Beijing-Dublin International CollegeCOMP3036J - Parallel and Cluster ComputingAssignment 1Assignment Details:• Assignment Type: Code and report• Release Date: 14-April-2025• Weighting: 15%• Due Date: 10-May-2025 (4 Weeks)• Method of Submission: Moodle (.pdf and .c file) and beckett4 (.c file)Task:Implement a ”hot-potato” game using point-to-point communication in a logical ring of processes. A message(the“potato”) with a decreasing timer is passed randomly to one of the neighbors. When the timer reaches0, the current process is ”burnt” and exits the ring. The game continues until one process remains.Game Rules and Simulation Logic• Each MPI process represents a player in a circular game of hot-potato.• A ”potato” is a message containing:– A countdown timer (integer)– A player ID for tracking• The potato starts from a randomly chosen process and is passed to one of its neighbors (next orprevious in the ring).• The timer is decremented at each pass.• When the timer hits 0, the current process is eliminated (burnt) and exits the game.• The remaining processes re-form the ring, and the game continues with a new potato.• The game ends when only one process remains, and that process is declared the winner.1Implementation Guidelines1. MPI Setup• Use MPI_Init, MPI_Comm_rank, MPI_Comm_size to initialize the MPI environment.• Each process should determine its left and right neighbors in the ring: left = (rank - 1 +size) % sizeright = (rank + 1) % size2. Potato Structure Define a simple struct to represent the potato:1 typedef struct {2 int timer;3 int origin_rank;4 } Potato;3. Potato Passing• Use MPI_Send and MPI_Recv to pass the potato to a neighbor.• Decrement the timer by 1 before sending.• Print logs at each hop:1 Process 3 received the potato with timer = 42 Process 3 passed the potato to 44. Elimination• If the timer reaches 0, the process logs:1 Process 4 is eliminated.5. Game Continuation• A new potato may be initialized or the last surviving potato continues until 1 remains.• Final process logs:1 Process 1 is the winner!6. Sample Output (for 5 processes)1 [Game Start] Process 2 starts with the potato. Timer = 52 Process 2 received the potato with timer = 53 Process 2 passed the potato to 34 Process 3 received the potato with timer = 45 Process 3 passed the potato to 46 Process 4 received the potato with timer = 37 Process 4 passed the potato to 08 Process 0 received the potato with timer = 29 Process 0 passed the potato to 110 Process 1 received the potato with timer = 111 Process 1 is eliminated.1213 Process 2 received the potato with timer = 514 ...15 Process 4 is the winner!2Deliverables:• Source code (hot_potato.c) implementing the hot-potato simulation.• Sample run logs showing potato passing and elimination (Can be annexed to the report)• Short report (500–700 words) explaining the logic, process coordination, and any corner cases handled.The document should include the following sections:– Logic and design decisions– Use of MPI communication– How random selection and eliminations are handledGrading• Correct implementation of logic & exit conditions 35%• Use of MPI communication patterns (Send/Recv) 20%• Random neighbor selection & timer decrementing 15%• Clarity of report and explanation of logic 20%• Code readability, organization, documentation 10%3
LUBS2140 Intermediate Microeconomics Semester Two 2023/2024 Section A - Answer all questions 200 words per question Question 1 A Government minister wants to know what the microeconomic foundation is for payments to individuals to maintain utility due to an increase in price of a good. Write a policy brief of a maximum of 200-words to explain to the minister. (10 marks) Question 2 Table 1 shows measures of the percentage change in the price for electricity (column 1), the final consumption of electricity (column 2), and the mean income (adjusted for inflation) (column 3) in the UK between 2013 and 2022. Table 1: Electricity Prices, Consumption and Income in the UK. (1) (2) (3) Year Percentage change over 12 months - UK Electricity RPI Electricity - Final UK Consumption (Temperature corrected) Mean real equivalised household disposable income of individuals (adjusted for CPI) - UK 2013 7.4 27,116 34735 2014 5.5 26,501 36153 2015 -0.3 26,313 36875 2016 -0.2 26,152 38078 2017 6.7 25,920 37956 2018 8.6 25,870 37330 2019 7.2 25,472 37724 2020 0.2 24,297 39218 2021 6.6 24,622 38994 2022 49.1 23,538 39328 Source: OfS (2024) You are working as an economist for the National Grid company, and they need to predict what will happen to electricity consumption in 2023. The percentage change in electricity RPI is expected to be 13.7% in 2023. Your manager has asked you to: (a) Suggest a demand function to use in the modelling of future consumption and explain why this is appropriate based on Table 1; (b) Suggest other data that would be useful in making the prediction. (10 marks) Question 3 You are working as an economic consultant and investigating the intertemporal consumption choice of clothes. Your colleague suggests using the utility function: u = min(C1, C2), where C1 is the consumption of clothes today and C2 is the consumption of clothes tomorrow. Do you agree with your colleagues suggestions? Explain and if relevant suggest an alternative. (10 marks) Question 4 On the 4th April 2024, the BBC published a podcast on “How can Temu sell stuff so cheaply whilst spending millions on ads?” . The producers of the podcast have asked you to write an article of a maximum of 200 words on this question from the perspective of a microeconomist. You should assume that Temu is a profit-maximising firm in a perfectly competitive industry. [Note: There is no need to listen to this podcast] (10 marks) Section B - Answer two questions 600 words per question Question 5 You are an economist working for the Government Economic Service (GES) . You have been asked to investigate the determinants of demand for electricity. (a) Your manager tells you that individuals tend to spend 10% of their income on food. (i) Suggest a two-good utility function if E is the amount of electricity consumed and G is the amount of other goods. (4 marks) (ii) Explain and justify the use of this utility function. (6 marks) (b) Use the Lagrangian method to find the Marshallian demand functions for E and G. (10 marks) (c) The GES want you to write a report of up to 200 words on the key determinants of electricity. You should consider: (i) The determinants based on the theoretical model in (b) (ii) Any missing determinants and recommendations on how to improve the theoretical model in (b). (10 marks) Total: 30 marks Question 6 Brook has no job and no wealth. However, they know that they will inherit £50,000 in the future. Brook has no awareness of the concepts of interest rates or inflation, but they know they can borrow or lend money. Brook needs to decide how much they will consume today, c1 and in the future, c2 . (a) Sketch the budget line that Brook believes they will face. Ensure that you mark the endowment point. (4 marks) (b) Write the budget equation that Brook believes they will face. (3 marks) (c) Given that Brook has the utility function: u = 10c1 + 9c2 . Is Brook planning to be a saver of a borrower? (10 marks) (d) Brook does a short course on economics and finds out about interest rates. They discover that their inheritance has a 20% interest rate. Sketch the change in Brook’s budget line. Does Brook change their decision about being a saver or a borrower? (5 marks) (e) Explain to Brook why their plans are unrealistic. (8 marks) Total: 30 marks Question 7 Scottish Rower are a firm that provide a small amount of gas to the UK gas market. They aim to produce 30 terawatts per hour using the following production function: q = M0.7 K 0.3 , where q is their output of gas to final consumers, M is the amount of wholesale gas and K is the amount of capital. (a) The price of gas has recently increased from £150 terawatts per hour to £300 terawatts per hour. The rental rate has remained at £50. Use the Lagrangian method to find out the impact that the change in price has on the amounts of wholesale gas and capital that the firm uses. (12 marks) (b) Explain the intuition behind the result in (a). Explain the barriers to Scottish Rower being able to make this change. (6 marks) (c) The UK Government are worried about the cost of gas to consumers. Scottish Rower have the follow short-run total cost function: TC = 100 + 40q + 0.2q0.2 If costs are non-sunk then what would Scottish Rower do if the UK Government imposed a price cap of £40 per terawatt hour? (6 marks) (d) What could the UK Government do to decrease Scottish Rower’s costs and the price to consumers? You can use the information in (a) and (b) to answer this question. (6 marks) Total: 30 marks
ME6208 AI Frontiers and Digital Transformation Course Syllabus AIMS AND OBJECTIVE This course offers a comprehensive journey through the evolution, current state, and future prospects of Artificial Intelligence (AI) within the digital economy. Designed for professionals, entrepreneurs and students keen on understanding and leveraging AI's transformative power, the course covers the development of AI technologies, the critical infrastructure that supports them, and the impact of digitalization across various industries. Participants will explore AI readiness in different sectors, the role of AI in shaping the future workplace, and the ethical considerations surrounding AI deployment. Through a blend of theoretical knowledge and practical application, including hands-on labs and real-world case studies, learners will develop the skills needed to create AI-enhanced solutions for today's challenges INTENDED LEARNING OUTCOME By the end of this course, you should be able to: 1. Understand The Evolution and Current Landscape Of AI 2. Explore AI Infrastructure and Anticipating Future Trends 3. Analyze The Impact of Digitalization Across Industries 4. Evaluate AI Readiness and Applications in Various Sectors 5. Develop Hands-On AI Applications for Workflow and Productivity Enhancement 6. Understand The Ethical Considerations and Governance in The Use Of AI COURSE ASSESSMENT AND REQUIREMENTS Class Participation 20 % Class Assignment 40 % Project 30% Presentation 10 % 100 % COURSE OUTLINE Week Topic Readings/ Activities 1 Introduction to AI and the Digital Economy • Overview of the digital economy and an introduction to state-of-the-art AI technologies. Tracing the evolution of AI to understand its current landscape. Goldfarb, A., & Tucker, C. (2019). Digital economics. Journal of economic literature, 57(1), 3-43. 2 AI Infrastructure and Applications • Delving into the critical components that underpin AI technologies—including data, computing power, and algorithms—and discussing the current applications, and potential future developments in AI. Research index (openai.com) 3 Digitalization's Impact Across Industries and AI Readiness • Exploring the transformative role of AI in digitalization across various sectors. • Assessing AI integration and readiness in diverse economic and industrial contexts. IMDA Annual report 2023: Annual Reports | IMDA - Infocomm Media Development Authority AI Readiness Index:AI Readiness Index (AIRI) - AI Singapore 4 AI and the Future of Work Discussing the transformation AI brings to future work environments and the evolution of job roles and skills. WEF The Future of Jobs Report 2023: The Future of Jobs Report 2023 | World Economic Forum (weforum.org) 5 Ethical Governance of AI, Social and Economic Impact and Navigating Global Competition • Exploring the ethical frameworks and governance structures essential for AI deployment, including considerations for privacy, bias, and accountability. • Social and Economic Impact of AI Industry sharing • Understanding of dynamics of global competition in AI, and the implications for innovation and regulation. 6 Hands-on Lab: Enhancing Workflow and Productivity Individual and teamwork, with code from Github 7 Hands-on Lab: Everything about data Individual and teamwork, with code from Github 8 Hands-on Lab: AI generated contents (AIGC) Individual and teamwork, with code from Github 9 Hands-on Lab: Building Chatbots Individual and teamwork, with code from Github 10 AI for Business - E-commerce and Marketing Applications • Case studies on AI applications in business, focusing on e-commerce, social media, and marketing. AI startups’ sharing and case studies 11 AI for Business – New products and frontiers • Case studies, eg. Integration of AI with Blockchain and other technologies to address the current issues. AI startups’ sharing and case studies 12 Project on Developing an AI-Integrated Solution (1) • Applying the concepts learned to develop a comprehensive AI-integrated digital solution, showcasing the ability to enhance digital workflows, keep human in the loop and address real-world challenges. Project presentation 13 Project on Developing an AI-Integrated Solution (2) • Applying the concepts learned to develop a comprehensive AI-integrated digital solution, showcasing the ability to enhance digital workflows, keep human in the loop and address real-world challenges. Project presentation
International and Comparative Intellectual Property Law LLAW/JDOC6132, 2024-2025 Objectives and learning outcomes This course introduces the international framework within which intellectual property law operates, including copyright, patents, trademarks, designs, trade secrets, geographic indications, unfair competition and other forms of intellectual property (IP). The course examines how multilateral IP laws such as Berne Convention, Paris Convention and TRIPS Agreement shape national IP laws, the role of international bodies such as WIPO and WTO, the effect of bilateral agreements, and other international influences on the development of IP law. The course also introduces the enforcement provisions and WTO dispute settlement mechanism concerning international IP disputes. While devoting special attention to IPRs protection for cutting edge technologies such as biotechnology and information technology, the course also discusses the protection for traditional knowledge and folklore, and the overall implications of international IP protection for global competition between developed and developing countries in an integrated world market. Through this course, students are expected to have an overall understanding of the operation and application of IP system in both national and international contexts; the interaction and influence between international and national IP laws; and the debates concerning the role of international IP system in technology advancement, public interest, and social development. Readings • Recommended reference books: Robert P. Merges and Seagull Haiyan Song, Transnational Intellectual Property Law, Text and Cases (EE, 2018) • Reading materials uploaded on Moodle. Assessment 100% 3.5-hour take-home exam of multiple questions. Topics and timetable 1. IP in a global economy: principles and institutions (February 6) 2. International copyright system I (February 13) 3. International copyright system II (February 20) 4. International trademark system I (February 27) 5. International trademark system II (March 6) Reading Week (March 10-15) 6. Geographic indications and Unfair competition (March 20) 7. Trade secrets and industrial designs (March 27) 8. International patent law system I (April 3) 9. International patent law system II (April 10) 10. International patent law system III (April 17) 11. International enforcement ofIPRs (April 24) Public holiday (May 1)
