. f. Test whether β1 = 32 or not at the 5% level of significance. g. Test whether β2 = -10 or not at the 5% level of significance. h. Calculate the R2. i. Considering a case with x1 = 3 and x2 = 6, find the predicted level of pathology and the confidence interval for the mean response and the prediction interval with 95% confidence level. 2. Consider a general linear hypotheses C is of dimensions r × p with rank r and d is of dimensions r × 1. Prove that a. under the reduced model, the least squares estimator is b. the difference SSEr SSEf can be expressed as 3. Consider a multiple linear regression model yi = β0 +β1xi1 + … +βipxip +εi where xij are constant, βj are parameters, εi are iid N(0, ) and i = 1, … , n. A weighted least square estimator for βj is obtained by minimizing where wi are some predefined known constant values and Prove that the estimators of the regression coefficients are given as and the variance-covariance matrix of the estimator is W is a diagonal matrix of w1, … , wn . 4. Do not use computer. You are given the following matrices computed for a regression analysis Y = β0 +β1X1 +β2X2 +ε . The matrices are properly ordered according to the regression function given above. a. Calculate the LSE of the regression coefficients. Describe the effects of the regressors on the response variable quantitatively. b. Calculate SSE and MSE. c. Calculate the standard error of the estimates. d. Calculate a 90% confidence interval for β1 and β2 , respectively. e. Construct an ANOVA table. Test whether there is a regression of Y on X1 and X2 at the 5% level of significance. f. Calculate R2. Comment on the fitness of the model. g. Test at the 5% level of significance whether each of X1 and X2 is effective, respectively. h. Test at the 5% level of significance whether β1 +2β2 = 0. i. Test at the 5% level of significance whether β1 +2β2 = 0 and β1 +β2 = 1, simultaneously. j. Estimate the mean of Y when (X1, X2) = (1, -1). Construct a 95% confidence interval for the estimate. k. Estimate the means of Y for two cases where = (1, -1) and = (-1,0.5). Construct a 90% simultaneous interval based on (i) Bonferroni’s method and (ii) Scheffe’s method. 5. This study aimed to explore the relationship between aggravated insomnia and COVID-19- induced psychological impact on the public, lifestyle. changes, and anxiety about the future. The data are stored in ‘insomnia.csv’ and the variables are given as follows. aire:0 – 42higher the scores, the more severe th -190 –35HigherthescoresthegreaterfearofCOVID xietystatus:0 –80higher the scores, the more sev 0 –80higher the scores, the more severed a. Formulate a multiple linear regression model for the dataset, using spiegel as the response and the remaining variables as regressors. b. Calculate LSE’s for the regression coefficients and their respective standard errors. c. Test the significance of each regression coefficient at the 5% level of significance. d. Construct an ANOVA table and test whether there is a regression of spiegel on the regressors at the 5% level of significance. e. Calculate the R2 statistic for the model. Do you think the model is adequate to explain the variation of severity of insomnia among the subjects under study? f. Construct 90% confidence intervals for the regression coefficients. g. Describe how the significant regressors affect the severity of insomnia. h. Test at the 5% level of significance whether both the coefficients of sds and age are zero. i. Test at the 5% level of significance whether the coefficients of sas and sds are the same. j. Predict the value of Spiegel for an individual with the following values. Construct a 95% prediction interval.
Assessment 1 Information Subject Code: TEC106 Subject Name: IT Project Management Assessment Title: Project Business Case Assessment Type: Case study Word Count: 800 Words (+/-10%) Weighting: 20 % Total Marks: 20 Submission: MyKBS Due Date: Week 5 Your Task Your first assessment in this subject requires you to study a case in the assessment instruction and create a project business case which includes key elements (such as problem statement, project benefits, and stakeholders) to support your project getting approved. Assessment Description A business case is a project management document that explains and justifies the reasoning for initiating a project. It is often presented in a well-structured written document to the key business stakeholders such as project sponsor(s) to get approval and funding. A thorough understanding of how to write a business case must be demonstrated in this assessment. The learning outcomes you will demonstrate in performing this assessment includes: LO1: Interpret the IT objectives and project expectations of a business stakeholder. LO2: Predict risks and problems associated with the effectiveness and timeliness of IT projects. LO3: Explain the solutions and mitigation strategies for the risks and problems that emerge in IT projects. Assessment Instructions The Case GoNative Pty. Ltd. is based in Melbourne, Victoria. The business was established in 2015 to cater for the demand for Australian native food products. The company manufactures and retails a range of certified, organic, Australian native foods. Currently, the business is selling its products through several small supermarkets and health food stores throughout Australia. The company also has a basic website that includes only four pages: home, about us, products and contact details. The company launched this simple website just after opening, but there has been very little traffic to the site except during Christmas and Mother’s Day. This is because of poor design, a limited shopping cart and no call to action or active social media networks. The company’s overall business objectives for the next three years are to increase sales, create brand awareness and develop a broader product range. The company’s target market are customers aged between 35 and 60 years old, who are looking for Australian organic gourmet foods. As a contracted IT Project Manager (Subject Matter Expert in IT solutions for business problems), you have been asked by the Operations Manager to propose an IT solution, which will be a critical part of the company’s strategy. You will be managing the project and reporting to the project sponsors (CEO and Operations Manager) and informing project team members of the project’s progress after the business case is approved. Based on the above case, you are required to create a business case to cover the following: 1. Problem Statement a) Describe the problem that your project will overcome, and b) The opportunity that your project will take advantage of 2. Project Summary a) Discuss what this project hopes to achieve. • Project benefits (at least 2) • Proposed IT solution • Brief cost, resources, and schedule • A 2-levels WBS. 3. Stakeholders a) Identify key at least 4 project stakeholders and their roles Submission Instructions • Name your document “Assessment 1_[Student ID]” • Save it as a Word or PDF document format
DECEMBER 2017 EXAMINATIONS CSC 108 H1F Question 1. [6 marks] Each of the following sets of Python statements will result in an error when the code is run. In the table below, briefly explain why each error occurs. Python statements Briefly explain why each error occurs stations = ('Pape', 'King', 'Kipling') stations[0] = 'St. George' st_to_line = {'Chester': 2, 'Davisville': 1, 'Union': 1} if st_to_line['Dundas'] == 1: print('Yonge-University') i=0 lines = [1, 2, 3, 4] while lines[i] != 5 and i < len(lines): print(lines[i]) i=i+1 stops = ['Christie', 'Bay', 'Spadina'] sorted_stops = stops.sort() reversed_stops = sorted_stops.reverse() station = 'Sheppard West' station[-4] = 'E' station[-3] = 'a' # Assume the next line runs without error. f = open('stations.txt') f.read() f.readline()[0] Question 2. [4 marks] Fill in the boxes with the while loop condition and the while loop body required for the function to work as described in its docstring. See the bottom of this page for examples. def get_and_verify_password(password: str) -> bool: """Repeatedly prompt the user to enter their password until they get it correct or until they guess wrong three times. Return True if and only if the password was entered correctly. """ msg = 'Enter your password: ' guess = input(msg) num_guesses = 1 while : return guess == password Here are examples from using a correct implementation of get_and_verify_password: >>> get_and_verify_password('csc108!') Enter your password: csc108! True >>> >>> get_and_verify_password('^S33kReT') Enter your password: chairman Enter your password: ^S33kReT True >>> >>> get_and_verify_password('csc108!') Enter your password: CSC Enter your password: 108 Enter your password: IDoNotKnow False >>> Question 3. [6 marks] In this question, you are to write code that uses a Python dictionary where each key represents the name of a meal (e.g., 'stew', 'eggs') and the associated value represents a list of table numbers (e.g., 1, 2, 3), with one list item for each meal order. If there are, for example, three orders for 'stew' at table 2, then 2 will appear three times in the list of table numbers associated with 'stew'. Part (a) [3 marks] Complete the following function according to its docstring. def get_num_orders(meal_to_tables: Dict[str, List[int]], meal: str) -> int: """Return the number of orders for meal in meal_to_tables. >>> m_to_t = {'stew': [4, 1], 'eggs': [6]} >>> get_num_orders(m_to_t, 'stew') 2 >>> get_num_orders(m_to_t, 'eggs') 1 >>> get_num_orders(m_to_t, 'brussel sprouts') 0 """ Part (b) [3 marks] Complete the following function according to its docstring. def order_meal(meal_to_tables: Dict[str, List[int]], meal: str, table: int) -> None: """Modify meal_to_tables to include a new order for meal at table. Place table at the end of the list of table number(s) associated with meal. >>> m_to_t = {} >>> order_meal(m_to_t, 'stew', 4) >>> m_to_t == {'stew': [4]} True >>> order_meal(m_to_t, 'stew', 1) >>> m_to_t == {'stew': [4, 1]} True >>> order_meal(m_to_t, 'eggs', 6) >>> m_to_t == {'stew': [4, 1], 'eggs': [6]} True """ Question 4. [4 marks] Complete the following function according to its docstring. def char_count(s: str, words: List[str]) -> List[int]: """Return a new list in which each item is the number of times that the character at the corresponding position of s appears in the string at the corresponding position of words. Lowercase and uppercase characters are considered different. Precondition: len(s) == len(words) # In the example below, 'a' is in 'apple' 1 time, # 'n' is in 'banana' 2 times, and # 'b' is in 'orange' 0 times. >>> char_count('anb', ['apple', 'banana', 'orange']) [1, 2, 0] >>> char_count('xdaao', ['cat', 'dog', 'cat', 'banana', 'cool']) [0, 1, 1, 3, 2] >>> char_count('fW', ['sandwiches', 'waffles']) [0, 0] """ Question 5. [4 marks] The docstring below is correct. However, the code in the function body contains one or more bugs. As a result the function does not work as specified in the docstring. def increment_sublist(L: List[int], start: int, end: int) -> None: """Modify L so that each element whose index is in the range from start (inclusive) to end (exclusive) is incremented by 1. Precondition: 0 > a_list = [10, 20, 30, 40, 50, 60] >>> increment_sublist(a_list, 0, 3) >>> a_list [11, 21, 31, 40, 50, 60] """ for value in L[start:end]: value = value + 1 Part (a) [1 mark] Complete the example below to show what happens when the buggy function body given above is used. >>> a_list = [10, 20, 30, 40, 50, 60] >>> increment_sublist(a_list, 0, 3) >>> a_list Part (b) [3 marks] Write a new function body that correctly implements the function as described in its docstring above. def increment_sublist(L: List[int], start: int, end: int) -> None: """ """ Question 6. [6 marks] In each of the following, circle the best answer that follows directly below the question. Part (a) [1 mark] If you were searching a sorted list of one million unique items for a particular value, and the value being searched for was the second item in the sorted list, which algorithm would take the least time? linear binary a tie between linear an error search search search and binary search would occur Part (b) [1 mark] If you were searching a sorted list of one million unique items for a particular value, and the value being searched for was not in the sorted list, which algorithm would take the least time to discover that it was not in the list? linear binary a tie between linear an error search search search and binary search would occur Part (c) [1 mark] If you had an unsorted list of one million unique items, and knew that you would only search it once for a value, which of the following algorithms would be the fastest? use linear use insertion sort use insertion sort an error search on the to sort the list to sort the list would occur unsorted list and then binary and then linear search on the search on the sorted list sorted list Part (d) [1 mark] Our sorting code completes all passes of the algorithm, even if the list becomes sorted before the last pass. After how many passes of the bubble sort algorithm on the list [ 3, 1, 6, 4, 9, 8 ] could we stop because the list has become sorted? 1 3 5 7 Part (e) [1 mark]Our sorting code completes all passes of the algorithm, even if the list becomes sorted be-fore the last pass. After how many passes of the insertion sort algorithm on the list [ 9, 8, 3, 1, 6, 4 ] could we stop because the list has become sorted? 1 2 6 9 Part (f) [1 mark]Our sorting code completes all passes of the algorithm, even if the list becomes sorted be-fore the last pass. After how many passes of the selection sort algorithm on the list [ 9, 8, 6, 4, 3, 1 ] could we stop because the list has become sorted? 1 3 5 7 Question 7. [6 marks] Complete the following function according to its docstring. Your code must not mutate the parameters! def collect_sublists(L: List[List[int]], threshold: int) -> List[List[int]]: """Return a new list containing the sublists of L in which all the values in the sublist are above threshold. Precondition: all sublists of L have length >= 1 >>> collect_sublists([[1, 2, 3], [4, 5, 6], [7, 8, 9]], 5) [[7, 8, 9]] >>> collect_sublists([[15, 20], [10, 11], [30, 40], [7, 17]], 10) [[15, 20], [30, 40]] """ Question 8. [3 marks] Fill in the boxes to complete the docstring examples for the function below. def mystery(L: List[str], D: Dict[str, str]) -> None: """ >>> list1 = ['I', 'love', 'midterms'] >>> dict1 = {'midterms': 'finals'} >>> mystery(list1, dict1) >>> list1 >>> dict2 = >>> mystery(list1, dict2) >>> list1 ['We', 'love', 'programming'] >>> list3 = ['m', 'y', 'q', 'p', 'w', 'm'] >>> dict3 = {'m': 'r', 'q': 'r'} >>> mystery(list3, dict3) >>> list3 """ for key in D: index = L.index(key) L[index] = D[key] Question 9. [5 marks] Part (a) [4 marks] The docstring below is correct. However, the code in the function body contains one or more bugs. As a result the function does not work as specified in the docstring. def is_valid_word(potential_word: str, word_list: List[str]) -> bool: """Return True if and only if potential_word is one of the items in word_list. >>> is_valid_word('cat', ['cat', 'dog', 'fox']) True >>> is_valid_word('wombat', ['cat', 'dog', 'fox']) False """ for word in word_list: if potential_word in word: return True else: return False Complete the unittest code below so that: (1) the assertions both fail when the buggy function body given above is used, and (2) the assertions both pass when a function body that correctly implements the function as described in its docstring is used. Both arguments must have the correct type. Assume that the is_valid_word function has been correctly imported and may be called as written below. class TestIsValidWord(unittest.TestCase): def test_case1(self): potential_word = word_list = actual = is_valid_word(potential_word, word_list) expected = False self.assertEqual(actual, expected) def test_case2(self): potential_word = word_list = actual = is_valid_word(potential_word, word_list) expected = True self.assertEqual(actual, expected) Part (b) [1 mark] Circle the term below that best describes the number of times the loop iterates when the buggy version of the is_valid_word function given in Part (a) is called. constant linear quadratic something else Question 10. [6 marks] Consider this code: def mystery(n: int) -> None: """ """ for i in range(n): for j in range(n): if i == j: print(i + j) Part (a) [1 mark] What is printed when mystery(3) is executed? Part (b) [1 mark] Write an English description of what function mystery prints in terms of n. Part (c) [1 mark] For function mystery the best and worst case running times are the same. Circle the term below that best describes the running time of the mystery function as written above. constant linear quadratic something else Part (d) [2 marks] The code above can be rewritten to complete the same task, but with a reduced running time. Write the body of a new version of mystery in which the running time expressed in terms of n is improved. def mystery_improved(n: int) -> None: """ """ Part (e) [1 mark] Circle the term below that best describes the running time of the your mystery_improved function. constant linear quadratic something else Question 11. [12 marks] Part (a) [6 marks] Station data is stored in a comma separated values (CSV) file with one station’s ID, name, latitude, and longitude per line in that order. Here is an example station data CSV file: 1,Allen,43.667158,-79.4028 12,Bayview,43.656518,-79.389 8,Chester,43.648093,-79.384749 17,Davisville,43.66009,-79.385653 Given the example station data CSV file opened for reading, function build_dictionaries returns: ({1: [43.667158, -79.4028], 12: [43.656518, -79.389], 8: [43.648093, -79.384749], 17: [43.66009, -79.385653]}, {1: 'Allen', 12: 'Bayview', 8: 'Chester', 17: 'Davisville'}) Complete the function build_dictionaries according to the example above and its docstring below. Assume the given file has the correct format. def build_dictionaries(f: TextIO) -> Tuple[Dict[int, List[float]], Dict[int, str]]: """Return a tuple of two dictionaries with station data from f. The first dictionary has station IDs as keys and station locations (two item lists with latitude and longitude) as values. The second dictionary has station IDs as keys and station names as values. Precondition: station IDs in f are unique """ Part (b) [6 marks] You may assume the function get_distance has been implemented: def get_distance(lat1: float, long1: float, lat2: float, long2: float) -> float: """Return the distance between the location at lat1 and long1 and the location at lat2 and long2. """ Using get_distance as a helper function, complete function get_closest_station according to its docstring: def get_closest_station(lat: float, long: float, id_to_location: Dict[int, List[float]], id_to_name: Dict[int, str]) -> str: """Return the name of the station in id_to_name and id_to_location that is closest to latitude lat and longitude long. You may assume that exactly one station is closest. Precondition: id_to_location and id_to_name have the same keys and len(id_to_location) >= 1 >>> id_to_location = {3: [40.8, -73.97], 4: [43.6, -79.4], 11: [51.5, -0.1]} >>> id_to_name = {3: 'Grand Central', 4: 'Union', 11: 'Blackfriars'} >>> get_closest_station(43.5, -79.6, id_to_location, id_to_name) 'Union' """
