MATH220 Mathematical Induction Question 1. Prove using mathematical induction that for all n ≥ 1, Question 2. Use the Principle of Mathematical Induction to verify that, for n any positive integer, 6n − 1 is divisible by 5. Question 3. Verify that for all n ≥ 1, the sum of the squares of the first 2n positive integers is given by the formula Question 4. Consider the sequence of real numbers defined by the relations Use the Principle of Mathematical Induction to show that xn < 4 for all n ≥ 1. Question 5. Show that n! > 3n for n ≥ 7. Question 6. Let p0 = 1, p1 = cos θ (for θ some fixed constant) and pn+1 = 2p1pn − pn−1 for n ≥ 1. Use an extended Principle of Mathematical Induction to prove that pn = cos(nθ) for n ≥ 0. Question 7. Consider the famous Fibonacci sequence defined by the relations x1 = 1, x2 = 1, and xn = xn−1 + xn−2 for n ≥ 3. (a) Compute x20. (b) Use an extended Principle of Mathematical Induction in order to show that for n ≥ 1, (c) Use the result of part (b) to compute x20.
CSIT314 Software Development Methodologies Lab 2 Task 1: Download a free UML tool of your choice and install it on your laptop/PC. Some example of free UML tools: • Modelio https://www.modelio.org/ • UML Let https://www.umlet.com/ Task 2: Using a UML tool of your choice for the following exercise 1. Based on the list of user stories for the insurance company you completed in Lab 1, develop use case diagrams and two use case descriptions 2. Use the b-c-e framework to develop a design a. Identify entity classes and their relationships, attributes and operations. b. Identify boundary and controller classes (note: one controller class for each use case) d. Draw a class diagram to represent your design c. For the two use case descriptions you have done in question (1), draw a sequence diagram for each of them.
Assignment 1 Case background and Questions Data Warehouse for VEVO Bikes (V-BIKE) VEVO Bikes (V-BIKE) specializes in manufacturing and selling three models of bicycles: (1) mountain bikes, (2) road bikes, and (3) touring bikes. Even though V-BIKE's primary business is focused on bicycle sales, it also sells accessories for bikers, such as bottles, bike racks, and brakes. In recent years, V-BIKE has extended to sports apparel, such as caps, gloves, and jerseys. Additionally, some portions of the business include sales of components like chains and derailleurs. While V-BIKE mainly manufactures bicycles, it purchases the apparel and the components from other vendors. V-BIKE is not only in the manufacturing business but also in the reselling business. V-BIKE does not own any traditional brick-and-mortar stores for retailing, but instead, it sells items in bulk to retail stores as a wholesaler. However, V-BIKE uses an internet platform. to sell as a retailer to individual customers. The V-BIKE business model divides customers into retail stores that sell bikes and individual customers. Overall, V-BIKE's customer base includes over 635 stores, over 18,484 personal customers, and a sales force of 17 salespeople who sell the products to customers. On the supply side, V-BIKE utilizes services from over 100 vendor companies that supply components, accessories, clothing, and raw materials. In recent years, V- BIKE has been a profitable and very successful business venture with a global customer base across the United States, Canada, Australia, the United Kingdom, France, and Germany. The company is eying an expansion of business operations but lacks a clear understanding of its market. Amy is a newly hired manager and is tasked with building a better understanding of their current business before making the expansion decisions. In a recent business conference, Amy heard from vendors that business analytics can provide the business with the capability to make more informed decisions. She also discovered that the V-BIKE lacks the capabilities to make data- driven decisions as the board members rely on transactional databases to fetch the data. Amy identified the need for a data warehouse as a first step required for the expansion of business operations. In a recent meeting, the board approved hiring a business analyst consultant to provide analytic insights regarding the profitability of various products. You have been hired as a business analyst consultant to propose a business analytics solution to the management team. Your job is to present a prototype of a data warehouse and make a business case by identifying the key customers, profitable products, and sales territory in the last two years. Amy has specifically requested a) a Data Model for the Data Warehouse, b) a Description of the data integration process (ETL), and c) Sample Analytical queries. 1. Dimensional model (5 Marks): Your first task is to design and report a dimensional model. The solution should include a dimensional model (image or visual, for example, screenshot) that has the quality of a good dimensional model. (Hint: You need to use Kimball,sfour-step process to design your dimensional model.) Additionally, please articulate the details and rationale for the dimensional model in no more than 500 words. 