LUBS2140 Intermediate Microeconomics Semester Two 2022/2023 Section A - Answer all questions 200 words per question Question 1 Figure 1 shows a utility function for an individual. What are the individual’s risk preferences? Explain your answer. Figure 1 (10 marks) Question 2 Table 1 shows the proportion of UK adults that are smokers, the average price of a pack of cigarettes and the mean income (adjusted for inflation) in the UK for the last 20 years. You are working as an economist for the Government Economic Service and you have been asked to consider what measures can be used to reduce the proportion of cigarette smokers. Use the data in Table 1 and what you know about Marshallian demand to make and explain your recommendations. Is there any other data that you would request in addition to the below? Table 1: UK Cigarettes Smokers, Cigarette Prices and Income. Year Proportion of cigarette smokers (All persons aged 16 and over) RPI: Average price - Cigarettes 20 king size filter Mean real equivalised household disposable income of individuals (adjusted for CPI) 2021 12.7 1152 38994 2020 14.5 1111 39218 2019 15.8 1077 37724 2018 16.6 1023 37330 2017 16.8 954 37956 2016 16.1 930 38078 2015 17.8 888 36875 2014 18.8 840 36153 2013 19.2 776 34735 2012 20.4 710 35421 2011 19.8 652 36240 2010 20.3 586 37689 2009 21.0 543 36420 2008 21.1 531 38670 2007 20.9 502 37397 2006 22.0 476 36621 2005 23.9 457 35461 2004 24.6 439 34037 2003 26.0 424 33635 2002 25.9 414 32733 2001 26.9 412 30341 Source: ONS (2023) (10 marks) Question 3 What is segment AB depicting in Figure 2? Explain the diagram using an example. Figure 2 (10 marks) Question 4 A producer has the following problem: According to producer theory, what variables would get the producer to increase the demand for labour? What variables are missing from the theory? Explain. (10 marks) Section B - Answer two questions 600 words per question Question 5 Alex has an Instagram account and is keen to become an ‘influencer’ . Alex has noticed that they will get one new follower each time they post two pictures of a cat and three pictures of food. It takes Alex 30 minutes to find and take a picture of a cat and 20 minutes to order and take a picture of their food. Unfortunately, Alex tends to be quite busy during an average week. They sleep nine hours a day, work for 50 hours a week and find that other activities (such as actually eating and travelling) take up around 47 hours a week. Alex can spend the remaining time trying to get as many new followers on Instagram per week as they can. (a) What is Alex’s utility function? Explain. Draw a set of indifference curves for Alex. (4 marks) (b) What is Alex’s budget constraint? Explain. Draw this on your diagram for (a). (6 marks) (c) What is the optimal number of new followers that Alex can get in a week? Explain and show your calculations. (8 marks) (d) Alex is unhappy about the number of new followers that they can get per week. Using what you know about demand functions in this situation, what can Alex do to increase the number of followers per week? What factors that are not part of the demand function could Alex use to get more followers per week? Explain. (12 marks) Question 6 Eli owns a social media site that is worth £44 million. There is a 25% chance that the value of shares will become worth £20 million. Eli is hoping to convince an insurance company to provide cover at a fair rate of £0.25 per £1 of cover. Eli’s utility function is u = w 1/2 (a) Prove that at a ‘fair rate’, Eli will purchase full insurance coverage. (8 marks) (b) Sketch the utility of wealth diagram for Eli with wealth on the x-axis and utility on the y-axis. Ensure that you indicate the total cost of the insurance to Eli and the maximum amount that Eli would be willing to pay for the insurance. (8 marks) (c) If the insurance premium is YK , where K is the coverage, then a fair rate of insurance is when Y = π , where π is the probability of the insurance company having to pay out. Show what would happen to Eli’s optimal insurance coverage if the insurance company opted to charge a rate of Y above the fair rate. (6 marks) (d) Do you think that an insurance company would provide full cover at the fair rate? Explain. (8 marks) Question 7 Tim’s Coffee shop is planning to produce and sell 300000 coffees in 2023. Tim’s Coffee Shop’s production function is: f(L, K) = 40L0.8 K 0.2 , Where L and K are the inputs of labour and capital, respectively. Tim’s Coffee Shop’s fixed cost of production is £10000. Wages per hour are £20 and rent per hour is £10. Tim’s Coffee Shop has a fixed cost of £10000. (a) Find Tim’s Coffee Shop’s total cost function. (8 marks) (b) Tim’s Coffee Shop has a rival who has the following total cost function: TC = 1000 + 10Q2 + Q. (i) What is the rival coffee shop’s short run supply curve if fixed costs are sunk? (6 marks) (ii) The rival coffee shop makes a total revenue of £2000. What should they do in the long run? (6 marks) (c) Many coffee shops have been closing due to the ‘cost of living’ crisis. Explain the decisions that these coffee shops are making using producer (cost) theory. Does the theory need any additions to help explain the phenomenon we casually observe? Explain. (10 marks)
BAN 440 Lab 1 - Data Preparation in RapidMiner (30 points) Adapted from “Data Mining for the Masses” Chapter 3 Please follow the instructions carefully to finish lab assignment 1. In this assignment, you will be asked to make 8 screenshots and paste them to the “BAN440 Lab1 Submission YourLastName.docx” file. Once you are done with all 8 screenshots, please submit the word file “BAN440 Lab1 Submission YourLastName.docx” (with your own last name in the file name) to Canvas via the submission link. Note: “YourLastName” in this document refers to your own last name. Don’t literally type in “YourLastName.” A. CREATE YOUR OWN REPOSITORY 1) Launch the RapidMiner application. This can be done by double clicking on your desktop icon named as “RapidMiner Studio” (as shown below), or by finding it in your application menu. Within RapidMiner there are two main areas that hold useful tools: Repositories and Operators. The Repositories area is the place where you will connect to each data set. The Operators area is where all data mining tools are located. These are used to build models and otherwise manipulate data sets. 2) Follow the screenshot below to create your own new repository for BAN 440 class. 3) Click Next Please change the Alias name to BAN440_YourLastName, and find a local folder where you want to put all the files related to this class. Then click Finish. (Important Note: you MUST name it as BAN440_YourLastName to get credit for this step.) Hint: There is no specific requirement on where to save your repository for this lab. You may put it in your own FCB shared drive where you can access from any FCB computer. The repository you created here is computer specific, which means you may have to recreate it if you switch to a different computer. 4) You will see a newly created repository named as BAN440_YourLastName. B. DOWNLOAD AND IMPORT DATA 1) Please download the data file “Chapter03DataSet.csv” from Canvas and save it to your local drive. 2) You can use Excel to view the downloaded file. This data set is very small, comprised of only 15 attributes and 11 observations. Our next step is to connect to this data set. When you browse this data set, you will notice there are some missing data as indicated by the green arrows (see below). Missing data are data that do not exist in a data set. As you can see in the screenshot, missing data is not the same as zero or some other value. It is blank, and the value is unknown. Missing data are also sometimes known in the database world as null. Depending on your objective in data mining, you may choose to leave missing data as they are, or you may wish to replace missing data with some other value. We will deal with the missing data in later steps of this assignment. At this point, we could do a number of complicated and technical things, such as connecting to a remote enterprise database. This, however, would likely be overwhelming for now. For the purposes of this lab assignment, we will only need to connect to comma separate values (CSV) files. Please be aware that in the real world, most data mining projects incorporate extremely large data sets, encompassing dozens of attributes and thousands or even millions of observations. We will use smaller data sets in this assignment, but the foundational concepts illustrated here are the same as for larger ones. 3) Click on the “Import Data” icon, as indicated in the red rectangle box on the picture below. Then click on “My Computer.” Note that by importing, you are bringing your data into a RapidMiner file, rather than working with data that are already stored elsewhere. If your data set is extremely large, it may take some time to import, and you should be mindful of disk space that is available to you. 4) Locate the file (Chapter03DataSet.csv), and then click on Next. 5) The column separation delimiter is Comma. Keep the default settings as shown in the screenshot below and click on Next. 6) RapidMiner will take its best guess at a data type for each attribute. The data type is the kind of data an attribute holds, such as polynominal, integer, or text. 7) Date types can be changed by following the screenshot below. Please change Gender from “polynominal” to “binominal.” RapidMiner also indicates a Role for each attribute to play. By default, all columns are imported simply with the role of ‘attribute’, however we can change these by clicking on “Change Role” if we know a particular attribute is going to play a specific role in a data mining model that we will create. Since roles can be set within RapidMiner’s main process window when building data mining models, we will just accept the default ‘attribute’ whenever we import data sets for our class. Also, you may note that “Exclude Column” allows you to not import some of the attributes if you don’t want to. Again, attributes can be excluded from models later in needed, so for this class, we will always include all attributes when importing data. Click on Next. 8) The final step for importing is to choose a repository to store the data set in, and to give the data set a name within RapidMiner. As shown in the following screenshot, please store the data set in the repository you just created, which is BAN440_YourLastName, and name it as Chapter03DataSet_YourLastName. Then click Finish. (Important Note: You MUST name it as Chapter03DataSet_YourLastName to get credit for this step). 9) Once you click on Finish, this data set will become available to you for any type of data mining process you would like to build upon it. The following screen shows you the Results Perspective. C. RETRIEVE DATA OPERATOR 1) To continue, please click on “Design” tab on the top to switch back to Design Perspective. 2) The following screenshot shows the Design view. We can see that the data set “Chapter03DataSet_YourLastName” is now available for use in RapidMiner. 3) To begin using it in a RapidMiner data mining process, simply drag the data set and drop it onto the Main Process window. 4) Each rectangle in a process in RapidMiner is called an operator. The Retrieve operator simply gets a data set and makes it available for use. The small half-circles on the sides of the operator, and of the Main Process window, are called ports. In the following screenshot, an output (out) port from our data set’s Retrieve operator is connected to a result set (res) port via a spline. To draw the spline, please put your mouse cursor to the out port and then move your mouse while holding it, to connect to the res port (on the very left side of the Process window). The splines, combined with the operators connected by them, constitute a data mining stream. To run a data mining stream and see the results, click on the blue, triangular Play button on the toolbar at the top of the RapidMiner window. 5) This will change your view from Design Perspective, which is the above screenshot where you can change your data mining stream, to Results Perspective, which shows your stream’s results, as pictured in the following screenshot. 6) When you hit the Play button, you may be prompted to save your process, and you are encouraged to do so. If not, please follow the screenshot below to “Save Process.” 7) Please save the process into the repository you just created, which is BAN440_YourLastName. Name your process as BAN440_Lab1_YourLastName. Then click OK. (Important Note: You MUST name it as BAN440_Lab1_YourLastName to get credit for this step). 8) You will then see the following screenshot. In the Result Perspective, you can find the repository we created, which is “BAN440_YourLastName” on the right side of the screen. You should also be able to see the dataset “Chapter03DataSet_YourLastName” and the process “BAN440_Lab1_YourLastName,” both under the “BAN440_YourLastName” Repository. 9) Please switch back to the Design Perspective by clicking on “Design” as shown below. You will find the repository “BAN440_YourLastName,” the dataset “Chapter03DataSet_YourLastName,” and the process “BAN440_Lab1_YourLastName” on the left side of the screen. 10) You can toggle between design and results perspectives by clicking on “Design” or “Result.” D. REPLACE MISSING VALUES 1) In order to find a tool (or an operator) in the Operators area, you can navigate through the folder tree in the lower left-hand corner of the screen. RapidMiner offers many tools/operators and sometimes, finding the one you want can be tricky. There is a handy search box, indicated by the red rectangle in the screenshot below that allows you to type in key words to find tools/operators that might do what you need. Type in the word ‘missing’ into this search box, and you will see that RapidMiner automatically searches for tools/operators containing this word in their names. We want to replace missing values, and we can see that there is an operator called Replace Missing Values. 2) Now, let’s add this operator to our stream. Please click and hold on the operator name (from the left-hand side Operators pane), and drag it up to your spline. When you point your mouse cursor on the spline, the spline will turn slightly bold, indicating that when you let go of your mouse button, the operator will be connected into the stream. If you let go and the Replace Missing Values operator fails to connect into your stream, you can reconfigure your splines manually. Simply click on the out port in your Retrieve operator, and then click on the exa port on the Replace Missing Values operator. Exa stands for example set, and ‘examples’ is the word RapidMiner uses for observations in a data set. Be sure the exa port from the Replace Missing Values operator is connected to your result set (res) port so that when you run your process, you will have output. Your model should now look similar to the screenshot below. Please make a screenshot now and replace my screenshot #1 with yours in the submission file (named as “BAN440 Lab 1 Submission YourLastName.docx”). Please make sure your screenshot shows your own last name in the related items we have added so far (see the red box in the above screenshot.) 3) When an operator is selected in RapidMiner, it has an orange rectangle around it. This will also enable you to modify that operator’s parameters, or properties. The Parameters pane is located on the right side of the RapidMiner window (see below). 4) For this assignment, we have decided to change all missing values in the Online_Gaming attribute to ‘N’, since this is the most common response in that attribute. To do this, please make sure the Replace Missing Values operator is selected (with the orange border), and then change the ‘attribute filter type’ to ‘single.’ Then, and you will see a dropdown box appears under it (for ‘attribute’), allowing you to choose the Online_Gaming attribute as the target for modification. Next, expand the ‘default’ dropdown box, and select ‘value’, which will cause a ‘replenishment value’ box to appear. Type the replacement value ‘N’ in this box. Note that you may need to expand your RapidMiner window, or use the vertical scroll bar on the left of the Parameters pane in order to see all options, as the options change based on what you have selected. When you are done, your parameters should look like below. 5) Please note that there are many other options available to you in the parameters pane. We will not explore all of them here, but feel free to experiment with them. For example, instead of changing a single attribute at a time, you could change a subset of attributes in your data set. You will learn much about the flexibility and power of RapidMiner by trying out different tools and features. When you have your parameter set, click the Play button. This will run your process and switch you to Results perspective once again. Your results should look below. Please make a screenshot now and replace screenshot #2 with yours in the submission file (named as “BAN440 Lab 1 Submission YourLastName.docx”). Please make sure to show the Online_Gaming attribute in your screenshot (see the red box), by scrolling to the very left. As you can see, now the Online_Gaming attribute has been moved to the very left side of the attributes, and there are no missing values. All missing values for Online_Gaming have been replaced by “N.” Now, let’s look at the Online_Shopping attribute. A question mark (?) denotes a missing value in an observation. For this variable, suppose we do not wish to replace the null values with the mode, but rather, we wish to remove those observations from our data set prior to mining it. This can be accomplished through data reduction.