STAT3600 Assignment 1 (submit Q7 – Q10) Deadline: 26/2/2024 Note: (1) Numeric values should be presented in 4 decimal places. (2) Do not use computer and show the intermediate steps for Q1 to Q4, Q7 to Q9. 1. Suppose Y~Nn (μ, Σ) with Σ nonsingular. Let A be a d × n constant matrix of rank d. a) Determine the distribution of A(Y - μ). b) Determine the distribution of (AΣAT )—1/2 A(Y - μ). c) Using (b) or otherwise, show that (Y - μ)TAT (AΣAT )—1A(Y - μ)~xd(2) . 2. Suppose Y~Nn (μ, Σ), and there exists an m × n matrix Q such that QΣQT = Im and Qμ = 0. Define Z = QY. a) What is the distribution of Z? b) What is the distribution of ⅡZⅡ2 = ZTZ? 3. Let x~x5(2) and z~N(0,1) be independent random variables. a) Calculate the 5% upper quantiles of X, z2/x and z/√x . b) Denote your answers to (a) by x,f, t, respectively. Calculate i. P(x ≤ x), ii. P(z2 /x ≤ f), iii. P(x/z2 ≤ f), iv. P(Z/√X ≤ t), v. P(|Z| > t√X) c) Calculate the 2.5% upper quantile of z/√x. Show that its square equals f. Explain. 4. Do not use computer. Consider a linear regression model when Y is regressed on X. It is given that a) Calculate the least squares estimates of the intercept and the slope. b) Calculate the standard errors of the estimated intercept and slope. c) Test at the 5% level of significance whether the slope is -1.1. d) Estimate the mean of Y when X = 0.8. Construct a 90% confidence interval for the estimate. 5. A random sample of 18 U.S. males was selected, and the following information was recorded for each individual: x = weight (in g) offat consumed per day, y = total cholesterol (in mg) in blood per deciliter. The data are given in ‘fat.csv’. a) Ployy against x. b) Fit a simple linear regression model to the dataset and plot the fitted regression line on the graph obtained in (a). Report the least squares estimates of the regression coefficients. c) Test at the 5% level whether “daily fat intake” is effective in explaining the variation in cholesterol level among the U.S. males. d) Construct a 95% confidence interval for the expected cholesterol level for people whose daily fat intake is 100g. e) Construct a 95% prediction interval for the cholesterol level of an individual whose daily fat intake is 100g. f) A margarine manufacturer claims that the difference between the expected blood cholesterol level of individuals consuming 100g of fat per day and that of those consuming 40g of fat per day does not exceed 35 mg/dl. If his claim is true, then perhaps some people would be willing to include extra fat in their diets, thinking that the resulting increase in cholesterol is small enough so that there is no need for concern. Carry out a size 0.05 test for the manufacturer’s claim. 6. The time (y) required for a merchandiser to stock a grocery store shelf with Coca Cola bottles and the number of cases of Coca Cola stocked (x) are stored on ‘cola.csv’. A simple linear regression model is proposed to regress the response y on the explanatory variable x, assuming i.i.d. N(0; σ2) random errors. a) Calculate the least squares estimates of they-intercept and the slope of the regression line. b) Carry out a t test to determine if there is a significant linear relationship between x andy at the 5% level. c) Based on your fitted regression line in (a), estimate the expected time required to stock zero case of Coca Cola. d) Do you think your answer to (c) is reasonable? Suggest a more reasonable model, which is a special case of the simple linear regression model, to describe the relationship between x andy. e) Conduct an appropriate t test at the 5% level to test whether the model suggested in (d) is acceptable in place of the more general simple linear regression model. 7. Do not use computer. Given the data a) Obtain the mean corrected data matrix, b) Verify the columns of Xc are linearly dependent. Specify an a, = [a1, a2, a3] vector that establishes the dependence. c) Obtain the sample covariance matrix and verify that it is singular. 8. Do not use computer. Given a) Find the probability P(y1 < 3). b) Find the probability P(y1 < 3ly2 = 2). c) Find the distribution of Hence, find the probability P(x < 3). d) Find a 2 × 1 vector, a, such that Y2 and are independent. 9. Do not use computer. Five observations of two variables are given as follows. Consider a linear regression model when Y is regressed on X. It is given that a) Calculate the least squares estimates of the intercept and the slope. b) Calculate the standard errors of the estimated intercept and slope. c) Construct a 95% confidence interval for each parameter. d) Test at the 5% level of significance whether the slope is 3. e) Estimate the mean of Y when X = -1.5. Construct a 95% confidence interval for the estimate. 10. The study aimed to study the prediction of BMI (kg/m2) using mid-upper arm circumference, MUAC, (cm). The data are stored in ‘muac.csv’. a) Fit a simple linear regression model to the dataset and plot the fitted regression line on the graph obtained in (a). Report the estimates of the regression coefficients. b) Find the coefficient of determination and comment on the fitness of the model. c) Interpret the slope quantitatively. d) Find the predicted values and residuals ofthe first 2 observations. e) Find SSE and MSE. f) Find the standard errors of the intercept and the slope. g) Test at the 5% level whether MUAC is effective in explaining the variation in BMI. h) Construct at 90% confidence interval for the true slope. Hence, test at the 10% level of significance whether the slope is 1. i) Construct a 95% confidence interval mean BMI at MUAC = 25 cm. j) Construct a 95% prediction interval for the difference between the average BMI of two groups of subjects. The first group of subjects have MUAC as 25, 26 and 28. The second group of subjects have MUAC as 27 and 29.
Assignment: 15% Weighting [Due Date: 11.59 pm, 11 May 2025) Assignment Instructions: This assignment is intended to be solved by every student independently, discussion is allowed but no copy and paste! Solve the problems with clear handwriting or typing or combination of both and upload one PDF file. List every single workout/step with your answer. Only typing to the point answer will not receive full marks. You may need to use MATLAB to solve some questions. please copy and paste your own MATLAB codes, MATLAB figures and Simulink/Simscape diagrams in the answer script. Copying assignments is extremely prohibited and if proven both parties will receive '0' marks. There are questions that every individual may choose different numerical values in such cases copying will be easily detected. Remember, individual students will have different assumptions of the constants variables values, so, avoid copy-paste, otherwise, the answer will receive a zero mark. Make sure to describe the detailed procedures in your answer as applicable to get partial marks in case the answer is not completed. Make sure you type the answer next to the question number, e.g., P.1(i), P.1(ii), and so on. Submission Instructions: Complete the attached assignment and submit through this submission site. Make sure you name the file "Student's surname_username_assignment15pc" If you have any questions, please let me know. Complete the " Disclaimer_sign and upload_SP2 2025.docx ". P. No. Problem Statement P.1 Consider the following quarter-car model for an active suspension system. i) Describe all the symbols (Ms, Mu, Fc, x1, x2, zr, ks, ku, bs, bu) used in the model and draw the appropriate free-body diagrams (FBDs) for the masses. ii) Derive the differential equations that describe the system dynamics. iii) Formulate the state-space representation based on the differential equations derived in (ii). iv) Choose appropriate parameter values (please assume your own numerical values — do not copy from any source), and plot the displacement of the sprung mass in response to the following road disturbances: (A) a square wave road disturbance. (Please assume your own square wave, do not copy from any source.) (B) a trapezoidal wave road disturbance. (Please assume your own trapezoidal wave, do not copy from any source.) (C) a step change in road profile zr (Please assume your own step change, do not copy from any source.) Please provide detailed derivations, MATLAB codes, and corresponding MATLAB plots. P.2 Consider the following mass-spring-damper system with an initial displacement only (no external force present): i) Derive the transfer function of the system based on its dynamic equations. ii) Write MATLAB code to simulate and plot the displacement response of the system over time. iii) Create Simulink and Simscape models of the system in MATLAB. Simulate and compare the displacement characteristics using both models. (Please assume your own initial displacement and parameter values - do not copy from any source.) Include all derivations, MATLAB codes, Simulink/Simscape diagrams, and output plots in your submission. Hint: Please be careful with the initial conditions. For example: x(0) = [cℎ00se y0ur 0wn value], x(0) = 0, and so on. P.3 Consider a type-0, 3rd order transfer function (please assume your own numerical values, do not copy from any source) of a dynamic system and perform. the following operations. i) Draw the block diagram of the system with a proportional controller (cascaded with the system block) and a negative unity feedback path? (Please assume your own value of the gain, do not copy from any source.) ii) Find the steady-state error of the system analytically and using MATLAB code for step input? P.4 Find the response type of the following transfer functions using MATLAB? (Please assume your own values for the numerators (k1, k2, k3, and k4), do not copy from any source.) i) Find the poles of the following transfer functions using MATLAB code, plot the step responses using MATLAB code, and identify the response type, e.g., overdamped, underdamped, or so? ii) Compare the step responses of case (b) and (d) in same MATLAB plot and comments on the comparison. P.5 Consider a 3rd order transfer function (please assume your own numerical values, do not copy from any source) with at least two complex poles on the left half s plane and one pole at (-10,0). Hence perform. the following operations. i) Write the MATLAB code to translate the transfer function and plot the step response? ii) Plot the root locus. Based on the root locus plot, what are the dominant poles of the transfer function found in (i)?