2. Data Integration (6 Marks): Once you have designed your dimensional model, you should implement the model by performing data integration and transformation using Microsoft SQL Integration services (i.e., SSIS project in Visual Studio and SQL Server Management Studio). Your implementation will involve creating the fact and dimension tables. The solution includes screenshots demonstrating the process of creating dimensional and fact tables (see the additional details below) and a short description of the process in no more than 500 words. 3. Analytical Queries (6 Marks): Once the dimension model is implemented, you can run the SQL queries to generate business insights for V-BIKES. The insights should answer questions with respect to key customers and most profitable products and sales territories as follows: 3.1 Which are the bestselling products during the summary months (December to February)? 3.2 Which is best-selling product in each state of Australia? 3.3 Who are the top salespersons (in terms of revenue generated) in Queensland for each year? Writing and communication (3 Marks): Communication plays vital role in business analytics. Writing and communication skills will be evaluated. Additional Information: • All the information you need for Assignment 1 is available inside the assignment folder in Blackboard. • The ER model of the sales system is given as a separate file, “ Vevo_Data_Model”. • Sales ER Model (Definition of attributes are provided in the data dictionary in the Assignment folder in the Blackboard folder). • The Sales Database is provided to you as a backup file, “ VEVO_BIKES,” that you need to load to the database systems. • Some of the data related to sales systems may be available as CSVfiles. You need to integrate data from these files, if needed, to complete your solution. • Accessing data from database files require restoring database backup files to SQL server or any other database systems. • Students working in “UQ digital workspace”, please save your work to the “H:” drive. All the data stored in C: drive is wiped out when you log out. • Use of Any generative AI tools is strictly prohibited and will be handled as per the course and UQ guidelines for violation of academic integrity and student conduct. Submission Instructions: • Naming the output file: Foryour visual studio project file, data warehouse backup file, and screenshot, please use your student id, case name, and file name as follows accordingly (Visual studio: “studentid_cors_ssis”, data warehouse backup: “studentid_cors_dw”, dimension model image: “studentid_cors_dm”, SSIS process image: studentid_cors_fact”). For instance, if your student id is “s1234567”your database name should be “s1234567_cors_dw” and the database backup file should be named “s1234567_cors_dw.bak”. • Dimensional Model: You need to make decisions on the number of dimension tables, types of fact measures, number of fact measures, and the inclusions of any attributes should be based on what you have learned sofar in the course and relevant to the case. Your dimensional model should include all the relevant dimensions and their attributes,fact measures, and all relevant components to meet the analytics need. • Data Integration task: All the data integration tasks for all dimensions and fact tables must be completed using SSIS data flow tasks. Data integration without using the SSIS data flow steps will not be graded. In the SSIS, the use of SQL queries should be minimal, and your screenshot of the process should show any queries you have written within the process. Any use of SQL should be within the data flow tasks, and it is important to note that heavy use of SQL and skipping the data flow steps will result in a point deduction. Please take screenshots of your data flow tasks. All screenshots should have green ticks, column names, and the number of rows and data displayed (as shown in the Assignment folder). Take screenshots for each of the data flow tasks before writing data to the destination. • Data Warehouse: Your data warehouse tables must conform to the dimensional model you have created. Any inconsistencies will result in a point deduction. • Submission: There will be two submission boxes inside the Assignment folder: • SSIS Process Submission Box: ZIP your SSIS project folder (“s1234567_cors_ssis”) and submit it to the SSIS process submission box before the deadline. • Data Warehouse Backup File Submission Box: Submit your data warehouse backup file (“s1234567_cors_dw”). Please note that it is the student’s responsibility to make sure the correct files are submitted. The database file needs to be backed up correctly, and it needs to be correctly restored to the SQL server. Once you have created a backup file, please check and make sure that the database file can be correctly restored. Submitting the database backup files that cannot be restored correctly will result in point deductions for the analytical queries section.