ME6208 - Group Project Objective: The purpose of this project is to apply AI tools, frameworks, and methodologies to build a functional prototype that demonstrates the potential of AI in different domains. Students will work in groups to develop, document, and present their project using a structured approach similar to a technical whitepaper. Project Deliverables: Each group must submit the following: 1. Written Report (3,000–4,000 words, excluding references and appendices) o A structured document explaining the background, methodology, implementation, evaluation, and impact of the project. 2. Code/Workflow (if applicable) o A well-documented GitHub repository containing the code, scripts, or workflow definitions (e.g., JSON files for automation). o If building upon an existing repository, clearly document: § What modifications or improvements were made. § Implementation details and key learnings. § Challenges encountered and how they were addressed. § Important considerations for future development. 3. Demo Recording (5–10 minutes) o A recorded walkthrough of the developed project, demonstrating key functionalities and outcomes. Project Report Structure 1. Introduction · Background: Explain the context of the problem and why it is important in the field of AI. · Motivation: Why did you choose this specific topic? What gap or need does it address? · Research & Industry Relevance: How does this project relate to current AI trends, business applications, or social impact? 2. Project Objectives & Contribution · Clearly state what the project aims to achieve. · Highlight the unique aspects of your work (e.g., improvement over existing methods, novel implementation). · Define measurable success criteria. 3. Implementation & Development · Technical Stack: List the tools, frameworks, and models used (e.g., OpenManus, OpenAI Agent SDK, Whisper, LangChain). · Development Process: Explain how you built the project step by step. · Challenges & Solutions: Discuss any roadblocks encountered and how they were resolved. 4. Evaluation & Results · If applicable, compare different methods/frameworks used in your project. · Provide qualitative/quantitative evaluation metrics. · Include performance benchmarks or user feedback if relevant. 5. MVP Demo & Future Work · Provide a link to your recorded demo. · Discuss potential improvements or future directions for your project. 6. References & Appendices · Cite all external sources, datasets, and frameworks. · Include any supplementary materials such as additional figures, detailed logs, or technical diagrams. Project Topics Topic 1: Evaluating Open AI Agent Frameworks · Goal: Compare different AI agent frameworks for task automation and performance. · Tasks: o Deploy and test OpenManus (https://github.com/mannaandpoem/OpenManus). o Explore alternative open-source frameworks, such as the OpenAI Agent SDK (https://openai.github.io/openai-agents-python/), to develop similar AI agents. o Implement and evaluate different tasks using these agent frameworks. o Define an evaluation framework (e.g., accuracy, latency, usability) to compare results. Topic 2: AI for Social, Business, or Personal Impact · Goal: Leverage AI-generated content (AIGC) tools to create something meaningful. · Tasks: o Use existing AI models (open-source or proprietary) to build a product with real-world value. o Examples: § Use Whisper or similar models to record and archive conversations with family members (like the Bao Xiaobo project). § Develop an AI influencer capable of generating social media content and engaging with users. o Deliverables must include a working demo and an explanation of the development process. Topic 3: AI-Powered Automation for Productivity · Goal: Automate repetitive tasks using AI-driven workflows. · Tasks: o Identify a task that can be automated, such as research literature reviews, AI-generated blogs (text-Twitter, images-Xiaohongshu, podcasts), assignment grading, etc. o Develop a pipeline/workflow to fully automate the process. o Provide an evaluation of time saved, performance accuracy, and practical usability. Topic 4: Experimenting with AI Agent Societies & Multi-Agent Systems · Goal: Understand, experiment with, and extend AI agent societies or frameworks. · Tasks: o Start by exploring one of the following frameworks: § AI Agent Society: https://github.com/tsinghua-fib-lab/agentsociety § Archon: https://github.com/coleam00/Archon o First, run the framework and conduct an experiment to analyze how the system works. o Then, extend the framework by: § Running a specific experiment to study multi-agent interactions. § Developing a custom AI agent or functionality using the framework. o Document key insights, challenges, and potential applications. Evaluation Criteria (100 points total) 1. Problem Definition & Background (15 points) o Clear explanation of the project scope, relevance, and research/industry context. o Justification of why this problem is important and what gap it addresses. 2. Technical Implementation (20 points) o Effective application of AI models, frameworks, and tools. o Thoughtful modifications or integrations with existing solutions. o Code quality, structure, and documentation. 3. Innovation & Contribution (20 points) o Novelty of the approach or improvement over existing solutions. o Creativity in implementation and real-world applicability. 4. Evaluation & Analysis (15 points) o Well-defined evaluation framework (e.g., benchmarks, comparisons, user testing). o Critical analysis of results and insightful conclusions. 5. Demo & Documentation (15 points) o Clarity and effectiveness of the recorded demo, showcasing key functionalities. o Completeness and readability of the written report and GitHub documentation. 6. Presentation & Communication (15 points) o Organization, clarity, and persuasiveness of the final presentation. o Ability to explain technical and conceptual aspects to an audience. o Engagement during Q&A, demonstrating deep understanding.
LNG206 Cognitive Linguistics Essay Assignment 2024-2025 S2 DEADLINE: May 30th, 5pm WHERE: Submitted on LMO Task: Choose ONE question and write a 3000 word essay in response. Word count: 3000 (+/- 10% of the word count guide is acceptable), excluding references and appendixes. Weighting: This assignment is worth 70% of your final grade. There is a resit available for this element of assessment. Submission: The essay must be submitted by 5pm May the 30th. It must be submitted in either PDF, Word, or Pages format. Please note that late submissions are subject to a 5 mark daily penalty. Please contact me in advance if you have any problems. Choose ONE of the questions: 1. Considering conceptual metaphor theory, it is assumed that we think in metaphors, but these metaphors vary across different languages. Taking advantage of the similarities and differences between languages in their conceptual metaphor, discuss how this can be taken advantage of in teaching a second language. Consider the role of conceptual metaphor in the first and second language being learned, and show how this might be taught to a student’s advantage, while considering where this may prove an obstacle. 2. In Cognitive Grammar, constructions are hypothesized to be elements which can unite units into larger phrases. Considering first language acquisition, constructions are slowly acquired. Discuss this acquisition from both an English and Chinese child’s first language learning experience, and consider if an English child has an advantage in acquiring English constructions compared to a Chinese child acquiring Chinese constructions. Consider the reasons why this might be. 3. In Cognitive Grammar, lexical classes are developed from cognitive principles. How these cognitive principles are applied to words can vary across different languages, e.g., how words are divided into mass and count nouns. Discuss the processes involved in THING, STATE, and PROCESS from both an English and Chinese perspective. By using a selection ofwords in both languages, see how equivalent they are, and consider the reasons why they may or may not be in cognitive linguistic terms. Whichever question you select, you should consider the extent to which the cognitive processes underlying language and meaning creation predict some universality. Core Task Requirements • Your essay should demonstrate originality through the selection of your own examples, and by taking a critical approach to the relevant theories. • Your account should be supported by a range of relevant texts. Your reading should go beyond the course textbook. • Please refer to the handbook guidelines on referencing. You must include a reference list and must cite all sources that have been used directly or indirectly. • Your argumentation, accuracy, relevance of examples, and knowledge of relevant theories are being assessed. • The grammar, punctuation, referencing, and spelling are assessed. • Do NOT use any primary evidence gathered from your own experiments, screenshots from friend’s conversations, and the such — there is no ethics clearance for this, and it will NOT be marked. *Examples not in English must be given a literal gloss in English. Chinese characters need to be provided with the Pinyin also. Essay tips In previous years, strong essays typically have had the following features: • A clear line of argument. • Supportive evidence from linguistic data. This could be sourced from existing scholarly works (with citation), from literary texts, film, or databases such as the OED. • A clear structure, with an introduction that makes the central claim, body paragraphs that build towards the argument, and a concise and clear conclusion. • Correct analysis and correct use of terminology. • Demonstrates an understanding of core concepts in Cognitive Linguistics, and makes reference to a relevant theoretical perspective studied on the course. • Careful and correct citation. • Good grammar, spelling, and punctuation. Weak essays typically have had the following features: • A list-like structure, which does not show coherence between sections and in which each section does not build towards the main line of argument. • Less argumentation and more description. • Lack of evidence, unsubstantiated claims. • Unclear presentation of examples, e.g., Chinese examples presented without translation. • Trying to cover too much in too little depth. • Going off-topic. • Incorrect or absent referencing. • Excessive grammatical mistakes or lack of proofreading.