BUSINESS 114 Assignment 03 S1 2025 Due: Friday 23 May 2025, 11:59pm (NZT) Assignment 03 will be marked out of 60 marks and is worth 10% of your final grade. Overall Presentation Submission: Type your answers into the Answer booklet and submit your assignment by 11.59pm (NZT) on Friday 23 May 2025 via Canvas. Please keep a copy of your assignment in case there are technical issues with your submission. A pdf or word document version of your assignment must be submitted on Canvas. Please follow the instructions below to submit your assignment. 1. Save your assignment as a word document or pdf file. 2. Rename your assignment file name to your last name, followed by a comma and your first name. For example: Bloggs, Joe A3. (The last name is Bloggs; A3 is Assignment 03). 3. You can upload the file on Canvas by going to Assignments, then click on Assignment 03. You will see the Submit Assignment button on the right-hand side of the webpage. A message box will show up, and you need to click on the Choose File button to locate your assignment file, which you had renamed in the above steps, and click ok. The last step will be clicking the Submit Assignment button in the new message box to submit your file. Note: If you want to replace the existing file you can simply repeat the step 3 above. You can do that any time before the due date. Answer Booklet: Answers must be typed into the Answer Booklet using Calibri font style of at least size 10. If calculations or tables are required for an answer, they should be typed, set out neatly and labelled clearly in the Answer Booklet in the space provided. Bullet point answers are acceptable only if the whole sentence makes sense. The size of each box can be expanded where necessary. Disciplinary knowledge: The purpose of this assignment is to be able to demonstrate an understanding of the material covered in Modules 7 to 9 and apply appropriate methods to solve problems and explain the impact of events on business activity. Solution seeking: For any calculation type questions, you should apply appropriate problem-solving processes systematically. Show all workings, no matter how trivial as marks are awarded for partial work. This is good practice for the exam. Written Communication: A high standard of written expression and presentation is expected of your assignment. Correct spelling and grammar are essential. Discussions should be concise, structured in a logical order, and relevant to the question. Consider using the resources of the Learning Hub for extra support. https://www.learninghub.ac.nz/writing/paraphrasing-summarising-and-techniques/ Referencing: APA referencing is to be used where necessary. You DO NOT need to reference the assignment question or references provided in the question. However, you DO need to reference any text if you have QUOTED or PARAPHRASED it. Always answer the questions in your own words. (See the library course page for details on how to use APA referencing.) Refer tohttps://www.library.auckland.ac.nz/subject-guides/bus/topicguides/apa_for_business.htm If you feel you need to provide references – space is provided for your references to all the questions at the end of the answer book – this space can be expanded. Questions 60 marks Question 1 - Business Transactions Paws & Whiskers Ltd is a business that offers pet care services (grooming, pet sitting, and dog training) and sells pet products (premium food, toys, and grooming supplies). The business serves both individual customers and corporate clients such as pet daycare centers. The business purchases most of its inventory on credit from suppliers, and its standard credit terms are 30 days to settle accounts payable. For accounts receivable, the business allows credit customers 15 days to pay their outstanding balances. The owner, Emma Blake, ensures that the company actively collects outstanding payments from customers to maintain a healthy cash flow. In early 2025, Paws & Whiskers Ltd took out a $60,000 long-term bank loan on 18 February 2025 to expand its operations. The loan accrues interest at 4% per annum, with monthly interest payments and quarterly principal repayments of $10,000. Transactions for the month of May 2025 are: (i) 1 May: Purchased $10,000 worth of pet supplies (food, toys, grooming products) from a supplier on credit. The supplier s credit terms are 30 days. (ii) 4 May: Collected $6,000 from customers to settle outstanding accounts receivable from April. (iii) 8 May: Sold pet products and grooming services for $45,000. The cost of sales was $20,000, and $12,000 of the sales were on credit. The credit customers are expected to pay within 15 days. (iv) 12 May: Paid $5,000 to suppliers for previous credit purchases made in April. (v) 15 May: Paid $4,800 in wages to staff, including groomers and pet sitters. (vi) 18 May: Made a quarterly repayment on the bank loan, paying $10,000 toward the principal and $200 in interest. (vii) 22 May: A customer paid $2,500 in advance for a dog training program scheduled to start in June 2025. (viii) 25 May: Donated $900 worth of pet supplies to a local animal shelter as part of the community outreach program. (ix) 27 May: Received $9,000 from credit customers for credit sales made earlier in the month. (x) 31 May: Recorded $1,000 in depreciation on the grooming equipment. Required: (a) Complete the worksheet by recording the impact of each transaction for the month of May 2025 on the accounting equation and identifying the cash flow category as either Operating Inflow/Outflow, Investing Inflow/Outflow, or Financing Inflow/Outflow. If there is no effect on the cash flow, indicate this by stating “No Impact”. The opening balances from the previous month have already been entered into the worksheet. (10 marks) (b) Using the worksheet, prepare a Balance Sheet in vertical format for Paws & Whiskers Ltd as at 31 May 2025. (9 marks) (c) Using the Balance Sheet prepared in part (b) of this question, discuss the level of debt and equity in the business. Does Paws & Whiskers Ltd rely more on borrowings, or does it have a strong equity capital base? In your response, consider how the figures in the Balance Sheet reflect the company’s financial position. Support your answer with relevant figures from the Balance Sheet. (3 marks, max 150 words) (Total: 22 marks) Question 2 - Transaction analysis and financial accounting Coastal Kayaks Ltd (CKL) sells custom kayaks and offers repair services. The company s financial year ends on 31 March 2025. Below is CKL s draft Income Statement, which contains three errors: Coastal Kayaks Ltd - Draft Income Statement as at 31 March 2025 Account Amount ($) Revenue 85,000 Cost of Sales (45,000) Equipment Purchase (15,000) Wages Expense (20,000) Interest Expense (500) Profit 4,500 Additional Information: • CKL purchased equipment for $15,000 in cash during the financial year. • The $500 Interest Expense relates to previous short-term borrowings that were repaid before year-end. CKL has also experienced cash flow issues during the financial year due to slow customer payments and the recent equipment purchase. To improve cash flow, CKL s management is considering two options: 1. Offer customers a 5% discount if they pay their outstanding invoices within 7 days. 2. Take out a short-term loan of $10,000 on 1 April 2025, payable in six months with a 5% interest rate. Required: (a) Review CKL s draft Income Statement: (i) Identify the three errors. (ii) Explain the correct accounting treatment of these errors. (iii) Provide an explanation as to why it is an error. (6 marks, max 300 words) (b) CKL s newly purchased equipment has an estimated useful life of 5 years. The company applies the straight-line method for depreciation. (i) Calculate the annual depreciation expense for the equipment. (1 mark) (ii) Explain how recording this depreciation would affect CKL s financial statements, specifically its Income Statement, Balance Sheet, and Cash Flow Statement at year-end (31 March 2025). (3 marks, max 150 words) (c) Compare the impact of Option 1 (customer discount) and Option 2 (six-month short-term loan) on CKL’s Cash Flow Statement over the six-month period. How would each option affect cash inflows and outflows during this time? Additionally, discuss any potential financial consequences beyond the six months, if applicable. Support your analysis with numerical reasoning where possible. (3 marks, max 150 words) (d) Based on your cash flow analysis in part (c) of this question, which option would you recommend to CKL’s management? Justify your answer by considering its impact on cash flow over the six-month period and any potential financial consequences after the loan repayment or discount strategy has been implemented. (2 marks, max 100 words) (e) To prepare for the upcoming summer kayaking season in New Zealand, CKL placed a large order for high-quality fiberglass and marine-grade paint, which is used to paint kayaks that they manufacture, from a supplier in Auckland. On 15 March 2025, CKL purchased $15,000 worth of these paint supplies on credit, with payment due in 30 days. Before the financial year end on 31 March 2025, CKL used $5,000 worth of the paint supplies for kayak production, but the remaining $10,000 were unused. The company has not yet paid the supplier. (i) Explain how the transaction on 15 March 2025 should be recorded in CKL’s financial statements. Which financial statement(s) does it affect or not affect, and how? (2 marks, max 100 words) (ii) At year end (31 March 2025), how do the used and unused paint supplies affect or not affect CKL’s Income Statement, Balance Sheet, and Cash Flow Statement? (2 marks, max 100 words) Total: 19 marks Question 3 - Financial Statement Analysis Assume you have $50,000 to invest in three New Zealand transport and logistics companies listed on the NZX. You can choose to invest in one, two, or all three companies, but you must justify your decision based on their financial performance and industry position. Your goal is to create a balanced portfolio that maximizes returns while managing risk. The three companies under consideration are: 1. Mainfreight Limited (MFT) - Global logistics and freight forwarding company. Access their 2024 Annual Report via their Investor Centre. 