Case Topics/Project for RP5 RP5 is due by Sunday 4/27/24 11pm EST o Work through the project and write your report in white paper form. (2-3 pages) [5pt] o Compile a PowerPoint presentation to teach us this topic (5-10 slides with audio) [5pt] Note: You can earn your grade independently or in a group for RP5 project. Mastery Path: Derivatives Project [10 pt] Complete the of the following Project · Hedge a Portfolio with Derivatives o Create a long only US portfolio for your client using Portfolio Visualizer as of 3/1/2025 data o Calculate the risk return for your portfolio and ensure you have achieved a portfolio that satisfies your client’s needs. o Your client desires a portfolio that has a max return with risk of 10% or less o 60% weight in US small cap stocks and 20% weight in US large cap stocks and 20% weight in alternative assets o Create a hedge strategy for the portfolio that ensure your clients portfolio is protected from all of the following risks for the next 6 months o A 15% correction in small cap stocks o A 20% correction in SP500 for the next 6 months o A 30% correction in alternative assets o You can use futures or swaps or options to hedge your portfolio o You can use equity index as your underlying for market risk exposures o Write up your white paper (2-3 pages) o Create and record your PowerPoint presentation for your client (5-10 slides) OR · Topic of your choice o If you have a well-developed project topic of your choice, please submit this request via canvas message with an outline on how you will present a topic from our course. o Your topic must be directly related to a course topic(s) and you must be able to present this project fully in your white paper and presentation o After approval: § Write up your white paper (2-3 pages) § Create and record your PowerPoint presentation for your client (5-10 slides) · Extra credit options +0.5 each (max 2 topics or +1 pt for RP5) · PowerPoint presentation teaching/explain the topic of o Risk neutral probabilities and the N(d1) and N(d2) in Black Scholes model o Role of CDS as a hedge and a speculation/arbitrage strategy o Compare hedging a long only stock portfolio with Equity Index Futures vs Equity Index Options
[Department of Technology Management and Innovation] [IE 6113] [Quality Control and Improvements] [Spring 2025] Course Pre-requisites. Students need to have good concepts of probability and statistics. Course Description This course provides students with a foundation in quality control and improvement. The course will cover various topics from quality management, such as cost of quality, quality assurance, and quality management. Emphasis is on the essential quality control tools such as control charts and their use, acceptance sampling. A term project is required at the end of this course. The project must include a detailed analysis of materials covered during the semester. Course Objectives The course intends to prepare students for understanding and applying quality control methods and improvements techniques for both service and manufacturing industries. At the end of the semester, the students should be able to: · Understanding the various philosophy and fundamentals of quality and being able to apply the concepts of total quality management, six sigma, and quality systems and standards. · Understanding the general principles underlying the various types of control charts and, why it works, how to interpret results and how to decide which method to use in any case. · Understand the sampling theory and the uses of sampling tables and define the right sampling plan for any area. · Understand the principle of Reliability and it is various application and implication during product design. · Understand the principles of design of experiments on improving product quality. Course Structure This course will be delivered via a series of lectures and discussions in quality control and improvements methods. The course focuses on both manufacturing and services industries. Students are responsible for reading the associated chapters and assigned cases and reviewing key concepts, terms, definitions, discussion questions, and topics. There will be a team project toward the end of the semester that focuses on the covered topics. · COURSE MGT Announcements, notes, resources, assignments, schedules, and due dates will be posted to NYU Brightspace. Readings The required textbook for the course is: 1. “Fundamentals of Quality Control and Improvement,” 5th editions 2021, Amitava Mitra), 13: 978-1-119-69233-1 Reference textbooks: (Should be found in School Library) 1. “Statistical Quality Control” 7th edition, E. Grant, R. Leavenworth ISBN: 0 – 07 – 043555 – 3 2. “Modern Methods for Quality Control and Improvement” 2nd edition, H. Wadsworth, K. Stephens, A. Godfrey), ISBN: 0 – 471 – 29973 – 1 3. “Introduction to Statistical Quality Control” 8th edition, Douglas C. Montgomery ISBN: 978-1-118-98915-9 (PBK), ISBN: 978-1-119-39911-7 (EVALC) 4. “Design and Analysis of Experiments” 8th Edition, Douglas C. Montgomery ISBN: 978 – 1 – 118 – 14692 – 7 Additional Reading Sources and software: (database available through library) American Society for Quality (ASQ) website Minitab Software IIE Transactions / Quality Journal “Lean Six Sigma Pocket” (Tool Book) By; Michael L. George, David Rowlands, Mark Price, John Maxey Course requirements Course requirements All course materials are posted on the Brightspace course web page. Students are expected to read lecture materials before class · Class attendance is mandatory · HW will be assigned and submitted electronically · HW should be submitted before the beginning of each class · HW will not be grades it is part of participation and will be discussed inside the class · Exams will consider all materials covered in lectures, which may not be in the textbook. · Students are responsible for quantitative problems to the extent those problems are covered in class or homework · Final Exam will be cumulative Policy All participants are expected to always handle themselves with professional conduct. Students are expected to adhere to all university policies and uphold academic integrity throughout the course. · If a student with a disability is requesting accommodations, please contact New York University’s Moses Center for Students with Disabilities at 212-998-4980 or [email protected].You must be registered with CSD to receive accommodations. Information about the Moses Center can be found at www.nyu.edu/csd. The Moses Center is located at 726 Broadway on the 2nd floor. · If you are experiencing an illness or any other situation that might affect your academic performance in a class, please email Deanna Rayment, Coordinator of Student Advocacy, Compliance and Student Affairs: [email protected]. Deanna can reach out to your instructors on your behalf when warranted. The NYU Tandon School values an inclusive and equitable environment for all our students. I hope to foster a sense of community in this class and consider it a place where individuals of all backgrounds, beliefs, ethnicities, national origins, gender identities, sexual orientations, religious and political affiliations, and abilities will be treated with respect. It is my intent that all students’ learning needs be addressed both in and out of class and that the diversity that students bring to this class be viewed as a resource, strength, and benefit. If this standard is not being upheld, please feel free to speak with me. The Department of Technology Management and