FINM7405 Assignment Part 1 FINM7405 Semester 1 2025 This assignment consists of 4 questions: two 15 mark questions (1 and 4) and two 10 mark questions (2 and 3). You must complete all questions. The total marks are 50. The assign- ment composes 25% of your final assessment. Feel free to ask questions of your tutors or me. I will be available on Slack most nights. There is no word count other than where mentioned. You should use the APA referencing style where appropriate. You can find details here. 1 Portfolio Valuation and Sensitivity Analysis You manage the following portfolio of fixed income assets at time t = 0: Instrument Face Value ($) Coupon Rate Time to Maturity Type A 1,000,000 5.00% 3 years Coupon Bond B 500,000 0% 1 year and 12 days year Zero-Coupon Bond C 2,000,000 3.00% 5 year and 120 days Coupon Bond D 300,000 - 64 days Bank Accepted Bill (BAB) E 1,500,000 0% 7 years Zero-Coupon Bond F 500,000 - 120 days Treasury Note Yield Curve Information The following yields (expressed as annual rates, compounded semi-annually) apply before the yield curve shift: Maturity (Years) Yield 0.25 4.00% 0.5 3.70% 1 4.20% 3 4.50% 5 3.80% 7 5.20% Each instrument should be valued using the closest yield available for its maturity. After the parallel shift, all points on the yield curve are assumed to increase by 1% (100 basis points). Yield Curve Diagram The original and shifted yield curves are illustrated below: 1. Portfolio Valuation (4 Marks) (a) Calculate the current market value of each instrument: • For coupon bonds: discount all cash flows using semi-annual compounding yields. • For zero-coupon bonds: discount the lump sum using the appropriate yield. • For BABs and Treasury Notes: use simple discount formulas based on the given yields. Find the total portfolio value. 2. Duration and Convexity (4 Marks) (a) Calculate the Macaulay Duration and Modified Duration for bonds A, C, and E. (b) Calculate the portfolio’s weighted average Modified Duration. Assume BABs and Treasury Notes have duration equal to their maturity and zero convexity. (c) Calculate the Convexity for bonds A, C, and E, and the portfolio Convexity. Assume BABs and Treasury Notes have duration equal to their maturity and zero convexity. 3. Impact of Parallel Yield Curve Shift (4 Marks) (a) Suppose the entire yield curve shifts upward by 1% (100bps) today. Using the portfolio’s Modified Duration only, estimate the percentage and dollar change in portfolio value. (b) Using both Modified Duration and Convexity, refine your estimate. (c) Revalue the portfolio using the new yields and calculate the actual change in portfolio value. Compare with your estimates. 4. Discussion (3 Marks) (a) How well did the Modified Duration predict the actual change? (b) How much improvement came from incorporating Convexity? (c) Why are short-term instruments like BABs and Treasury Notes less sensitive to yield changes? 2 Exploring Options on Treasury ETFs: IEF The iShares 7–10 Year Treasury Bond ETF (ticker: IEF) is an exchange-traded fund that tracks the investment results of an index composed of U.S. Treasury bonds with remaining maturities between 7 and 10 years. As such, IEF serves as a liquid, tradable proxy for the intermediate segment of the U.S. government bond market. Options on IEF allow investors to take leveraged directional views on Treasury yields or to hedge duration exposure. Task: Go to the following website to access current option chain data for IEF: https://finance.yahoo.com/quote/IEF/options Using data for both calls and puts across all available strike prices and expiry dates, complete the following: 1. Strike Price vs. Option Price (3 Marks) For both calls and puts, create a scatter plot of option market price (Y-axis) against strike price (X-axis). Include all available contracts across all expiries. Explain: Describe the observed relationship. Why do some options cost more than others? How does the moneyness affect option value? 2. Time to Maturity vs. Option Price (3 Marks) For both calls and puts, create a scatter plot of option price (Y-axis) against time to maturity in days (X-axis). Use all available strike prices and expiries. Explain: What is the relationship between maturity and price? Does the increase in time always lead to a higher price? 3. Liquidity Analysis (4 Marks) For both puts and calls, examine the open interest and volume fields. Where is market activity concentrated — near-the-money, deep in- or out-of-the-money, short- term or long-term expiries? Diagram: Create a diagram (e.g., heatmap, bar chart, or annotated strike graph) that illustrates where the most liquid contracts are found. Comment on the pattern and its implications for trading and hedging. Explain why this is. 3 Analyzing Treasury ETFs: SHY, IEI, IEF, TLH, and TLT iShares (BlackRock) offers a series of U.S. Treasury bond ETFs that allow investors to access specific maturity segments of the yield curve with high liquidity and low cost. These ETFs invest directly in U.S. Treasury securities and aim to closely track the performance of their target maturity range. They provide investors with simple tools to manage interest rate exposure, duration risk, and macroeconomic positioning. The ETFs are: • SHY: Tracks the performance of U.S. Treasuries with maturities between 1 and 3 years. Designed to capture short-term interest rate movements with minimal duration risk. • IEI: Tracks 3–7 Year U.S. Treasuries. Intermediate short-term exposure, balancing yield pickup with moderate interest rate sensitivity. • IEF: Tracks 7–10 Year U.S. Treasuries. Represents longer intermediate maturity bonds, more sensitive to yield curve shifts than SHY or IEI. • TLH: Tracks 10–20 Year U.S. Treasuries. Bridges the gap between standard interme- diate and ultra-long bonds, providing significant duration exposure. • TLT: Tracks 20+ Year U.S. Treasuries. Highly sensitive to changes in interest rates and long-term economic expectations, making it a duration-heavy investment. All of these ETFs: • Hold portfolios of real Treasury bonds matching the target maturity range. • Are passively managed and rebalanced to maintain their maturity profile. • Are highly liquid and widely used for hedging, duration management, and tactical bets on interest rates. Task: Go to a credible financial data source (e.g., Yahoo Finance, Bloomberg, etc) to retrieve recent price performance data for SHY, IEI, IEF, TLH, and TLT. Using the available information, complete the following: 1. Recent Performance Analysis (3 Marks) Retrieve the price performance of each ETF over the past 6–12 months. Present a comparison of their returns. You may use a line chart or a table summarizing total returns and price movements. 2. Geopolitical Interpretation (3 Marks) Analyze the differences in returns across these ETFs. How have recent geopolitical events (e.g., conflicts, elections, macroeconomic shifts, global inflation concerns) con- tributed to the movements observed? Why might short-duration funds react differently than long-duration funds in such environments? 3. Five-Year Portfolio Construction (4 Marks) Imagine you must invest your entire portfolio solely across these five ETFs for the next five years. How would you allocate your investments among SHY, IEI, IEF, TLH, and TLT? Justify your proposed allocation based on: • Your forecast for future interest rates and inflation. • Your assessment of geopolitical risks and macroeconomic uncertainty. • Your appetite for duration risk and portfolio volatility. • Your views on yield curve movements (e.g., steepening, flattening). 4 Lehman Brothers Why did they fail? (15 Marks) Using some of the things we learned in lectures as well as your own research, answer the following: • Explain what was happening in the wider economy, that led to the financial crisis? • Explain the process of securitization and why it was so popular. • What happened to Lehman Brother’s involvement in the market for mortgage backed securities through the early 2000s? • Critique their risk management processes. In your answer, it is suggested that you use academic papers, financial reports, and reputable news sources as references. This is an effort question, in that you can feel free to investigate individual elements of the crisis and Lehman Brothers in detail. You will be marked on the amount of effort you put in, as well as your reasoning, not necessarily everything that is relevant to the question. Minimum Words: 1000 Note: Please attach any plots, data tables, or calculations you use. State clearly any assumptions you make about future economic or market conditions. Deliverables: • Excel file showing calculations (pricing, duration, convexity, and value change analysis). Use a different tab for each question. • A pdf file with answers to all questions including diagrams generated in excel.
Practice Final Short and Medium Questions (5 short questions, 2 medium questions: 50 minutes) Each short multiple-choice question is worth 1 point 1. You own a long forward position with Ft,T = 100. At settlement, the price of the underlying asset is 50. What is your payoff at settlement? (For a question similar to this, you will have a box on Canvas you type the answer into) 2. You sell a European put option with strike $240. On the expiration date the price of the underlying stock is $220. What is your cash flow at expiration? (You will have to input the answer into a box into Canvas) 3. You short a European call option with strike K1 and buy a European call option with strike K2 > K1 on the same underlying asset with the same expiration at T. If ST
CSCI 4041 Algorithms and Data Structures - Spring 2025 Midterm Exam The following Algorithms and Data Structures may be useful for answering questions.. Algorithms: bubble_sort(A) # Sorts by repeatedly swapping adjacent items until they are correct. selection_sort(A) # Sorts by finding the minimum value for each subarray. insertion_sort(A) # Sorts list by repeatedly inserting into a sorted list. merge_sort(A) # Sorts list using divide and conquer heap_sort(A) # Sorts by moving the top element of a max heap to the end of the array. quicksort(A) # Sorts by partitioning by a pivot and recursively sorting each partition. counting_sort(A) # Sorts by counting the times a key appears. radix_sort(A, sortAlgorithm) # Sorts array by sorting digits from least significant to most significant. bucket_sort(A) # Sorts by putting keys in bucket lists and sorting the lists. Data Structures: Heap(compareFunction): # Maintains a min / max heap depending on a compareFunction. Heap.extract_max() # Returns and removes the top item on the heap and maintains the heap prpoerty. Heap.size() # Returns the size of the heap. Heap.build_heap(A) # Builds a heap from an array. Heap.insert(item) # Inserts an item into the heap in correct location. Problem 1: Runtime (50 points) Theory (15 points): (3 points each) True/False - Check the box. 1. □ True □ False If f(n) = Θ(n 2 ), then f(n) = O(n 3 ) and n = O(f(n)) 2. □ True □ False lg (n!) = O(n lg n). 3. □ True □ False n sin n = Θ(n). 4. □ True □ False n lg n = Ω( √ n). 5. □ True □ False log3 n + lg n 3 = Θ(log7 n 3 ). Sorts (15 points): (3 points each) Short Answer. Write the name of the sort you would use to solve each problem. Refer to Page 2 for a list of sorts. 6. Sort a list of text strings (each of length d) in linear time. 7. Sort sensor data that is uniformly distributed in linear time. 8. Sort a small array stably and in place. 9. Sort a large array of data stably in Θ(n lg n) time. 10. Sort random numbers in-place in Θ(n lg n) time. Master Theorem (20 points): Calculate the runtime for the following algorithm using the Master Theorem (if possible). If you cannot use the Master Theorem, explain why it cannot be used. def blur_edges(A, p, r): if p >= r return q = ⌊(r − p)/4⌋ blur_edges(A, p, p + q) blur_edges(A, r-q, r) for i = 2 to r-p: A[i-1] = (A[i] + A[i-1])/2 Recall: • log24 = 2 • log42 = 0.5 • a = • b = • f(n) = • n logba = • Case (1,2,3 or None): • Regulatory Condition? (if applicable) • Runtime: Problem 2: Correctness (50 points) The following algorithm takes heap A, and returns the maximum path from the node at index index to a leaf node. The path is returned as a list of indexes: // MAX - PATH (...) calculates the maximum path in heap A // from the index to a leaf . Returns a list of indexes . MAX - PATH (A , index ) 1. if ( index > A . heap_size ) 2. return [] 3. L = MAX - PATH (A , LEFT ( index )) 4. R = MAX - PATH (A , RIGHT ( index )) 5. sum_L = SUM - PATH (A , L ) + A [ index ] 6. sum_R = SUM - PATH (A , R ) + A [ index ] 7. P = L 8. if sum_L < sum_R 9. P = R 10. P . append ( index ) 11. return P // SUM - PATH (...) returns the sum of items in heap A // for a list of indexes in a path P SUM - PATH (A , P ) 1. n = P . length 1. sum = 0 2. for i = 1 to n - 1 3. sum = sum + A [ P [ i ]] 4. return sum + A [ P [ n ]] Answer the following questions: (a) Describe a loop invariant that would help prove the correctness of SUM-PATH(A, P). (b) State the loop invariant before and after the k th iteration. What does this mean about the state of the loop before the k + 1 iteration? (c) Prove: MAX-PATH(A, index) is correct. (You may assume SUM-PATH(A, P) is correct.) Problem 3: Sorting Application (50 points) Consider the following scenario: Your company specializes in analyzing remote sensor data. One of your customers would like to monitor the real-time statistics from a sensor. This involves repeatedly calculating the median from a list of measurements that are passed in via array A, and correspond to a particular time (e.g. A = [0.3, 2.0, 10.2, ...] at 110.34 minutes). To accomplish this task, you must meet the following requirements: • Calculate the median as fast as possible without allocating memory. The median is the middle value of a sorted list. • Measurements are not guaranteed to arrive in the correct order. For example, an early time measurement may arrive after a late time measurement. Therefore, we will use a heap to efficiently sort as measurements arrive. • You will need to implement the following functions: – INIT-HEAP() - Creates a heap that stores medians for efficient time ordering. – CALC-MEDIAN(time, A, H) - Calculates the median of list A adds it to the heap H. – GET-NEXT-MEDIAN(last time, H) - Returns the measurement with lowest time step greater than last time. • You may use the following comparison function if needed. min - time - measurement (A , B ) return A . time < B . time Complete the following: Note: • You may call or use any of the algorithms or data structures listed on Page 2. • You may write your code in psuedocode or any other language. • Don’t worry too much about syntax. As long as we understand your algorithm, it is sufficient. (a) Initialize the Medians array or data structure: (b) Write the CALC-MEDIAN(time, A, H) algorithm described above. (c) Write the GET-NEXT-MEDIAN(last time, H) algorithm described above. (d) Briefly and informally describe the worst-case runtime for the following: • INIT-MEDIANS() • CALC-MEDIAN(...) • GET-NEXT-MEDIAN(...)