2. KiwiRail Holdings Limited - Rail freight and passenger services operator. Find their KiwiRail Integrated Report 2024 on their Reports and Reviews page. 3. South Port New Zealand Limited (SPN) - Port operator providing cargo handling and warehousing services. Download their 2024 Annual Report from their Communication Centre. Your task is to conduct a financial analysis using their 2024 annual reports and make an investment recommendation. The following industry averages for the New Zealand Transport and Logistics Sector are provided for comparison: • Return on Equity (ROE): 15% • Profit Margin: 10% • Current Ratio: 1.2 • Debt Ratio: 50% Required: (a) Calculate the following ratios for each company for the 2024 financial year: Return on Equity (ROE), Profit Margin, Current Ratio, and Debt Ratio. Show all workings. Round to two decimal places. Use the formulae on the sheet provided — no other formulae will be accepted. Note: Treat any other income (except for finance income) as part of revenues. (9 marks) (b) Decide how you would allocate your $50,000 investment across the three companies. You may choose to invest in one company, split the funds between two, or diversify across all three. For each company you choose to invest in, provide a justification based on their financial performance, risk profile, and long-term potential. If you decide not to invest in a company, briefly explain your reasoning. (6 marks, max 300 words) (c) Assume that six months after your investment, one of the companies in your portfolio issues a profit warning due to rising operating costs. How would this development affect your investment decision? Would you adjust your portfolio allocation, hold your position, or increase your investment? Justify your response with financial reasoning. (4 marks, max 200 words) (Total: 19 marks)
ECOM 2001 Term Project: (Your Assigned Stocks Here) Your Name Here (Your Student ID here) Due May 25, 2025 at 23:58 AWST # Include comments in your coding to explain what you are doing. # You can delete unnecessary comments/hints that I have provided. # Replace your name, student ID and your three assigned stocks in the YAML. # Knit frequently to ensure your coding is working and explanations are formatted # in the text as you intend. # YOU MUST ONLY USE THE STOCKS ASSIGNED TO YOU # Any deviation from the assigned stocks will results in a grade of zero. # packages library(tidyquant) # for importing stock data library(tidyverse) # for working with data # library(broom) # for tidying output from various statistical procedures library(knitr) # for tables # library(kableExtra) # for improving the appearance of tables # Add any additional packages that you use to this code chunk 1 Import the Data (2 points) ## 1) Import your assigned stocks ## Use the package tidyquant. You may need to install this package first. ## Replace Stock1, Stock2, Stock3 with your assigned stock names (in quotation marks), ## uncomment the code, and Run ## The beginnig date is January 01,2000 ## The ending date is the date you knit and submit your project. ## Please make sure you indicate your submission date in your chunk! # yourDataName% # tq_get(get = "stock.prices", from = "2000-01-01")%>% # select(symbol, date, adjusted) ## This is your data set for this project (rename yourDataName to something more descriptive) ## output the first 6 rows of your data frame. # head(yourDataName, n = 6 )%>% # kable(caption = "Your caption.") 2 The Analysis 2.1 Plot prices over time (4 points) Plot the prices of each asset over time separately. Succinctly describe in words the evolution of each asset over time. (limit: 100 words for each time series). ## Don't forget to add fig.cap= "Your caption" to the code chunk header. ## facet_wrap() may be useful 2.2 Calculate returns and plot returns over time (4 points) Calculate the daily percentage returns of each asset using the following formula: Where Pt is the asset price at time t. Then plot the returns for each asset over time. ## Hint: you need to add a column to your data frame. (yourDataName). ## You can use the mutate() function ## Don't forget to group_by() ## The lag() function can be used to find the price in the previous date ## Double check your results!! 2.3 Histogram of returns (6 points) Create a histogram for each of the returns series. You have to explain your choice of bins. (Hint: Discuss the formula you use to calculate the bins) 2.4 Summary table of returns (5 points) Report the descriptive statistics in a single table which includes the mean, median, variance, standard deviation, skewness and kurtosis for each series. What conclusions can you draw from these descriptive statistics? ## Your summary table here. Be sure to format the table appropriately. 2.5 Are average returns significantly different from zero? (6 points) Under the assumption that the returns of each asset are drawn from an independently and identically distributed normal distribution, are the expected returns of each asset statistically different from zero at the 1% level of significance? Part 1: Provide details for all 5 steps to conduct a hypothesis test, including the equation for the test statistic. (1 points) Part 2: Calculate and report all the relevant values for your conclusion and be sure to provide an interpre-tation of the results. (Hint: you will need to repeat the test for expected returns of each asset) (3 points - one for each stock) Part 3: If you would have done this question using Chat-GPT, what answer will you get? (hints: you will need to describe how you prompt the question in Chat-GPT to guide the answer (1 point), would expect your answer to be different or similar to your answer above (1 point)) ## Hint: you can extract specific values from t.test objects using the $ ## Eg. using t.test(x,y)$statistic will extract the value of the test statistic. ## Consult the help file for the other values generated by the t.test() function. ## The relevant values are: the t-test method, the estimated mean , the test statistic, ## whether the test is one or two tailed, the degrees of freedom, and the p-value. ## (You might wish to present this in a table) 2.6 Are average returns different from each other? (7 points) Assume the returns of each asset are independent from each other. With this assumption, are the mean returns statistically different from each other at the 1% level of significance? Provide details for all 5 steps to conduct each of the hypothesis tests using what your have learned in the unit.(2 points) Calculate and report all the relevant values for your conclusion and be sure to provide and interpretation of the results. (Hint: You need to discuss the equality of variances to determine which type of test to use.) (3 points) If you have a chance to engage Chat-GPT, how would you approach this question? That is, you need to clearly lay out ALL STEPS that you would ask the question to Chat-GPT. (1 points) Now, compare your answer to Chat-GPT, why do you think your answer is different or similar? Please attach a picture of the screenshot of the answer you have got from Chat-GPT. What do you learn from this exercise? (1 points) ## Decide on which test is appropriate for testing differences in mean returns ## Hint: Include the results of your supporting test for the differences in variances ## (include all 5 hypothesis step tests and the equation for the test statistics, ## and a clear interpretation of the result). ## Hint: http://www.sthda.com/english/wiki/one-way-anova-test-in-r ## So this section has (at least) 2 significance tests. 2.7 Correlations (2 points) Calculate and present the correlation matrix of the returns. Discuss the direction and strength of the correlations. ## Include a formatted correlation matrix here ## Hint: http://www.sthda.com/english/wiki/correlation-matrix-a-quick-start-guide-to-analyze-format-and-visualize-a-correlation-matrix-using-r-software 2.8 Testing the significance of correlations (2 points) Is the assumption of independence of stock returns realistic? Provide evidence (the hypothesis test including all 5 steps of the hypothesis test and the equation for the test statistic) and a rationale to support your conclusion. ## Report the results of tests for statistical significance of the correlations here. ## Hint: http://www.sthda.com/english/wiki/correlation-matrix-a-quick-start-guide-to-analyze-format-and-visualize-a-correlation-matrix-using-r-software 2.9 Advising an investor (12 points) Suppose that an investor has asked you to assist them in choosing two of these three stocks to include in their portfolio. The portfolio is defined by r = w1r1 + w2r2 Where r1 and r2 represent the returns from the first and second stock, respectively, and w1 and w2 represent the proportion of the investment placed in each stock. The entire investment is allocated between the two stocks, so w1 + w2 = 1. The investor favours the combination of stocks that provides the highest return, but dislikes risk. Thus the investor’s happiness is a function of the portfolio, r: h(r) = E(r) − Var(r) Where E(r) is the expected return of the portfolio, and Var(r) is the variance of the portfolio. Given your values for E(r1), E(r2), Var(r1), Var(r2) and Cov(r1, r2) which portfolio would you recommend to the investor? What is the expected return to this portfolio? Provide evidence to support your answer, including all the steps undertaken to arrive at the result. (*Hint: review your notes from tutorial 6 on portfolio optimisation. A complete answer will include the optimal weights for each possible portfolio (pair of stocks) and the expected return for each of these portfolios.) # You can use this section to create a table of your results. # You can choose to submit hand calculation but please do not deviate from what you # have learned in the tutorials.