Innovation does not permit remote attendance in any of its fully on-campus course sections. If you encounter a situation that will prevent you from attending your classes in person for more than one session, you should reach out to your Academic Advisor as soon as possible to discuss the available options (Term Withdraw, Leave of Absence, etc.). If you are sick and unable to attend a single session, you should contact your classmates for any notes or materials that you may have missed. If you require an excused absence to make up an assignment, please contact the Office of Student Advocacy to apply for one. Please note that if it comes to the attention of the department that you have not been attending your classes, but have been submitting work remotely, you will be subject to total withdrawal from these classes with potential full tuition and fee liability. Grading · Discussion, participation, [15%] · Attendance, [10%] · Term Projects [05/09/2025], [15%] · Midterm Exam [03/05/2025], [25%] · Final Exam [05/14/2025], [35%] Grade range: Total 50 65 70 75 80 85 90 95 Grade F C C+ B- B B+ A- A Part I: [Philosophies and Fundamentals] [01/22/2025] Session 1 “Introduction and Overview to Quality.” · to define quality as it relates to the manufacturing and service sector, · to introduce the terminology related to quality · to set up a framework for the design and implementation of quality · discuss total quality management, six sigma, and quality systems and standards · discuss the three functions: quality planning, quality assurance, and quality control and improvement · Reading Chapters 1 o pp. 2 to pp.45 Part II: [Statistical Foundations and Methods for Quality Improvement] [01/29/2025] Session 2 “Statistical concepts and techniques in quality control and Improvement.” · to review different statistical concepts and techniques · to learn how to use descriptive statistics based on collected data in quality. · to learn how to use inferential statistics to conclude a product or a process parameters performance through statistical analysis · to review some important probability distribution and their assumptions · be able to select an appropriate probability distribution for use in specific applications · use an approximation for some probability distributions · Reading Chapter 4 o pp. 153 – pp. 214 [02/05/2025] Session 3 “Data Analysis and Sampling.” · to expand on the various descriptive and inferential statistical procedures · learn how to analyze empirical data graphically since they provide comprehensive information and are a viable tool for analysis of product and process data · to test and identified a distributional assumption · to present a method for testing the validity of a distributional assumption · to discuss some transformations to achieve normality for variables that are nonnormal · Learn how to handle issues of determination of sample size is of paramount importance in quality · Identify Deming’s kp rule that minimizes average total cost of inspection is presented · Reading Chapter 5 o pp. 233 – pp. 244 o pp. 260 – pp. 268 o pp.270 – pp. 274 Part III: [Statistical Process Control] [02/12/2025] Session 4 “Statistical process control using control charts.” · To provides the necessary background for understanding statistical process control through control charts · to introduce the principles on which control charts are based. · what are the basic features of the control charts, along with the possible inferential errors and how they may be reduced, are presented · To understand the various types of out-of-control patterns · Reading Chapter 6 o pp. 287 – pp. 307 [02/19/2025] Session 5 “Control Charts for Variables.” · to introduce the principles on which variable control charts are based · to define the basic features of variable control charts, along with the possible inferential errors · to understand the statistical basis of variable control charts and design it · to learn how to set up variable control charts and interpret patterns · to define the different types of variable control charts · to learn how to set up and use control charts for individual measurements · to understand the rational subgroup concept for variables, control charts · Advantages and disadvantages of variable chats · Reading Chapter 7 o pp. 311 – pp. 341 [02/26/2025] Session 6 “Special Control Charts Topics.” · know how to set up and use the CUSUM control charts · design CUSUM control charts for the mean to monitor the process · know how to set up and use EWMA control charts · design EWMA control charts for the mean · understand the performance advantages of CUSUM and EWMA · set up and use control charts for a short production run · set up and use control charts for a short production run · Reading Chapter 7 o pp. 342 – pp. 357 [03/05/2025] Session 7 Mid Term Exam [03/12/2025] Session 8 “Control Charts for Attributes.” · to understand the statistical basis of attribute control charts and design it · to learn the different attribute control charts (p-chart, np-chart, c- charts, and u- charts) and set up the correct control chart for defects and nonconforming · to learn how to interpret patterns on attribute control charts · Advantages and disadvantages of attributes chats · Reading Chapter 8 o pp. 405 – pp. 448 [03/19/2025] Session 9 “Process Capability Analysis I.” · to present and learn how analyze whether a process or product or service meets the specifications required by the customer · to define measures that indicate the ability of the process to meet specifications; these are, in some sense, measures of process performance · to present some of the commonly used process capability measures, demonstrate procedures for their computation, interpret them, and discuss any associated assumptions. · to discuss methods for discrete variables satisfying the binomial or Poisson distribution, capability measures are also discussed · Reading Chapter 9 o pp. 469 – pp. 498 [03/26/2025] No Classes Spring Break [04/02/2025] Session 10 “Process Capability Analysis II.” · to learn methods to how to handle the measuring instrument, · to be able to set measures of precision of the instrument as well as the impact of various operators who use the instrument are also of interest, and appropriate measures are presented. · learn how to conduct Reproducibility and Repeatability analysis (Gage R&R) · Reading Chapter 9 o pp. 499 – pp. 510 [04/09/2025] Session 11 “Reliability.” · to expose reliability calculations of systems, with a variety of components, · understand the different systems configurations · to understand the concept of standby components and their impact on system reliability · to demonstrate the use of reliability and life testing plans and develop parameter estimates through sampling plans · Reading Chapter 10 o pp. 527– pp. 551 [04/16/2025] Session 12 “Quality Assurance Methods” · Handout [04/23/2025] Session 13 “DOE – ANOVA and Factorial Design.” · to understand how designed experiments can be used to improve product design and improve process performance · to be able to analyze and estimate the main effect and interactions of factors · to understand the factorial design concept and how to use ANOVA to analyze data from factorial designs · how DOE is used to reduce the cycle time required to develop new products and processes · to be able to construct and interpret contour plots and response surface plots. · Reading Chapter 11 o pp. 595 – pp. 622 [04/30/2025] Session 14 “Project Presentations and Course Review.” [05/14/2025] Session 15 “Final Exam.”