FIT2098 Virtual and Augmented Reality S1 2025 Assignment 2: VR Interactive Moodscape [40%] BRIEF Using Unity, you will create an environment (e.g. a cave, office building, island, moonscape, etc.) that users can explore using room-scale VR and navigate via teleportation. This environment may be exterior, interior or a combination of both. As the user explores your world, they will discover a number of interactive objects that will progress some form. of basic narrative. Importantly, the environment and narrative will evoke a specific “mood”, either calming or energising. The environment scene should be a ‘closed world’, meaning that there is a finite area to explore, surrounded in all directions by scenery, terrain, or other objects. The environment should be large enough to include some hidden areas that are not visible from the starting point but may be discovered during exploration. Also, some areas will not be accessible until some form of interaction is performed (e.g. placing a ladder against a wall to climb it, extending a bridge over a chasm, etc). The world does not need to be overly detailed, you should focus your modelling efforts on interactive objects and important features that help your chosen mood and narrative. A low poly or simplified art style is recommended for this reason. You will be provided with a starting Unity project pre-configured with a VR rig. This assignment is split into two parts. Part 1 will require you to research and prototype your environment using techniques taught to you in lectures and tutorials. Part 2 will require you to develop your virtual scene, document the process and deploy a Windows build to record a demonstration video. Audio can only be sourced from Freesound (https://freesound.org) as long as you reference the creator and sound file in your documentation. Additional resources will be made available on the Moodle site in the assessments resources section. Please note: any external 3D models and materials downloaded from the internet will be considered as evidence of plagiarism. You may not re-use 3D models or other assets developed in previous assignments as this is self-plagiarism. If you have any questions, please ask the teaching team! REQUIREMENTS Part 1: requires you to submit a PDF document detailing your process to research and prototype your world. This will include research into environment design, themes and genre, specifically how you can use them to evoke a mood. Planning your assets, interactions and how they progress your narrative. Researching art styles and determining what art style. you will use. Creating a 2D sketch, layout diagram or physical creation to prototype the world. Creating a 3D blockout in Unity with a VR rig and basic teleportation to test navigation. Part 2: requires you to implement at least 5 interactive objects that may or may not progress the user (some interactions may be a useless but fun distraction). Implement some form. of UI or similar feature that informs the user of their current progression. 3D model and texture assets to build your environment. Make use of timeline animations, ambient audio, particle effects, lighting and post-processing to support your chosen mood and narrative. In your documentation, include the research and prototyping performed in part 1 and if applicable, discuss any changes you made. You will also describe the development process and highlight the key approaches you used to create your environment and interactions (models, textures, lighting, effects, etc) and how they relate to your chosen mood and narrative. Include references to any online tutorials you used and reference any audio used in your project. The final demonstration video will showcase your VR experience. This should demonstrate all interactions and show how to progress through and complete your scene. This is your folio piece! DELIVERABLES Part 1: will require you to submit the following item: (a) Research and prototyping PDF document Use images and descriptions in this document to demonstrate what you have learned and how you will apply this when building your world. You are not required to submit the Unity project at this stage or any additional files. Part 2: will require you to submit the followings items: (a) Unity Project Folder You will be provided with a starting Unity project, this will come pre-configured with a VR rig and post-processing stack. (b) Project Build The executable output of your project build. This is a Windows build for OpenXR (i.e. it will play through the VR headset when executed). (c) Documentation as a PDF document Include all research performed in part 1 and any changes made. Also illustrate your working process with screenshots and descriptions of your project and how this creates a cohesive world design and moodscape. (d) Demonstration Video A demonstration video of your VR experience using a VR device showing all implemented features. Submission is via Moodle. ALL submitted items must be named in a clear and logical way and compressed into a single .zip file, which should be named with the assessment number, and your name. The maximum total file-size for this submission is 500MB. ASSESSMENT CRITERIA Your submission will be graded on the following categories, a detailed rubric can be found on Moodle: Part 1: Research and prototyping [15 Marks] ● Environment, genre and mood research (3 marks) ● Planning assets, interactions, narrative and art style. (3 marks) ● 2D sketch, layout diagram or physical creation (4 marks) ● 3D blockout in Unity with VR rig and basic teleportation (5 marks) Part 2: Project, documentation and demonstration [25 Marks] ● Interactive scene elements (5 marks) ● UI progression feedback (2 marks) ● Environment and other 3D assets (3 marks) ● Animated objects, audio, lighting, particle and post processing effects (3 marks) ● Good VR practices and level design (5 marks) ● Accompanying documentation, approaches, methods and changes (5 marks) ● Demonstration video showing all implemented features (2 marks) LATE PENALTIES Any submission received after the due date without a prior arranged extension will receive a 5% reduction to their available mark per day late, for a maximum of seven days. Submissions received more than 7 days after the due date without a prior arranged extension will receive a mark of 0 and no feedback will be provided. PART 1: DUE DATE 11:55PM, Friday Week 10 Ensure that part 1 is submitted to Moodle on time to allow your tutor time to provide feedback for part 2 development. Feedback will be provided during class time, so ensure you turn up to your tutorial. PART 2: DUE DATE 11:55PM, Friday Week 14 In person consultation sessions will be arranged in weeks 13 and 14 to test your projects and record your demonstration videos. Ensure you have your assignment project and build ready to deploy for these weeks.
Module title & code WM9PF-15 Ethical Hacking Assessment type Coursework [MAIN] Weighting of mark 80% Assignment brief At the end of this document Word count The word count is 3200 words. +10% will be allowed on this word count without penalty. If you exceed this word count by more than 10% to 30%, a penalty of 10% on the original mark awarded will be applied. If you exceed this word count by more than 30%, the final mark will be capped at the pass mark. The word count does not include tables, however, you must use tables carefully. Improper use of tables, e.g. as an opportunity to consume more words will be penalised. The word count does not include references, or appendices. Although appendices are allowed, these will not be marked and only referred to add context, please do not place into the appendices anything which you materially rely upon in your submission. Module learning outcomes (numbered) 1. Appraise the security posture of a network and connected systems by analysing the network configuration using appropriate tools where necessary. 2. Critically evaluate the configuration of network and endpoint security controls to achieve a desired security posture recommending adjustments where appropriate. 3. Demonstrate a comprehensive understanding of vulnerability exploitation techniques. Assess the results of system security tests in compliance with the relevant legal and regulatory frameworks, and recommend appropriate mitigation strategies. Learning outcomes assessed in this assessment (numbered) 1, 2, 3, 4 Marking guidelines Grade: 80+ Criteria: An exemplary penetration testing report, showing complete mastery of vulnerability assessment, exploitation, and post-exploitation techniques. The report exceeds all requirements, is free from errors, and demonstrates originality and strong critical reflection. The executive summary is exceptionally well-written and structured. Requirements: - Thorough vulnerability assessment for each machine. - At least 4 vulnerabilities exploited per machine. - Comprehensive post-exploitation & analysis. - Exceptionally well-written executive summary Grade: 70-79 Criteria: An excellent penetration testing report, showing mastery of vulnerability assessment, exploitation, and post-exploitation techniques. The report covers all requirements with very minor errors. The executive summary is very well-written and structured. Requirements: - Thorough vulnerability assessment for each machine. - At least 4 vulnerabilities exploited per machine. - Comprehensive post-exploitation & analysis. - Very well-written executive report. Grade: 60-69 Criteria: A strong penetration testing report, showing a sound grasp of vulnerability assessment, exploitation, and post-exploitation techniques. The report covers all requirements but may have some minor errors. The executive summary is well-written and organized. Requirements: - Thorough vulnerability assessment for each machine. - At least 4 vulnerabilities exploited per machine. - Comprehensive post-exploitation & analysis. - Well-written executive report. Grade: 50-59 Criteria: A satisfactory penetration testing report, showing a grasp of vulnerability assessment, exploitation, and post-exploitation techniques, but with a mechanical approach and heavy reliance on standard methodologies. The report covers the requirements but lacks critical reflection. The executive summary is adequately written but may have some confusion and lack of organization. Requirements: - Vulnerability assessment for each machine. - At least 4 vulnerabilities exploited per machine. - Post-exploitation analysis. - Adequately written executive report. Grade: 40-49 Criteria: An unsatisfactory penetration testing report. The report shows a weak attempt at vulnerability assessment, exploitation, and post-exploitation techniques. Only some requirements are covered, and the executive summary is poorly written and organized. Requirements: - Partial vulnerability assessment for each machine. - Less than 25% vulnerabilities exploited per machine. - Incomplete post-exploitation analysis. - Poorly written executive report. Grade: < 40 Criteria: An inadequate penetration testing report with serious gaps in knowledge and many areas of confusion. Few or none of the requirements are covered, and the executive summary is very poorly written and organized. Requirements: - Incomplete or missing vulnerability assessment. - Few than 20% or no vulnerabilities exploited. - Incomplete or missing post-exploitation analysis. - Very poorly written executive report. Academic guidance resources You will have an opportunity to ask questions and get support on the assessment after it has been handed to you. You will be supported in this assessment through: · Through emails directed to the module tutor. · Moodle FAQ Notes to students: If support is provided on a Teams Channel or a Moodle forum, please ensure you check previous questions posted on the channel. The Teams/Moodle channel will typically be closed one week before the submission date and no new questions will be addressed, please organise your time accordingly. Please be patient with module tutors. Please turn on your Teams Channel/Moodle notifications. If a tutor has not responded to a query within 5 working days, please email the module leader. Where to get help: 1. Talk to your module tutor if you don’t understand the question or are unsure as to exactly what is required. 2. Study, Professional and Analytical Skills (SPA) Moodle site – we have a lot of resources on this website with workbooks, links and other helpful tools. https://moodle.warwick.ac.uk/ 3. There are also numerous online courses provided by the University library to help in academic referencing, writing, avoiding plagiarism and a number of other useful resources. https://warwick.ac.uk/services/library/students/your-library-online/ 4. If you have a problem with your wellbeing, it is important that you contact your personal tutor or wellbeing support services https://warwick.ac.uk/services/wss Assessment brief Assignment Introduction for Penetration Testing of Infrastructure and Web Applications 1 1. Introduction Regular penetration testing is essential to help identify and eliminate gaps in security defences. This assignment simulates a scenario for a company, NewBizz Ltd, that is new to penetration testing. The company does not have extensive experience in cybersecurity. The manager and senior manager are keen to understand how secure their system is. The management team intends to share this report with software developers, SOC analysts, and the IT manager. Only the senior management team is aware that the penetration testing is ongoing. As a penetration tester, you are authorized to perform. a full exploitation of the network. 1.1 1.1 Scope Both infrastructure testing and web application testing are in scope for this assignment. The penetration test is to be performed out of office hours only, implying no interaction with end users, thus excluding social engineering from the scope. The penetration tester is allowed to perform. a full exploitation of services and download associated data to show the real impact of a potential attack. 1.2 1.2 Accessing the Network The network provided to the participant consists of 5 virtual machines. These virtual machines can be accessed via the link provided in class. The penetration tester is required to set up a virtual machine network and add all 5 virtual machines, like the setup demonstrated in class. Tasks to Perform. During the Technical Testing: 1. Conduct a Full Vulnerability Assessment: o Perform. a comprehensive scan of the network and web applications to identify security vulnerabilities. Use appropriate tools to uncover weaknesses in network configurations, software, and web applications. 2. Analyze and Assess Risks: o Evaluate the identified vulnerabilities to determine their potential impact on the confidentiality, integrity, and availability of the system. Categorize vulnerabilities based on their severity and likelihood of exploitation. 3. Exploit Identified Vulnerabilities: o Demonstrate the exploitation of identified vulnerabilities to showcase the potential impact. This includes remote code execution, privilege escalation, and data exfiltration. 4. Conduct Post-Exploitation Analysis: o After successful exploitation, assess the potential damage and impact of the attack. Document the steps taken during the exploitation phase and analyze the consequences on the system. 5. Provide Remediation Recommendations: o Recommend appropriate mitigation strategies to address identified vulnerabilities. This includes specific actions such as patching, configuration changes, and implementing security best practices. 6. Document Findings and Evidence: o Prepare a detailed report summarizing the findings, exploitation steps, and recommendations. Include evidence such as screenshots, logs, and command outputs to support your findings. 2 Special instructions Do not include the Assignment Guidance and Front Sheet in the submission. Spelling/grammar. Ensure that you spell check the submission, use a grammar checker and ensure that you proofread your work prior to submission. Spell/grammar checkers must be set to UK English, do not use ‘Americanised’ spellings. References. References are to be included at the end of the report using the Harvard referencing system. You may also include a bibliography. Each reference must be connected to a citation within the main body of the report. Do not attempt to hide text within JPEGs, this will be construed as an attempt to mislead the assessor. Coherence. A poorly worded report will hide excellent content. The narrative should be easy to read, and arguments should be presented coherently and convincingly. Presentation. At this stage in your studies, there is no excuse for poor presentation. You will not receive marks for presentation; however, your submission will be penalised for poor presentation. Formatting. All figures and tables must be properly labelled and captioned. All pages must be numbered. Formatting must be consistently applied throughout the submission. Submissions that stray from this guidance may be penalised.