MATH802 Advanced Financial Modelling &Analytics Semester 1,2025 Written Project Due Date:2nd June 2025,4:00pm Instructions: ·The project should be submitted as a single PDF document through Canvas by the due date.You should also submit all SAS program files.. ·Do not submit your files as a zip folder. ·Your project file should include this cover page. ·Whereprogrammingin SASis required,ascreenshot/image of the relevant output shouldbe provided in the PDF and a SAS program file should be submitted.SAS code will be assessed based on its accuracy and elegance. ·Failure to follow these instructions will result in the deduction of marks. Late Submission: Late projects,without an approved extension,willbe subject to a deduction of 5% (one grade e.g.from C+to C)of the total mark available for each 24-hour period,or part thereof,up to a maximum of five calendar days.Projects over five days late willnot normally be accepted or marked and students will receive a DNC(Did Not Complete)for that assessment.You may find more information from the URL link: https://Www.aut.ac.nz/being-a-student Originality: This project is an individual piece of work. You are encouraged to discuss the project with your lecturers and classmates,however,the work you submit must be your own.Projects that show high similarities to work submitted by other students will be investigated for plagiarism and treated very seriously.Plagiarism software,such as TurnItIn,may be used to electronically compare submissions to those of other students and to documents on the internet.Talk to the lecturer if you have any questions about this requirement. Introduction In this project,you will design and evaluate hedging strategies for an options portfolio using real-world data from the U.S.financialmarkets.The primary emphasis will be on delta hedging,while also exploring more advanced techniques such as gamma and vega hedging to address second-order and volatility- related risks.You will employ the Black-Scholes model to compute the Greeks(Delta,Gamma,Theta, Vega,and Rho)and integrate them into your hedging framework. Project Steps 1.Data Collection&Preprocessing 2.Greeks Calculation using Black-Scholes Model 3.Designing Hedging Strategies 4.Report Step 1:Data Collection and Preprocessing You are expected to collect relevant and high-quality financial data from reliable sources.The dataset should include historical price data for both the underlying asset(e.g.,a NASDAQ-listed stock or index) and its corresponding options.Preprocessing should involve handling missing values,ensuring data consistency,aligning dates across different datasets,etc. Suggested Data Sources ·Stock,Option and Volatility:Yahoo Finance ·Risk-Free Rate:U.S.Treasury Yield(10-year)from FRED Step 2:Greeks Calculation for Black-Scholes Model Implementation Implement the Black-Scholes formula in SASto compute the option prices Call Price: C=S·N(d₁)-K·erT.N(d₂) Put Price: P=K·erT.N(-d2)-S·N(-d₁) Where: d1 = σ√T/ln(S/K)+(r +σ2/2)T, d₂=d1-σ√T Compute the Greeks for each option: Implementation: · Use numerical differentiation if closed-form solutions are complex. · Visualize the option Greeks across a range of strike prices and maturities,and perform a detailed analysis of their behavior and implications. · Discuss how the sensitivities of option Greeks vary with different levels of volatility. Suggested Stocks for Analysis · Stocks: Select an individual stock like AAPL etc.,orindex like NASDAQ-100. · Option: Select options with maturities ranging from 1month to 12 months. Step 3:Hedging Strategy Delta-Hedging Implement a delta-hedging strategy for a hypothetical options portfolio.Follow the steps below and document your process,including calculations,data sources,and assumptions. 1.Portfolio Setup: ·Selecta real-world U.S.-listed stock(e.g.,AAPL,SPY)and an associated optionposition,either long or short(e.g.,1 contract=100 shares). ·Collect market data:current stock price,optionstrike price,time to expiration,implied volatility, and risk-free rate. 2.Hedge Execution: ·Calculate the portfolio's total Delta(e.g.,for 1 contract,△×100). ·Neutralize the portfolio's Delta by taking an offsetting position in the underlying stock(e.g., buy or sell△×100 shares). ·Explain how this position achieves delta neutrality and mitigates price risk. 3.Rebalancing: ·Simulate price changes in the underlying stock(e.g.,±5%over one day or one week)based on the historical information. ·Recalculate the option's Delta after the price change. ·Adjust the stock position to restore delta neutrality.Quantify the number of shares bought or sold. ·Discuss the frequency of rebalancing and potential challenges. 4. Analysis: ·Compare the profit/loss(P/L)of the hedged portfolio(option +stock)versus an unhedged portfolio (option only)under the simulated price change. ·Provide a brief analysis of the hedge's effectiveness in reducing risk. Advanced Strategies Explore an advancedhedging technique—either,Gamma(T)orVega(v)hedging,to manage risks beyond those addressed by Delta hedging. ·Design and implement a hedging strategy that manages Gamma or Vega risk,using additional options or other appropriate financial instruments. ·Calculate and present the portfolio's Gammaor Vega exposures before and after implementing the hedging strategy. ·Analyze the portfolio's performance before and after implementing the hedging strategy,focusing on the reduction of volatility exposure and overall risk. ·Provide a brief explanation of howit complements delta-hedging. ·Discuss any limitations,trade-offs,or practical considerations involved in maintaining a Gamma- or Vega-neutral portfolio. Step 4:Report Deliverables ·A comprehensive report that includes all relevant calculations,data sources,and step-by-step details of the hedging strategy. ·Clear and well-labeledvisualizations that supportyour analysis,accompaniedbythoughtful interpretation. ·A concise 1-2 page discussion summarizing your key findings,insights,and reflections. Report Structure 1.Introduction (Objectives &Background) 2.Data Description(Sources,Cleaning Process) 3. Methodology (Black-Scholes,Greeks,Hedging) 4. Implementation(Portfolio construction,Calculations,etc.) 5.Analysis &Results(Greeks Analysis,Hedging Performance) 6. Discussion(Key insights and findings,practical implications of hedging.) 7. Conclusion(Summary,Limitations) Grading Criteria Criteria Weight Data Quality &Relevance 10% Correct Implementation of Black-Scholes &Greeks 25% Hedging Strategy Logic&Execution -Delta-Hedging -Advanced Hedging strategies 40% 25% 15% Analysis &Discussion 20% Clarity of Report &Referencing(APA 7th) 5%
RBE202TC – Programmable Logic Controllers and Network Communications Laboratory 2 (60%) Creating a Three-Axis Servo Control System In this assignment, you are required to develop a three-axis servo control system based on a PLC. This system will utilize the PLC and ACOPOSmicro drive system manufactured by B&R. The actuators to be used are the synchronous motors with part number 8LVA13 .R0030D000-0, accompanied by the corresponding inverter module, which has the part number 80VD100PD.C022-01. For the controller, you will use the X20 system, with the part number X20CP1382. Figures 1(a) and (b) provide illustrations of the B&R PLC and the ACOPOSmicro drive system, respectively. Instead of implementing a traditional HMI display, you are to design an HMI interface that can be operated through an internet browser on a PC for the control system. The basic control requirements for the three-axis servo control system are outlined below: 1. Power On/Off: Ability to power the servo motors on and off. 2. Homing: Capability to return each axis to its home position. 3. Manual Motion of Three Axes: Function to jog the axes in both forward and reverse directions. 4. Automatic Motion of Three Axes: Ability to move and stop all axes simultaneously based on a user-defined reference signal. Additionally, for your HMI (Human-Machine Interface) screen, it should include these basic functions in conjunction with the ones listed above. 1. Display the angular speed of the servo motors 2. Display the angular position of the servo motors You are to use Automation Studio to program and simulate your servo control system. Individual Report (50%): Please complete the following tasks and report your findings in a technical report: 1. Design and Sketch the Electrical Circuit Schematic Diagram: Create a schematic diagram for your PLC-based servo control system. Clearly indicate the different parts of the circuit, such as the power circuit and control circuit. Describe the working principle of your circuit, including any protection mechanisms incorporated. 2. Detail the I/O Allocation for the PLC: Create a table outlining the I/O allocation for the PLC. Based on your I/O allocation and schematic diagram, write a Structured Text (ST) program and describe its functionality. 3. Design an HMI Screen for Your Control System: Develop a design for an HMI screen relevant to your control system and write the associated program. Describe the features of your HMI screen and explain the functionality of its program. 4. Simulate Your ST Program and HMI Screen Using Automation Studio: Describe your hardware configuration and detail the key steps taken during the simulation of your ST program and HMI screen. Report the results of your simulation. Your report should comprise, but not limited to, the following sections. • Title page • Summary • Introduction • Design • Results and discussion • Conclusion • References • Appendix Submission requirements Deadline: 11th May 2025, 23:59 Length of report: Maximum of 1500 words not including figures and references Mode of submission: In Word or PDF, online submission via Learning Mall Lab Demonstration (10%): You will need to demonstrate your work near the end of the module. You will be divided into separate sessions for this purpose. The demonstration schedule will be published during the semester, so please make sure to note your specific session date and time. The lab demonstration will be assessed by the module leader. If you fail to attend your demonstration, you will receive a mark of zero for this part of the assessment. Your demonstration at the PLC lab should include, but not limited to, the following items. i. The hardware configuration and schematic diagram for your PLC based servo control system. ii. Your ST program. iii. Your HMI screen. iv. The key steps for simulation and the corresponding simulation results. The demonstrations will proceed according to the name list in each session. Therefore, first named person in each session will start and progress down the list. Students will be given 15 minutes for their demonstration.