LING 315 (w25) Final Exam Part One: Each of the following sentences is ungrammatical due to one of the major principles or constraints we learned about this semester being violated. For each sentence, identify which principle or constraint is being violated (the Binding Principles, the Theta Criterion, the Case Filter, or the EPP), and explain in what specific way it is being violated. For Binding Principle violations, make sure to indicate which of the three principles is being violated. Note that you are not being asked to correct these sentences, but rather to explain why they are ungrammatical. (1) *Was snowing on [Wednesday]w. (2) *[My uncle]u created. (3) *[Maribel]m nominated [her]m. (4) *It is likely [Joni]j to sing [“A Case of You”]c. Part Two: Draw trees for the following French sentences. For your trees, follow the same general guidelines as in the instructions for Homework #4 (e.g., starting Agents in VoiceP). Note that for negated sentences, you will also need a NegP (with pas as the Neg head). (5) Nous ne-chanterons pas une chanson. we sing.FUT not a song ‘We will not sing a song. ’ (6) Chanterons nous une chanson? sing.FUT we a song ‘Will we sing a song?’ Part Three: Draw a tree for the following English sentence, following the same general guidelines as in the instructions for Homework #4. (7) These dumplings are certain to be devoured. Extra Credit: In English, sentences like The door was closed are ambiguous. They can either be passives with VP complements, or copula + adjective constructions: Passive: The door was closed. ‘Someone closed the door ’ Copula + Adj.: The door was closed. ‘The door was not open’ In German, however, the two interpretations are represented unambiguously, as the passive Voice head and the copula are not homonyms as they are in English. Passive: Die Tür wurde geschlossen. the door waspass closed ‘Somebody closed the door. ’ Copula + Adj.: Die Tür war geschlossen. the door wascopula closed ‘The door was not open. ’ Consider now sentence (8): (8) Will the circle be unbroken? Is this sentence ambiguous in the same the way that The door was closed is ambiguous? • If you decide that it is ambiguous, draw trees for both interpretations, and paraphrase the meanings of both (making sure that you clearly indicate which tree corresponds to which interpretation), and explain in what way it is ambiguous. • If you decide that it is not ambiguous, draw only one tree, paraphrase the interpretation associated with that tree, and explain why it is not ambiguous.
COMP4702/7703 - Machine Learning Assignment Semester 1, 2025 This assignment has a single task which should be completed. Intentionally, there is considerable flexibility in how you choose to complete this task. Submission: Your answer for this assignment should be uploaded as a pdf file via the Turnitin submission link provided. Task In the Practical classes for this course, you will be implementing and/or applying a range of different machine learning techniques/models/algorithms. For this assignment, you are required to demonstrate your understanding of and your ability to apply one or more of these machine learning techniques to a dataset provided for use in this assignment. Your task is to create a report that describes your method, results and analysis, including graphs and plots, code and output. Screenshots are also fine. This assignment gives you the opportunity to go beyond what you do in the prac classes. You are not expected to apply every ML models/techniques that you use during the course. Instead, you can go into more detail with a few models, for example exploring some things that were discussed in lectures but not done in the prac questions. More depth and detailed analysis is encouraged! Key points: ● This assignment is very open-ended but you are not expected to spend an enormous amount of time working on it. You should allocate sufficient time to the task in line with the amount that the assignment is worth in your ECP. ● You can use any code that you developed during the course (e.g. while completing pracs and homework), as well as built-in Matlab and python functions/libraries. If you use other libraries then you must reference them and they must be publicly available. ● Explain the key steps of your analysis (data preprocessing, training, testing, visualisation, etc.). ● Present any results and output from your work. Add comments and discussion to demonstrate that you understand the results and output. ● Don't spend time introducing general background concepts or describing the theory of models from the course. However, if you can relate your analysis and results back to the concepts and theory from the course then that will be a positive for your marks. ● Make sure your work is understandable and readable. Your report should be well-presented, but (for example) it is much more important to make sure the axes in your plots are labelled v’s spending time playing with font sizes or a nice title page! ● Please specify any assumptions you have made in doing your analysis and which parts of your report those assumptions relate to. The dataset for this assignment is available on the course blackboard site.