BISM7221 Information Systems Governance and Assurance Report – Business Consulting Report (IS Recommendations) Assessment Guideline SEMESTER 1 2025 Purpose This document identifies the requirements for this assessment and a marking rubric to provide guidance in undertaking this assessment. Details: Type: Report Due Date: 3:00pm 11th June 2025 Weight: 50% In Brief: One Business Consulting Report with recommendations to inform the Company's Board and Management regarding IT Governance, Fraud assessment, and assessment of Internal Controls and Operations to improve business performance. Task Description This is an individual assignment. Students will use their understanding from the course of IT governance, fraud detection, and internal controls to prepare a Business Consulting Report with recommendations that improve business performance. This report is derived from a case organisation described in the Assignment Specification. The Business Consulting Report will require analytical skills to assess the case organisation's portfolio of IT governance mechanisms, consider the potential for fraud arising from weaknesses in the internal control mechanisms, document any findings of fraud, and how to improve organisational performance through recommendations that strengthen the internal controls environment. The report will document the project rationale and approach, findings, and key recommendations for IT governance, fraud prevention, and the IT general controls environment. The report is a cohesive document that can be communicated to the (fictional) client. The results are communicated as a Business Consulting Report of 8 to 12 pages in length (excluding appendices). Students are to use SQL data analytic techniques discussed in tutorials for fraud detection work and use Excel data visualisations to highlight their findings in the report. These visualisations should be to a high standard. Software Required: • PostgreSQL is available as open source software for installation on your own computer • PostgreSQL is not installed on the University's computer laboratories • Excel is available as part of the Office 365 package available to students free-of-charge for installation on their own computer Key to success in this assessment is a professional Business Consulting Report that demonstrates completeness, attention to detail, insightful analysis, and clear communication. AI Statement: This task has been designed to be challenging, authentic and complex. Whilst students may use AI technologies, successful completion of assessment in this course will require students to critically engage in specific contexts and tasks for which artificial intelligence will provide only limited support and guidance. A failure to reference generative AI use may constitute student misconduct under the Student Code of Conduct. To pass this assessment, students will be required to demonstrate detailed comprehension of their written submission independent of AI tools. Further information regarding this assessment is provided in the Assessment Guideline. Criteria and Marking The grading rubric allocates marks to six dimensions: • IT Governance assessment and recommendations (10%) • Assessment of Internal Controls and Recommendations (20%) • Fraud assessment, detection, conclusions, and recommendations (20%) • Assessment of Operational Performance and Recommendations (20%), • Design and Performance of SQL Tests (20%), • Presentation and Communication (10%). A full and complete Business Consulting Report (between 8 and 12 pages in length excluding title pages and appendices) is to be submitted. Requirements Use of Artificial Intelligence In this Assessment Guideline it is noted that Artificial Intelligence (AI) provides emerging tools that may support students in completing this assessment task. Students may appropriately use AI in completing this assessment task. Students must clearly reference any use of AI in each instance. A failure to reference generative AI use may constitute student misconduct under the Student Code of Conduct. The University of Queensland has specific rules for the use of artificial intelligence – refer to the web page ‘UQ’s rules for using AI’for. The current UQ rules on AI use are (as at 25th February 2025): • You must not use AI in your assessment task if your course profile states that it is not allowed. • You can use AI in an assessment if it is allowed by your course coordinator. • If AI use is allowed, you must follow the instructions specified in the assessment task. • If AI use is allowed, you must acknowledge and reference your use. In this course, AI is allowed and must be acknowledged and you must reference your use according to the course coordinator’s requirements. The instructions specified in the assessment task are as follows. You might use AI in several ways: • To generate ideas that you have adapted. This requires general acknowledgement. • To generate a summary of specific material(s) you identified and used to inform your work. This requires general acknowledgement. • To support your writing (e.g. grammar, spelling, sentencing, or phrasing) and enhance the clarity of your expression. This requires general acknowledgement. • To machine translate from one language to another. This requires general acknowledgement. • To derive and build content (including arguments, structure, examples, facts, or sources) that you include directly in your work with little adaptation. This requires both general acknowledgement. and citation according to the APA 7 rules. General acknowledgement of the use of AI tools requires a table on the assignment cover page. If the table is too large, reference it on the cover page and direct readers to an appendix with the table. Use the UQ exemplar below as a guide for your table: If you have not used artificial intelligence in this assessment task, you should then note this on the cover page. When you have used artificial intelligence to derive and build content you must specifically cite the content according to APA guidance given on their blog (https://apastyle.apa.org/blog/how-to-cite-chatgpt). As a summary: • In-text quotation: If the work is a direct copy-and-paste – indicate the AI prompt used (in- text or as a footnote) and surround the text with quotation marks with AI source indicated as usual (Author Source, Year). • In-text citation: If you have adapted specific text from the AI, then indicate the AI prompt used (in-text or as a footnote) and reword as appropriate. • Reference: Indicate the source in the reference list as you usually would with the tool noted as the author: References OpenAI. (2023). ChatGPT (Mar 14 version) [Large language model]. https://chat.openai.com/chat Check the library’s website for more context on these instructions. Scope This assessment task is a full and complete Business Consulting Report, formatted professionally and appropriately. Students shall address this task individually. This Business Consulting Report is to be written by you as an individual consultant that has been asked to use your understanding of IT governance as well as the systems analytical skills and techniques to provide advice to a client identified in the accompanying Assignment Specification. The Assignment Specification is provided on Learn.UQ as a supporting document separate to this Guideline. You are to document the results of your analysis as a business consulting report. The business consulting report is addressed to the audience noted in the Assignment Specification but is to be executed to a high standard as this report will be provided to the Board and Chief Executive Officer. In the Assignment Specification, you are provided with four Guiding Questions. Answering these questions requires that you apply your understanding of IT Governance and IT General Controls to provide IT governance and operational advice, and use the PostgreSQL and Microsoft Excel tools to undertake fraud analysis. The data files used are provided with the Assignment Specification in the assessment folder – it is a zip file that will need to be unzipped. You are to download these files to your computer and import the data into PostgreSQL. Format Your report should be typed (in Times Roman/Arial 10-point font or equivalent, single-spaced) and it should be between 8 and 12 pages in length (excluding Executive Summary, appendices, figure, diagrams, tables, or, where used, references in the reference list). In all ways you should format the report to conform. to the standards of a professional business consulting report. On the cover/title page note the essay title, your student number, name, the course code and course title, the date, the word count (excluding cover page, Executive Summary, appendices, figures, diagrams, tables, appendices and, where used, references in the reference list) and the reference citation style. where relevant. You should document the extent and type of use of artificial intelligence tools to support your writing (e.g. grammar, spelling, sentencing, or phrasing) or in deriving content (e.g. arguments, structure, outline) on the cover page. If artificial intelligence is not used, note this on the cover page. The length of the main body of the report is specified as being no more than 12 pages in length. You should write a consulting report that, in your professional judgment, best addresses the Guiding Questions whilst also aiming for clarity and conciseness. Too short and there may be insufficient detail. Too long, and you may not have summarised the material sufficiently. Use appendices well for reference and supporting material. Figures/diagrams/tables presented in the main body of the report should not exceed one page. There is no limit on the number of pages of appendices. However, in this vein, you should think in terms of a highly paid, busy senior executive spending his or her time reading your report. You would want to get your arguments across forcefully, but not waste the person's time. The senior executive would probably not read the appendices, so the body of your report should be able to stand on its own and match to the expectations of a business consulting report. The senior executive's staff anaIysts wouId IikeIy examine your appendices in depth, however, so they must aIso be executed and presented to a high standard. You may need to use externaI independent sources in support of the arguments you present in the report, or the tests that you discuss. References when used can be cited using APA 6th, APA 7th, or Vancouver styIes (you must note the referencing style. on the title page). Other citation styIes may be aIIowed through permission granted by the Iecturer. Always remember that the report should conform. to the standards of a professional business consulting report. Frequently Asked Questions • Can I use Artificial Intelligence in this report? In the report description it is noted that artificiaI inteIIigence (AI) provides emerging tooIs that may support students in compIeting this assessment task. Students may appropriateIy use AI in compIeting this assessment task. Students must cIearIy reference any use of AI in each instance. A faiIure to reference generative AI use may constitute student misconduct under the Student Code of Conduct. You are required to generaIIy acknowIedge the use of artificiaI inteIIigence tooIs and sources, and as appropriate specificaIIy cite artificiaI inteIIigence sources. The use of artificiaI inteIIigence is discussed above. • Should I use Artificial Intelligence in this report? BasicaIIy, this is up to you. ArtificiaI inteIIigence tooIs require great skiII to handIe deftIy. Further, AI tooIs tend to use words that do not sound‘naturaI, to the EngIish speaker they often use overIy compIex words and phrasing formaIities that do not match the tone of the report. You definiteIy shouId reword and rework any materiaI you source from artificiaI inteIIigence as otherwise you need to quote it verbatim (rather than simpIy acknowIedge it as outIined above). AI tooIs are usefuI in brainstorming activities, improving writing, and summarising muItipIe sources. You shouId be very aware of the need to demonstrate your own anaIysis rather than simpIy‘Ietting AI do the work,. UItimateIy, the choice to use AI is up to you; however, indiscriminate and unguided use often ends up being ineffective. • Are independently researched quality academic sources required, and what are they? No they are not required. You may however choose to cite such sources in support of your answers to guiding questions. • Can we cite non-academic ‘industry’ sources? Yes you can, aIthough they are not required. You may however choose to cite such sources in support of your answers to guiding questions, and this might support your evaIuations and recommendations. • How long does the report need to be? The specification sheet says that the main body of the report (excluding title page, executive summary, and appendices) should be no more than 12 pages in length in Times Roman/Arial 10-point font or equivalent. You will need to keep in mind the need for a professionally presented report. The main part of the report should be sufficient for the busy executive to understand the core answers addressing the guiding questions. Detailed material and reports (query files, long reports, etc.) should be placed in the appendices. In writing your report, consider the busy executive who is reading the report, and aim for efficiency and ease of communication rather than for density and exhaustive analysis in the main report. Each student’s response will vary, not least due to the selected format and approach. Although no minimum length is specified, it is likely though that the main report will be somewhere in the range of between 8 to 12 pages in length. Given the usual rule of thumb of approximately 10% leeway – the report should NOT be more than 14 pages in length. Appendices and detailed analysis can (and should) be included in appendices to support your overall analysis. You should include some detail in the main body of your report and provide greater detail in the appendices. • How professional is professional? What does that even mean? It means that in every way the report is true to what you would expect a professional to provide in a consulting engagement. The internet has several examples available. Several notes are relevant here: • Use dot points judiciously. Perhaps open and close your answer to each question with a full paragraph, but focused dot points statements that explicitly address the question are clear and concise in a business report. • Consider following an exemplar format of a consulting report that you have found as a guide. If this is done, however, be sure that the report is structured to clearly relate to the guiding questions set out in the Assignment Specification. • Do not allow your report to become waffly, vague, and wordy. Explicitly identify recommendations made (for example, "It is recommended that [insert recommendation]."). You should structure your report to match the requirements of the case. • What goes on the cover page again? On the cover/title page note the essay title, your student number, name, the course code and course title, the date, the word count (excluding Cover Page, Abstract, Figures/Diagrams/Tables, Appendices and References) and the reference citation style. You should document the extent and type of use of artificial intelligence tools to support your writing (e.g. grammar, spelling, sentencing, or phrasing) or in deriving content (e.g. arguments, structure, outline) on the cover page. You should document the extent and type of use of AI tools on the cover page in a table, or include a note to identify that it has not been used or that it appears in the appendices as outlined in the assessment requirements. Assessment The criterion-based marking rubric below applies the Criteria and Marking noted above. Part marks are rounded up to the nearest half mark. Assignment Submission There will be electronic submission of assignments through TurnItIn in the course website (Learn.UQ) under Assessment. The drop-box will remain open to allow for late submission. Your document must be submitted in either Microsoft Word document format or PDF format. You must name your document with your last name followed by your initial(s) (e.g., Smith_A.doc). All students will receive an electronic copy of their marked assignment through Learn.UQ. When you submit your assignment to the drop−box, this act will certify that you have acknowledged and understand the Plagiarism Statute of the University of Queensland. Please discuss any problems that may lead to late submission with your lecturer at the earliest possible opportunity. Items (for which no extension has been granted) submitted after the due date and time, incur a late submission penalty. The penalty is at the rate of 10% of the total available marks for that piece of assessment, for each calendar day or part thereof that the item is overdue.