ASIA 326 (921): Critical Approaches to Manga and Anime 2025 Summer Term 1 (May - June 2025) Course Description In this course we will analyze manga (Japanese comics) and anime (Japanese animation) and their related consumer goods and cultures in and beyond Japan. The course incorporates a range of genres of manga and anime that target a variety of audiences, and for each text we will consider the question of who consumes it and why. We will learn about the distinctive media characteristics of manga and anime, and their intermedial connections and contexts. We will practice analyzing manga and anime texts not simply as narratives but as narratives mediated through specific technologies. The course introduces a number of analytical perspectives from disciplines such as literary studies, visual culture studies, anthropology, and history, and those from the interdisciplinary fields of gender and sexuality studies, and cultural studies. We will practice analyzing manga and anime with a focus on their respective media forms as well as the symbolic, cultural meaning invested in them. All course materials (primary and secondary sources) are in English (or with English subtitles); no prior knowledge of the Japanese language is required. Learning Outcomes By the end of the course students will be able to: LO1. Gain a working knowledge of important events, issues, and themes in the cultural history of modern Japan; LO2. Think critically about how Japanese popular culture forms such as manga and anime interpret and influence those events and issues; LO3. Use critical and analytical tools for the study of literature, film, and visual culture; LO4. Construct an argument using both primary and secondary sources. Evaluation Breakdown This course follows the standard UBC grading rubric for undergraduate courses, which maps percentage ranges to letter grades. For more information, see “grading practices” in the UBC Academic Calendar:http://www.calendar.ubc.ca/vancouver/index.cfm?tree=3,42,96,0 Attendance and Participation 15% Content Quizzes 15% (5% x 3) Manga/ Anime Analysis Quizzes 20% (10% x 2) Anime Response Paper 10% Group Project 15% Final Paper 25% (due during exam period) Note: Late submissions will be penalized according to the guidelines specified for each assignment below. Missing assignments will receive a grade of 0. Description of Assignments Pre-recorded Lecture Because this course is delivered both synchronously and asynchronously, students are required to watch the pre-recorded lectures for each class. Zoom meetings will primarily focus on discussions based on these pre-recorded lectures and the assigned readings/viewings. It is essential that students watch the lectures carefully in order to succeed in the course. All pre-recorded lectures will be uploaded to Canvas. Assigned Readings Required Readings: Students are expected to come to each class having already read all the required readings/viewings and prepared to discuss them. The purpose of the reading assignments is to supplement and/or reinforce ideas and information covered in the lectures, and to prepare students to participate in discussion. Required readings include both primary materials (manga) and secondary materials (critical/ analytical articles about manga, anime, or other relevant topics). Recommended Readings: Recommended readings are listed in case you wish to read more about a particular topic. They often make good sources for further research for papers. You can also refer to these in discussion and discussion posts. Attendance and Participation (15%) Regular attendance at Zoom meetings is expected and essential for successful performance on written assignments and group projects. Attendance and Participation points are earned through the activities outlined in the “Attendance and Participation Additional Information” (available on Canvas). Students are required to submit a report of their completed activities on Canvas. Submissions are due by 11:59 p.m. the day after each Zoom meeting. These points account for 14% of the final grade. An additional 1% will be awarded for completing the course evaluation at the end of the term. Note: Late submissions will earn only 50% of the points awarded for the work. Content Quizzes (5% x 3 times = 15%) Quizzes are intended to measure students’ mastery of class content. Quizzes will be administered via Canvas at an assigned time in class. You must ensure that you will be able to access the quiz online via a laptop or other device. Quizzes will consist of simple questions based on the content of the lectures (both in pre-recorded lectures and Zoom meetings) and required readings/viewing and may be pulled from any of the materials covered thus far (not just for that particular week). Note: No make-up quizzes will be given; however, you may earn some extra credit points by giving a 5-minute oral presentation on the week’s readings/primary texts, addressing the issues raised by the assigned text and proposing an agenda for class discussion (*in advance consultation with the instructor and only when time permits). Manga/Anime Analysis Quizzes (10% x 2 times = 20%) There will be 2 analysis quizzes during the term (see assigned time in the Weekly Schedule below). Students will be asked to do an in-class analysis of an excerpts from a manga previously covered in class, and an in-class analysis of a clip from a previously viewed anime film/TV show, using the media analysis methods previously practiced. We’ll discuss these more in class, but if you’d like to learn about them in advance—including how they will be evaluated—please read “Manga and Anime Analysis Quizzes Additional Information,” available on Canvas. Note: No make-up in-class analysis will be offered (documented emergency and formal academic concession excluded). Anime Response Paper (10%) Anime Response Paper is designed for students to develop their own discussion of an anime of their choice. Students will choose from the anime fully viewed in this course: Ghost in the Shell, Your Name, Spirited Away, In This Corner of the World. Students are required to download Anime Response Paper Form from Canvas and submit it via Canvas (the due date is listed in the Weekly Schedule below). It is also important to follow the directions written in Anime Response Paper Additional Information (available on Canvas). Note: Late submissions (without documentation from Arts Advising) will be penalized 5% per day, starting immediately after the deadline (even work that is only minutes late). Assignments more than 3 days late will NOT be accepted. Group Project (15%) At the beginning of the term, the class will be divided into small groups (4-5 students/group, assigned randomly in class) to work on a semester-long project that re-create a manga/anime work (i.e., adaptation, re-presentation, dubbing, editing etc.,) based on a text of your choice. Students are expected to confer within their groups and submit 4 progress reports during the semester: these reports are worth 2% of the total grade. At the end of the term, each group will submit both an artwork and a 8-minute video presentation. Together, these final submissions are worth 8% of the final grade. The remaining 5% will be determined by peer evaluations of each member’s individual contribution, as assessed by group mates. All due dates appear in the Weekly Schedule below. For further details, please refer to Group Project Additional Information (available on Canvas). The point of the group project is to: 1. Enhance your understanding of manga/anime as a medium (how it functions to create meaning in specific texts); 2. Learn from each other through collaboration and co-production with your peers; 3. Practice the techniques and analytical tools learned throughout the semester. ***We are not evaluating your artistic skills (i.e., how beautiful/professional the drawing is or how smoothly the animation runs), but how well you understand the techniques and the analytical tools involved in the production. Final Research Paper (25%) At the end of the term, before the due date (please see the Weekly Schedule below), you must submit a research paper based on a manga/anime introduced in this course; Ghost in the Shell, Your Name, Spirited Away, In This Corner of the World. Please consult with the instructor if you want to work on a text anime outside of the proposed four options at least two weeks before the due date. For further details, please refer to Final Paper Additional Information (available on Canvas). Note: Late submissions (without documentation from Arts Advising) will be penalized 5% per day, starting immediately after the deadline (even work that is only minutes late). Assignments more than 3 days late will NOT be accepted.