SPOLM1068: International Analysis of Poverty, Inequality and Social Exclusion TB2 2024-25 Assessment Overview: Formative: Group presentation (equivalent to 1,000 words) Summative (100% of unit mark): Essay (3,000 words maximum) Approved by Exam Scrutiny before: Yes Assessment in line with unit catalogue: Yes Learning outcomes: https://www.bris.ac.uk/unit-programme-catalogue/UnitDetails.jsa?unitCode=SPOLM1068 Formative Assessment: Group presentation The formative assessment provides structured and collaborative support for students to develop their ideas for the summative assessment (essay). This will involve a 5-minute group presentation in the last two weeks of unit delivery focusing on how the group would respond to their selected summative essay question, with feedback from fellow student peers and the seminar convenor during the class session. This is intended to facilitate students to apply the ideas, concepts and evidence introduced in the unit in their summative assessment, and to better focus their arguments around the essay questions. Summative Assessment: Academic Essay Please answer ONE of the following questions: 1. How can multidimensional measurement improve understanding of global child poverty and subsequent policy responses? 2. How can qualitative and participatory evidence advance understanding of the experience of poverty? Does it enable the ‘voices of the poor’ (Naryan, 2000) to be better heard in global policy debates? 3. How should an understanding of gender inequality inform. the design and delivery of policies to reduce poverty? 4. How useful are objective and subjective indicators of living standards in informing public policies to improve economic and social well-being? 5. Critically analyse trends in economic inequality between and within nations. What are their implications for efforts to eliminate global poverty? 6. Critically evaluate the 2030 UN Sustainable Development Goals framework from an anti-poverty perspective. How useful is it in achieving progress in tackling global poverty? 7. By drawing on case study examples, critically discuss the connections between poverty, inequality, and environmental injustice. What are the lessons for policies to address environmental crisis? WORD LIMIT: 3,000 words maximum SUBMISSION DEADLINE: SUMBISSION POINT: Blackboard FEEDBACK DUE: 15 working days from submission Use of AI software: The Category of AI use permitted in this assessment is Category 2: Minimal – for example, using spelling and grammar checkers to help identify mistakes but not rewrite chunks of text. For further details on unit assessment procedures please refer to the MPP program handbook.
Quantity Surveying Practice and Advanced Measurement ENBU719 SEMESTER 1, 2025 ASSIGNMENT 1 BRIEF Students must work individually and attempt all questions. Submission Deadline: The assignment must be submitted as two separate documents. PART 1 is produced in Microsoft Word format, and PART 2 is produced in RIB CostX file format. Both should be handed in electronically ONLY through Canvas by: Issued: Week 1 (7th of March 2024) To Be Submitted: by 1700 hours Friday, 9th of May 2025 (week 8) ENBU 719 Assignment One PART 1: Quantity Surveying Practice (25 marks total) SCENARIO 1 Scott has over 15 years of experience as a quantity surveyor, specialising in large-scale commercial projects across Australia, New Zealand, and the United Kingdom. This extensive experience has provided him with a deep level of expertise that can be applied to various projects. He also has led, managed, and mentored staff throughout his career. Scott is a member of the New Zealand Institute of Quantity Surveyors (MNZIQS) and is a registered quantity surveyor with the institute. His quantity surveying degree is accredited by the Royal Institution of Chartered Surveyors (RICS). Scott has excellent cost planning, estimating, procurement, tendering, project finance, and contract expertise, along with the core skills relevant to all commercial project stages through to post-contract cost management and claims disputes. His experience also includes preparing and providing expert evidence for a range of construction disputes and litigation cases. Currently, Scott serves as a fund monitoring surveyor for various projects, working with banks in New Zealand. He is responsible for preparing due diligence and cost assurance reports for New Zealand’s major funding institutions. This year, Scott plans to apply for chartered membership with the Royal Institution of Chartered Surveyors (RICS). The Royal Institution of Chartered Surveyors (RICS) has specified the requirements and competencies for assessing professional competence. Based on the scenario above, what evidence of professional knowledge, experience and technical competencies are required for Scott to become a chartered surveyor? (15 marks) SCENARIO 2 A major Client has asked Scott to provide professional advice on whole-of-life embodied carbon assessment. While he considers himself competent in consulting for the commercial sector, he has no access to carbon datasets for New Zealand’s building stock and has never produced a carbon assessment report. Can Scott provide this service to the Client? Advise Scott in accordance with the ethical principles and professional standards set by RICS. Identify the relevant RICS standards outlined in the Rules of Conduct (RoC). (10 marks) PART 2: Advanced Measurement (75 marks total) This assessment covers producing a Schedule of Quantities for complex structures using specialist computer software, RIB CostX. DOCUMENT • The project drawings are available on Canvas under the Assessment Tab. INSTRUCTIONS • All Schedules of Quantities (SoQ) for assessment activity PART 2 must comply with the Australia and New Zealand Standard Method of Measurement 2022 (ANZSMM 2022) and NZIQS Guidance Notes unless otherwise stated. • All SoQ must be produced using RIB CostX. • The SoQ also must: 1. Include all preambles specific to the trade section tested and the project. 