Practice Quiz #1 Each question is worth 1 point 1. If the futures price increases, an investor with a short position accumulates profits on his margin account. (a) True (b) False 2. You own a long forward position with Ft,T = 200. At settlement, the price of the underlying asset is 150. What is your payoff at settlement? (For a question similar to this, you will have a box on Canvas you type the answer into) 3. The forward price for a stock which pays a dividend Dt(′) at t′ which occurs between t and T is Ft,T > Ster(T-t) . Does an arbitrage opportunity exist? (a) Yes, an arbitrage opportunity exists (b) No, an arbitrage opportunity does not exist (c) There is not enough information to answer this question 4. Futures are traded on an organized exchange. (a) True (b) False 5. You own a short forward position with Ft,T = 110. At settlement, the price of the underlying asset is 120. What is your payoff at settlement? (For a question similar to this, you will have a box on Canvas you type the answer into) 6. How can you create a synthetic long position in a stock so that you pay St today and get a payoff of ST at time T? Assume markets do not allow any arbitrage. (a) Buy forward on stock and borrow Ft,T at continuously compounded interest rate r (b) Buy forward on stock and lend Ft,T at continuously compounded interest rate r (c) Buy forward on stock and borrow Ft,Te-r(T-t) at continuously compounded interest rate r (d) Buy forward on stock and lend Ft,Te-r(T-t) at continuously compounded interest rate r 7. March 1st: A US company expects to receive 50 million Japanese Yen at the end of July. The company shorts 4 September Yen futures contracts on March 1st and plans to close out the position in July when the Yens are received. Each futures contract is for the delivery of 12.5 million yen. The futures price on March 1st in cents per Yen is FMarch,September = F1 = 0.78. Is the company perfectly hedged against exchange rate risk? (a) Yes, the company is perfectly hedged (b) No, the company has basis risk equal to SJuly - FJuly,September (c) No, the company has basis risk equal to SJuly - FMarch,September (d) No, the company has basis risk equal to SSeptember - FMarch,September 8. July 1st: A company expects to sell 200,000 barrels of oil on September 1st. The company decides to hedge the risk by using oil future contracts which settle on September 1st. Each futures contract is for the delivery of 100,000 barrels of oil. How can the company construct a perfect hedge? The company should [choose long/short] [input a number] oil futures .
ECON7300 Project Semester 1, 2025 Instructions • Questions in this file should be answered by students whose family names start with a letter falling within the range A-K. • For Part I, use the Excel files Part1_Dataset1 and Part1_Dataset2 to answer the questions. • For Part II, use the Excel file Part2_Dataset1 to answer the questions. • For Part III, use the Excel file Part3_Dataset1 to answer the questions. • A 100% penalty will apply if your answers are not based on the questions and datasets assigned to your family name. Part I: ANOVA Note: For questions in Part I, assume the assumptions underlying ANOVA (i.e., randomness and independence, normality, and homogeneity of variance) are met. Use the closest degrees of freedom for the denominator to get critical values from the F-table and to find QU in the studentised range Q-table. (1) Using Part1_Dataset1, test at a 5% level of significance if there is any evidence of a significant difference in the average annual salary in thousands of US dollars (salary) for chief executive officers (CEOs) in four groups defined by the type of firm (type) where they are employed. Follow all the necessary steps to perform. the test and verify your results using Excel/PHStat. Note: In your data, the variable “type” is coded 1 for CEOs of industrial firms, 2 for those of financial firms, 3 for consumer product firms, and 4 for transportation or utilities firms. (2) If your results in (1) indicate that it is appropriate, use the Tukey-Kramer procedure to determine which firm-type groups differ in average annual salary. Use a 5% level of significance. Follow all the necessary steps to perform. the test and verify your results using Excel/PHStat. (3) To determine if alcohol consumption impacts students’ cognitive performance , ten students partake in an experiment on three consecutive Saturdays, with their time in seconds to solve a puzzle (time) recorded after a number of alcoholic drinks (drinks). The file Part1_Dataset2 displays the time to complete the same puzzle for the randomly assigned drink options: no alcohol on one of the Saturdays (zero standard drinks, coded 1), one standard drink of alcohol on another Saturday (coded 2), and five standard drinks of alcohol on another (coded 3). Hint. The variable “student” is the blocking variable. Based on the information given, answer the following questions. (a) At the 5% level of significance, is blocking effective? Follow all the necessary steps to perform. the test and verify your results using Excel/PHStat. (b) Using a 5% level of significance, is there a significant difference in the mean time to solve the puzzle for the different drink options? Follow all the necessary steps to perform. the test and verify your results using Excel/PHStat. (c) If your results in (b) indicate that it is appropriate, use the Tukey procedure to determine which drink options differ in the mean solving time. Use a 5% level of significance. Follow all the necessary steps to perform the test. Part II: Simple Regression Analysis To study the relationship between expenditure on food (food) and total household expenditure (totexp), a researcher samples 1,519 households in the United Kingdom. The variables in the dataset (Part2_Dataset1) are: • food (Y, in UK pounds sterling per day) • totexp (X, in UK pounds sterling per day) The dependent variable for your analysis is food. Answer the following questions using Part2_Dataset1. (1) Estimate a regression model using X to predict Y. Include the regression output and state the simple linear regression equation. (2) Interpret the meaning of the slope coefficient. (3) Predict Y when X = 230. (4) Compute the coefficient of determination and interpret its meaning. (5) Complete the t test for the slope, following all the necessary steps. Assume a 5% level of significance. (6) Complete the F test for the slope, following all the necessary steps. Assume a 5% level of significance. (7) Complete the test for the correlation coefficient, following all the necessary steps. Assume a 5% level of significance. (8) Construct a 95% confidence interval estimate of the mean Y when X = 230 for all households in the United Kingdom, and interpret its meaning. (9) Construct a 95% prediction interval of Y when X = 230 for a household in the United Kingdom, and interpret its meaning. Part III: Multiple Regression Analysis The following information was collected for a random sample of 114 countries: inflation, openness as proxied by imports as a percentage of GDP, per capita income, and whether the country was a major oil producer between 1973 and 1990. The variables in the provided dataset (Part3_Dataset1) are: • inf (Y, average annual inflation in percent from 1973 to 1990) • open (X1, openness measured as imports as a percentage of GDP from 1973 to 1990) • pcinc (X2, 1980 per capita income in US dollars) • oil (X3, coded 1 if major oil producer between 1973 and 1990 and 0 if not major oil producer in that period) The dependent variable for your analysis is inf. Answer the following questions using Part3_Dataset1. (1) Estimate a regression model using X1 and X2 to predict Y. Include the regression output and state the multiple linear regression equation. (2) Interpret the meaning of each of the slope coefficients. (3) Perform. a residual analysis by analysing the relevant residual plots. Is there any evidence that the regression assumptions have been violated? Explain your answers. (4) Determine the variance inflation factor (VIF) for each independent variable (X1 and X2) in the model. Is there reason to suspect the existence of collinearity? Explain your answer. (5) At the 5% level of significance, use t tests to determine whether each independent variable (X1 and X2) makes a significant contribution to the regression model. Follow all the necessary steps. Based on these results, suggest which independent variables should be included in the model. (6) Test for the significance of the overall multiple regression model with two independent variables (X1 and X2) at the 5% level of significance. Follow all the necessary steps. (7) Compute the coefficients of partial determination of the multiple regression model with two independent variables (X1 and X2) and interpret the meaning of each coefficient of partial determination. (8) Estimate a regression model using X1, X2 and X3 to predict Y. Include the regression output and state the multiple linear regression equation, the regression equation for major oil-producing countries, the regression equation for countries that are not major oil producers, and interpret the coefficient for X3. (9) Estimate a regression model using X1, X2, X3, an interaction between X1 and X2, an interaction between X1 and X3, and an interaction between X2 and X3 to predict Y. Include the regression output and state the multiple linear regression equation. (10) Test the joint significance of the three interaction terms using a partial F test to determine if the interaction terms significantly improve the regression model. Assume a 5% level of significance. Follow all the necessary steps. If you reject the null hypothesis, you also need to test the contribution of each interaction term separately (using partial F tests) to determine which interaction terms to include in the model).