ECOM 2001 Term Project Description Due May 25, 2025 at 23:58 AWST Introduction The aim of this project is to prepare, evaluate and analyse stock market data and to recommend an optimal portfo- lio consisting of two stocks. You have been assigned three stocks, all three must be included in the analysis which works towards your recommendation of a final optimal portfolio. The project requires a deep understanding of both the statistics and the mathematics components of this unit. It is recommended that you work on this on a weekly basis. YOU MUST USE THE STOCKS ASSIGNED TO YOU. Any deviation from the assigned stocks will results in a grade of zero. Refer to the rubric atthe end of this document to understand how this assessment will be graded. In particular, note that all figures need to be numbered and labelled, and you need to include all the steps to involved with arriving at each of your answers. Your final report should be a pdf document. An RMarkdown document to get you started is available on the unit Blackboard site. Show all of your coding by keeping echo = TRUE. Make sure to update your name and student ID in theYAML ofthe document. You are NOT ALLOWED to engage any AI-assistive platforms to complete this assessments, unless you are told otherwise (in 2 questions below). 1 Import Data (2 points) Import the adjusted stock prices for the three stocks which you have been assigned. See the Markdown file for hints. 2 The Analysis 2.1 Plot prices over time (4 points) Plot the prices of each asset over time separately. Succinctly describe in words the evolution of each asset over time. All axes and figures have to be properly labeled and described. (limit: 100 words for each time series). 2.2 Calculate returns and plot returns over time (4 points) Calculate the daily percentage returns of each asset using the following formula: Where Pt is the asset price at time t. Then plot the returns for each asset over time. 2.3 Histogram of returns (6 points) Create a histogram for each of the returns series. You have to explain your choice of bins. You will need to carefully label all axes and figures. A short paragraph is expected to describe the trend of each time series. (Hint: Discuss the formula you use to calculate the bins) 2.4 Summary table of returns (5 points) Report the descriptive statistics in a single table which includes the mean, median, variance, standard deviation, skewness and kurtosis for each series. All tables need to be correctly labeled. What conclusions can you draw from these descriptive statistics? 2.5 Are average returns significantly different from zero? (6 points) Under the assumption that the returns of each asset are drawn from an independently and identically dis- tributed normal distribution, are the expected returns of each asset statistically different from zero at the 1% level of significance? Part 1: Provide details for all 5 steps to conduct a hypothesis test, including the equation for the test statistic. (1 points) Part 2: Calculate and report all the relevant values for your conclusion and be sure to provide an interpretation of the results. (Hint: you will need to repeat the test for expected returns of each asset) (3 points - one for each stock) Part 3: If you would have done this question using Chat-GPT, what answer will you get? (hints: you will need to describe how you prompt the question in Chat-GPT to guide the answer (1 point), would expect your answer to be different or similar to your answer above (1 point)) 2.6 Are average returns different from each other? (7 points) Assume the returns of each asset are independent from each other. With this assumption, are the mean returns statistically different from each other at the 1% level of significance? Provide details for all 5 steps to conduct each of the hypothesis tests using what your have learned in the unit. (2 points) Calculate and report all the relevant values for your conclusion and be sure to provide and interpretation of the results. ( Hint: You need to discuss the equality of variances to determine which type of test to use.) (3 points) If you have a chance to engage Chat-GPT, how would you approach this question? That is, you need to clearly lay out ALL STEPS that you would ask the question to Chat-GPT. (1 points) Now, compare your answer to Chat-GPT, why do you think your answer is different or similar? Please attach a picture of the screenshot of the answer you have got from Chat-GPT. What do you learn from this exercise? (1 points) 2.7 Correlations (2 points) Calculate and present the correlation matrix of the returns. Discuss the direction and strength of the correlations. 2.8 Testing the significance of correlations (2 points) Is the assumption of independence of stock returns realistic? Provide evidence (the hypothesis test including all 5 steps of the hypothesis test and the equation for the test statistic) and a rationale to support your conclusion. 2.9 Advising an investor (12 points) Note: You need to show all steps in this questions in RStudio to be able to get full marks. Suppose that an investor has asked you to assist them in choosing two of these three stocks to include in their portfolio. The portfolio is defined by r = w1 r1 + w2 r2 Where r1 and r2 represent the returns from the first and second stock, respectively, and w1 and w2 represent the proportion of the investment placed in each stock. The entire investment is allocated between the two stocks, so w1 + w2 = 1. The investor favours the combination of stocks that provides the highest return, but dislikes risk. Thus the investor’s happiness is a function of the portfolio, r: h(r) = E(r) - Var(r) Where E(r) is the expected return of the portfolio, and Var(r) is the variance of the portfolio. Given your values forE(r1 ), E(r2 ), Var(r1 ), Var(r2 ) and Cov(r1 , r2 ) which portfolio would you recommend to the investor? What is the expected return to this portfolio? Provide evidence to support your answer, including all the steps undertaken to arrive at the result. (*Hint: review your notes from tutorial 6 on portfolio optimisation. A complete answer will include the optimal weights for each possible portfolio (pair of stocks) and the expected return for each of these portfolios.) Submission 1. Submit the pdf output of your completed project to the Turnitin.com link on the BlackBoard site for our unit. i. Keep the sections as they are in this document ii. Ensure that all Figures and Tables are numbered, and have appropriate captions. iii. All your calculations and steps used to produce the results should be included. So include any math- ematical calculations and set echo=TRUE in all of your code chunk headers, including those used to generate figures. 2. Additional details • All results (numbers) should be accurate to 3 decimal places. • Proof-read your report - do not include spelling or grammatical errors.
Research Methods (LLP207) SPSS 3: T-tests and ANOVA Note: Refer to lecture 6 for instructions to perform. the analyses in this practical session 1.) Download the file “P3_GDP_2001-2008.sav” from the LEARN and open it using SPSS software. · The dataset contains data relating to the Gross Domestic Product (GDP), in billions of US Dollars ($), for 36 countries from three continents (Africa, Europe, South America), over the period 2001 to 2008. Data source: http://data.worldbank.org/indicator/NY.GDP.MKTP.CD · There are no missing data or reverse coded data in this particular dataset. · Refer to your lecture slides from Lecture 6 for detailed guidance on performing the SPSS analyses requested below. 2.) Calculate a paired-samples t-test between the GDP of all 36 countries from 2007 to 2008. · Look at the result. Was there a significant difference in the GDP between the two years? If so, was GDP increasing or decreasing? 3.) Calculate an independent-samples t-test between the GDP of the 12 countries in Africa and the 12 countries in South America in 2008. · Look at the results. Was there a significant difference in the 2008 GDP between the countries from the two continents? If so, which continent’s countries had the highest GDP? 4.) Calculate a repeated-measures one-way ANOVA between the GDP of all 36 countries from 2001 to 2008. · Look at the results. Is there a significant difference between the GDP of the 36 countries between the years 2001 and 2008? Plot a line graph to examine the trend. · Look at the post-hoc Bonferonni pairwise comparisons between the GDP of each year. Between 2001 and 2008, on how many occasions did GDP increase from one year to the next? 5.) Calculate an independent-samples one-way ANOVA between the GDP of the 12 countries in each of the three continents in 2008. · Look at the results. Is there a significant difference between the GDP of the 12 countries in each of the three continents in 2008? Look at the post-hoc pairwise Bonferonni comparisons to interpret the result.
CHEM3118 and CHEM3918 Synthetic Chemistry – Synthesis Assignment 3 This assignment is marked out of 10 marks in total, and makes up 4% of your final grade for the unit. Submission: 11:59 pm, Sunday 25th May, 2025 (Week 12) – upload to Canvas site as a single PDF file. Synthetic chemistry requires us to be familiar with a wide and diverse set of chemical reactions – what reagents we need to accomplish them and how they work (i.e. their reaction mechanisms). One of the key skills that enables success is this field is an ability to search the chemical literature for different reactions: to find precedents and test sources of information to identify reliable reactions that can be used to make a given target molecule. This final assignment concerns the landmark series of alkene metathesis papers published in the prestigious journal Nature by the Nobel Laureate Schrock and his collaborator Hoveyda: • Paper A: M. J. Koh, T. T. Nguyen, H. Zhang, R. R. Schrock, A. H. Hoveyda, Direct synthesis of Z-alkenyl halides through catalytic cross-metathesis, Nature, 2016, 531, 459-465 (doi:10.1038/nature17396). • Paper B: M. J. Koh, T. T. Nguyen, J. K. Lam, S. Torker, J. Hyvl, R. R. Schrock & Amir H. Hoveyda, Molybdenum chloride catalysts for Z-selective olefin metathesis reactions, Nature, 2017, 542, 80-86, (doi:10.1038/nature21043). • Paper C: T. T. Nguyen, M. J. Koh, T. J. Mann, R. R. Schrok, A. H. Hoveyda, Synthesis of E- and Z- trisubstituted alkenes by catalytic cross-metathesis, Nature, 2017, 552, 347-356 (doi:10.1038/nature25002). Answer the following questions: (i) (2 marks) Choose one of the above three Nature papers. Write the key general reaction scheme that summarises the reported alkene metathesis chemistry and in one paragraph summarise the key innovations of the discovery. Clearly explain in a single sentence why the discovery has transformed this type of alkene metathesis reaction. (ii) (4 marks) Choose any one of the Mo or W-alkylidene complexes described in the paper chosen in part (i) (it does not need to be the most active catalyst!) Draw its structure and calculate its total valence electron count, showing all working. (iii) (4 marks) Choose one synthesis of a target molecule with direct relevance in chemical biology or medicine (i.e. it must be a natural product, chemical probe, or drug molecule) using the catalytic chemistry originally described in the Nature paper chosen in part (i). The synthesis of the small molecule must be reported in another paper and so be sure to reference it. Provide a full mechanism for the alkene metathesis reaction involving the Mo- or W-alkylidene catalyst, using the reagents/reaction conditions in the paper. Be sure to explain where this reaction fits into the general synthetic scheme for the target molecule - is it used to prepare a key precursor, intermediate, or final product? Use curly arrow notation as appropriate. Provide only a general mechanism – there is no need to draw the whole target molecular structure if it is too complex. Using properly identified R-groups is acceptable. You may choose to hand-draw and scan your mechanism, or use ChemDraw. Either way, please ensure your mechanism is clearly legible.