2. Include side notes (references to documents) and side casts (calculations). 3. Contain headings and descriptions that are clear, concise, and error-free, complying with the ANZSMM description rules. 4. Contain correct units of measurement and measured items. 5. Demonstrate consistent and logical format and measuring technique. 6. Include query sheets to record the action with any discrepancies. Query sheets must show clearly worded questions and assumed answers. SUBMISSION FORMAT • Submit your assessment in the following file formats: 1. RIB CostX file in ‘.exf’ (exported as a building file). 2. SoQ generated using RIB CostX. • Save your file with your FULL NAME and Student ID Number. TRADES You are required to prepare a Schedule of Quantities (SoQ) for each of the trades listed below: 1. In-situ Concrete 2. Precast Concrete 3. Structural Steel IN-SITU CONCRETE • Measure and schedule ONLY the selected section of in-situ concrete for the project. • The scope includes in-situ concrete slabs on grade and associated concrete sundry items such as saw cuts and cast-in fixings. • Do not measure sand blinding, damp proof membrane, site works or any drainage under the slab. (25 marks) PRECAST CONCRETE • Measure and schedule ONLY the selected section of precast concrete wall panels for the project. • Include all associated cast-in items, inserts, ducts, hoisting and fixing, loose metalwork, site welding, sealants, grouting and similar items. (15 marks) STRUCTURAL STEEL • Measure and schedule ONLY the selected section of structural steelwork for the project. • The scope includes structural steel members, associated fittings, site welding and bolts. • Do not measure any surface treatment, intumescent paint or fire protection. (35 marks)
Assignment 2 version 1.4 COMP9021, Trimester 1, 2025 1 General matters 1.1 Aim The purpose of the assignment is to: • develop your problem solving skills; • design and implement the solutions to problems in the form of medium sized Python programs; • design and implement an interface based on the desired behaviour of an application program; • organise code into classes and implement special methods; • possibly practice using the re and numpy modules; • optionally practice the design and implementation of search techniques, with recursion as a good approach. 1.2 Submission Your program will be stored in a file named tangram.py. After you have developed and tested your program, upload it using Ed (unless you worked directly in Ed). Assignments can be submitted more than once; the last version is marked. Your assignment is due by April 28, 11:59am. 1.3 Assessment The assignment is worth 13 marks, plus 5 bonus marks. It is going to be tested against a number of inputs. For each test, the automarking script will let your program run for 30 seconds. Assignments can be submitted up to 5 days after the deadline. The maximum mark obtainable reduces by 5% per full late day, for up to 5 days. Thus if students A and B hand in assignments worth 12 and 11, both two days late (that is, more than 24 hours late and no more than 48 hours late), then the maximum mark obtainable is 11.7, so A gets min(11.7; 12) = 11.7 and B gets min(11.7; 11) = 11. The outputs of your programs should be exactly as indicated. Important notice: • The bonus mark is an option only for programs submitted by the deadline, NOT for programs submitted within 5 days after the deadline. • The final mark for the course is capped to 100; the bonus mark cannot let you score more than 100 in the course. 1.4 Reminder on plagiarism policy You are permitted, indeed encouraged, to discuss ways to solve the assignment with other people. Such discussions must be in terms of algorithms, not code. But you must implement the solution on your own. Submissions are routinely scanned for similarities that occur when students copy and modify other people’s work, or work very closely together on a single implementation. Severe penalties apply. 2 Tangram puzzles and the TangramTikz package See Tangram for an overview on Tangram puzzles. All shapes under consideration consist of a unique connected component without inside hole. We play with 2 large triangles, a medium triangle, 2 small triangles, a square and a parallelogram of the following sizes in centimetres, first positioned as shown, the red dot playing the role of an “anchor”. Each piece can be flipped about the vertical line that goes through the anchor, flipped about the horizontal line that goes through the anchor, and rotated about its anchor (as if it was a pivot) by a multiple of 45 degrees, before being moved to let the anchor be positioned at given x- and y-coordinates. We work with .tex files, any of which can be given as argument to pdflatex to generate a .pdf file. • Here is a .tex file for the solved Tangram of a kangaroo, and here is the associated pdf file. • Here is a .tex file for the solved Tangram of a cat, and here is the associated pdf file. • Here is a .tex file for the solved Tangram of a goose, and here is the associated pdf file. More precisely, the .tex files we work with have the following structure: documentclass{standalone} usepackage{TangramTikz} begin{document} begin{EnvTangramTikz} ... end{EnvTangramTikz} end{document} Between begin{EnvTangramTikz} and end{EnvTangramTikz} are 7 lines, one for each piece, that read as: PieceTangram[TangSol]( . . . , . . .){ . . .