Assessment 2: Research Report 2 Task/Topic: How does cultural background relate to the nature of partnerships? Generative AI tools cannot be used in this assessment task In this assessment, you must not use generative artificial intelligence (AI) to generate any materials or content in relation to the assessment task Worth: 30% Length: 1,200 words (excluding references and tables) Due date: Week 9, Friday 9 May at 11:55pm Database: 2021 Census of Population and Housing/Census TableBuilder Pro/2021 Census - Counting persons, 15 years and over [https://www.abs.gov.au/statistics/microdata-tablebuilder/tablebuilder]. Watch this Youtube video (from minute 14) for How to Use Tablebuilder. Description In this assessment, we examine if and how ancestry (an indicator for culture) is associated with partnership types. In some cultures where cohabitation is not encouraged, individuals may remain never married/single until they are married. In particular, you will explore how the likelihood of living in a cohabitation or de facto relationship compared to living in a married relationship differs by ethnic background (Chinese, Indian, Arab, and British). Additionally, if these partnership patterns vary by gender. Using Tablebuilder Pro, you will extract the following from the 2021 Australian census for the age group 25-39, for four culturally diverse groups: Chinese, Indian, Arab, and British. Step 1: Create Ancestry groups in Tablebuilder: Use ANC 1P Ancestry 1 response [under ‘Cultural diversity,] 1) ANC 1P Ancestry 1 response/Southern and Central Asian/Southern Asian • Create an “Indian” group by combining 15 subgroups including: Anglo-Indian; Bengali; Gujarati; Indian; Malayali; Punjabi; Sikh; Fijian Indian; Kashmiri; Parsi; Sindhi; Sri Lankan Tamil; Indian Tamil; Tamil, nfd; Telugu 2) ANC 1P Ancestry 1 response/North-West European/British • Create a “British” group by combining 7 subgroups including: British, nfd; English; Scottish; Welsh; Channel Islander; Manx; British, nec 3) ANC 1P Ancestry 1 response/North-East Asian/Chinese Asian • Create a “Chinese” group by combining 4 subgroups including: Chinese Asian, nfd; Chinese; Taiwanese; Chinese Asian,nec 4) ANC 1P Ancestry 1 response/North African and Middle Eastern/Arab • Create a “Arab” group by combining 19 subgroups including: Arab, nfd; Algerian; Egyptian; Iraqi; Jordanian; Kuwaiti; Lebanese; Libyan; Moroccan; Palestinian; Saudi Arabian; Syrian; Tunisian; Yemeni; Bahraini; Emirati; Omani; Qatari; Arab, nec Step 2: Create Age group in Tablebuilder: [Found in AGEP Age: under, age and Sex] 1) Create one group which includes ages 25-39 by combining the relevant subgroups of each age found in AGEPAge. Step 3: Formulate tables for Relationships by Ancestry: Use MDCP Social Marital Status and MSTP Registered Martial status [under Relationships and Children] 1) Run the required table for Registered Marital Status variable (column) by Ancestry (row) • Under Registered Marital Status include subgroups: Married, Separated and Divorced • Next, add the age group to column: Use custom group 25-39 years 2) Run the required table for Social Marital Status (column) by Ancestry (row); • Under Social Marital Status include subgroups: Married in de facto marriage and not married • Next, add the age group to column: Use custom group 25-39 years • Then, “filter” by the “never married” variable in MSTP Registered Marital status 3) In Excel combine tables from the previous 2 steps above in excel into one table. Then also combine together the Divorced and Separated columns to make a Divorced/Separated category • After step 3 your rows should include the four ethnic groups • After step 3 your columns should include four categories: Married, Divorced/Separated, Married in de facto marriage and Not Married • Then, calculate the appropriate percentages adding these values into the table. From these percentages you will create relevant bar charts 4) The above steps must be repeated for Sex • Whilst completing the above steps again, at steps 1 and 2 add both male and female variables into the Column straight either after the age bracket is added • Once tables (including sex) are combined in excel your rows should include the four ethnic groups • Also this table should have 8 columns; Married (Male), Married (Female), Divorced/Separated (Male), Divorced/Separated (Female), Married in de facto marriage (Males), Married in de facto marriage (Females), Not Married (Males) and Not Married (Females) • Now separate this table into two tables. One with the male data and one with female data - this will make it easier to add into your essay report. 5) Formatting tables and graphs • Once completed you will have 3 tables that must be included in your essay report o Table 1: 4 Ancestry variables (rows) by the 4 Relational variables (column); age (25-39) (column) o Table 2: 4 Ancestry variables (rows) by the 4 Relational variables (column); age (25-39) (column); Sex (Male) (column) o Table 3: 4 Ancestry variables (rows) by the 4 Relational variables (column); age (25-39) (column); Sex (Female) (column) • You may also include relevant graphs to support your work, these will not be included in the word count Step 4: Write up the findings Structure 1. Introduction: Using the literature, argue how the partnership pattern has changed globally and in the west (and Australia). Provide a succinct portrayal of the socio-demographic patterns in marriage and cohabitation in the west, in particular Australia. The socio-demographic variables should include gender, generation and culture with a particular focus on what the literature says about the relationship between cultural background and cohabitation (300-350 words) 2. Data and method: provide a brief description of which data you have used and how you have defined variables of interest for analytical purpose (for example, how you have combined age and incorporated sex). (100-150 words) 3. Findings: Clearly and succinctly, describe and interpret what each table shows. Use the percentages selectively to highlight the broad patterns (commonality and/or differences). (400-500 words) 4. Discussion and conclusion: Briefly restate the key findings, and discuss them in relation to the literature (supports or deviates, for example). Finish the section off with a sentence or two that directly answers the question for this assessment (150-200 words). Completing the above steps will result in three comprehensive tables which you will include in your report. Relevant supporting graphs can be used to support your analysis. Students must use a minimum of 7 references. The references can be academic journals, research reports or books (not news articles, blogs, encyclopaedia entries or social media opinions).
ECO00032I DEPARTMENT OF ECONOMICS AND RELATED STUDIES ECONOMETRIC ANALYSIS SUMMATIVE ASSIGNMENT - SPRING 2025 The submission deadline for the Econometric Analysis assignment is Thursday 29 May 2025, by 11am (UK time). Introduction You are expected to conduct an econometric analysis to answer the two research questions presented in pages 4 and 6 and submit a report of a maximum of 2,500 words. Instructions on how to structure your report are provided below. The project data are a sample of cross-sectional data from the Quarterly Labour Force Survey (QLFS), collected between October and December 2024. The data set is called Project2025.dta. Instructions on how to download the data set and a description of the variables are presented in page 6. You are advised to use STATA to conduct the econometric analysis. Support after the project is released will be limited to purely technical help with STATA. On the Econometric Analysis VLE site, you will find references to core undergraduate Labour Economics textbooks that should provide sufficient background for your assignment. A detailed marking grid, which will be used for the overall assessment of your project and shared as individual feedback, is available at the VLE submission point. Markers will be looking for strong evidence of a sound understanding of key concepts and methods of econometrics, ability to conduct an econometric analysis as well as critical and original thinking. Therefore, we would encourage you to view your project as a way to ‘showcase’ your econometric skills. For example, by explaining how a test is constructed, how to interpret the results and what are the implications for your econometric model and estimates. Further, we encourage you to take the space and time in your project to fully interpret your results, make your answer to the research questions you are investigating as clear as possible and discuss the limitations of your methods and results. Computing You are advised to use STATA. This package is the only one for which the course tutors will provide support. The dataset has a .dta format and can be opened directly with STATA. You can download STATA on your own computer or laptop. You will find instructions on the Econometric Analysis VLE site in Learning by doing / Introduction to STATA. The software is also installed on all computers on campus. Support A Padlet collecting anonymous questions is available on the Econometric Analysis VLE site. This will be the only communication channel available. Please do not send emails to your course tutors, we will redirect you systematically to the Padlet. You can ask clarification questions on the project outline and receive help on purely technical issues with STATA. Your course tutors will not provide advice on how to conduct your econometric analysis. This is to ensure fairness and consistency. Word limit and format The project report should not be longer than 2,500 words of text and excessive length will be penalised: only the first 2,500 words will be graded. Please note that the project title, exam number, figures, equations, tables and references are not included in the 2,500 word count. Recommended word limits for each section are provided in brackets. The main results (regression outputs, tests) should be integrated to the main body of your report. Additional tables of results, graphs and diagrams etc. can be presented in appendices and will not be counted within the 2,500 words. However, the appendices should not exceed eight pages. For example, you might include the calculation of test statistics in the appendices and the hypotheses, explanation of the test, results and interpretation in the main body of the project text. Please give consideration to the readability of your project: Use a standard font (Calibri, Arial or Times New Roman), size 12, font colour Black. Your figures, tables and regression outputs should be legible and captioned. You can provide screenshots of relevant STATA outputs or export the results in tables. All materials (academic papers, textbooks) should be appropriately referenced using Harvard referencing style. Your final report should be compiled in a single PDF document: It is your responsibility to make sure that the PDF document is legible. You do not have to submit your Stata logs or do file. Your report will be marked anonymously. Do not include your name, student number or exam number. Academic Integrity Under no circumstances should you submit a project that you have worked on with another student, this is an individual project for you to complete on your own. We strongly recommend that you consider the University of York guidance on how you can appropriately use digital tools (including generative Artificial Intelligence) to assist you in the completion of your assignment. The guidance also details inappropriate uses that you must avoid:https://www.york.ac.uk/students/studying/assessment-and-examination/ai/ Submission The submission deadline for the Econometric Analysis assignment is Thursday 29 May 2025, by 11am (UK time). Your project will be submitted electronically through the VLE. Please follow the instructions on the Econometric Analysis VLE site. You will also find important information on the exceptional circumstances process. This formally assessed project forms 90% of your final module mark for Econometric Analysis (ECO00032I). Research Questions and Project report outline Your project report should answer the two research questions below and include the following sections (Section 1 – 1.1 to 1.5; Section 2 – 2.1 to 2.2). Section 1 The wage equation is a fundamental concept in economics, aiming to understand the determinants of wages within a labour market (or “wage structure”). It explores various factors influencing wages including education, experience, skills, gender or firms’ characteristics. By analysing these components, economists seek to grasp the dynamics shaping individuals' earnings, understand disparities in labour market outcomes and formulate policies to address income inequality. dinterpretaneconometricmodelof thewageequation,withaspecificfocusonestimatingtheeturns toeducation.Research Question 2Using theQLFSdata,evaluate theeviden differentlevelsofeducation 1.1 Introduction and description of the economic model Provide a brief introduction to the wage equation and consider variables that you would like to include in your model. Briefly explain how the gender wage gap (i.e. differences in wages between men and women) could change for different levels of education. [250 words] 1.2 Description of your econometric model(s) Present your econometric model(s) in the form. of a population regression function. This should be your “preferred” or final model(s). Describe the variables included as well as the functional form. that you will be using. You are advised to choose a semi-log model specification where the dependent variable is a logarithm. You are still encouraged to formally investigate the appropriateness of this functional form in section 1.3. You can present more than one model but should explain why you think this is appropriate or relevant. [300 words] 1.3 Presentation of your estimated model(s) and specification tests Present your estimated model(s) in the form of a sample regression function and provide the relevant STATA output. Present your specification tests (heteroskedasticity, misspecification tests), explain why they are relevant to consider and how they have been undertaken. Present the results of the specification tests and discuss the implications for your model and estimates. [350 words] 1.4 Statement of the hypotheses to be tested Your statement of hypotheses should include tests to investigate Research Questions 1 and 2. For example, you can present tests of individual, joint or overall significance, tests for differences in regression functions across groups. For each test, present the null and alternative hypotheses and explain how you will undertake the test. The actual testing of your hypotheses and interpretation of results should be presented in Section 1.5. [300 words] 1.5 Interpretation of your results Provide an interpretation of the sign, magnitude and statistical significance of all estimated coefficients (based on appropriate standard errors given your specification tests undertaken in section 1.3). Make sure that you interpret your results appropriately and fully given the functional form of the model. Consider each of the partial regression coefficients fully in relation to whether the partial regression coefficient is, for example, attached to a dummy variable, or whether there is a quadratic form. in the explanatory variable of interest. Provide and interpret the results of the tests you presented in Section 1.4 Provide an answer to Research Questions 1 and 2. [500 words] Section 2 2.1 Discussion and limitations Discuss potential limitations of your data, approach and results. Specifically, discuss whether you can measure a causal effect of education on wages. [300 words] 2.2 Endogeneity issues and possible remedies Estimates of the relationship between education and wages are often considered to suffer from problems of endogeneity. Using examples covered during the module, explain how you might be able to overcome that problem if you had access to additional variables as part of the QLFS data set. [500 words] Data As part of the project, you will be using real research data from the UK Data Service. This data was collected from real people who agreed for their data to be used for research and learning purposes. Before you can access this data, you need to agree to some important conditions of use. These conditions are presented on the Econometric Analysis VLE site. The Project2025.dta data set is a sample from the Quarterly Labour Force Survey (QLFS) collected during the period October-December 2024. The QLFS is a voluntary sample survey of private households in the UK. The basic unit of the survey is the household and the data should be considered as a cross-sectional data set. The sample you have been given has employees with permanent jobs aged 25 to 60 (inclusive) who have left full-time education. There is a total of 4,992 employees. In the QLFS dataset, employees are identified either as male or female. Education can be measured in different ways. The continuous variable edage provides the age at which the employee left full-time education. The binary variables none, gcse, alevels and degree represent the highest education qualification achieved by the employee. You are allowed to create additional variables based on the variables already provided in the dataset (see list of variables p8, and summary statistics p8-9). For example, you can use a log transformation or create additional binary variables. Make sure that you explain clearly how you built, named and interpret these additional variables when you present your econometric models.