} or as PieceTangram[TangSol]( . . . , . . .){ . . .} ... between the curly braces at the end is one of • TangGrandTri for any of the two large triangles, • TangMoyTri for the medium triangle, • TangPetTri for any of the two small triangles, • TangCar for the square, and • TangPara for the parallelogram. Both ... within the pair of parentheses are for the x- and y-coordinates of the point where the anchor of the piece has to be moved, after the piece has been possibly flipped and rotated. These coordinates are of the form a, a+sqrt(2), a-sqrt(2), a+b*sqrt(2), a-b*sqrt(2), sqrt(2), +sqrt(2), -sqrt(2) or a*sqrt(2) where a and b are integers or floating point numbers with b being 0 or strictly positive. Floating point numbers have a dot in their representation. When positive, a can start with + whereas b can’t. Floating point numbers can start with any number of 0s, and 0 before the dot is optional in floating point numbers whose absolute value is smaller than 1 (essentially, any sequence of digits and one dot that Python accepts as a floating point literal is valid). ... between the less than and greater than signs is for one, two or three distinct options, consecutive options being separated by a comma. The possible options are: • xscale=-1, to flip the piece so left becomes right and right becomes left, • yscale=-1, to flip the piece so top becomes bottom and bottom becomes top, and • rotate=_ with _ an integer that is a multiple of 45. The options can appear in any order; their sequence determines the order in which the associated trans- formations are applied to the piece. It is always possible to have either no option, or a rotation, or an x-flip (that is, a flip about the vertical line that goes through the anchor), or a rotation followed by an x-flip. The tikz package is implemented in such a way that options are processed from right to left. In the whole .tex file, there can be blank lines and whitespace (space and tab characters) between tokens everywhere. Also, the leftmost occurrence of a % marks the beginning of a comment that runs from this symbol included all the way to the end of the physical line, including the character. 3 The tasks to perform Your program will allow TangramPuzzle objects to be created from .tex files that you can assume are stored in the working directory, and whose contents satisfy all conditions spelled out in Section 2. 3.1 Reporting on the transformations applied to each piece (3 marks) A TangramPuzzle object has a transformations attribute, whole value is a dictionary with 7 keys, one for each piece. The keys are 'Large triangle 1', 'Large triangle 2', 'Medium triangle', 'Small triangle 1', 'Small triangle 2', 'Square' and 'Parallelogram'. The order of the large and small triangles are given by the order they have in the .tex file. More generally, the keys of the dictionary are created in the order of the corresponding pieces in the .tex file. The value for each key is itself a dictionary whose keys are 'rotate' and 'xflip' . The value for 'rotate' is an integer α between 0 included and 360 excluded. The value for 'xflip' is either True or False. So the transfor- mation applied to each piece is normalised, consisting of first an anticlockwise rotation of α (maybe equal to 0) possibly followed by an x-flip. Here is a possible interaction. 3.2 Reporting on the coordinates of the vertices (4 marks) Printing out a TangramPuzzle object outputs for each piece, the coordinates of the vertices. • Pieces are listed from the ones whose leftmost topmost vertices are highest to the ones whose leftmost topmost vertices are lowest. When the heights of the leftmost topmost vertices of two pieces are the same, the piece that is to the left of the other piece is listed first. Essentially, the plane is scanned from top to bottom and from left to right and when the leftmost topmost vertex of a piece is encountered, the piece is listed. • Coordinates have the simplest possible form, as shown in the provided examples here. Binary + and - have a space on both sides, there is no addition of 0, there is no multiplication by 0, there is no multiplication by 1 or -1, fractions are simplified, integers are used instead of fractions whose denominator would be 1, and fractions are surrounded by parentheses when followed by √2 to avoid that it be wrongly believed that √2 is multiplied by the denominator. • For a given piece, the enumeration of vertices proceeds clockwise starting from the leftmost topmost vertex. 3.3 Creating a file to represent the pieces of the solved puzzle (3 marks) The TangramPuzzle class has a draw_pieces() method that takes the name of a .tex file as argument, to represent a solved tangram using the tikz package rather than the TangramTiks package, easily taking advantage of what has been done for the previous part. The order of the pieces, the order of the vertices of a given piece, are the same as for the previous part. The origin of the plane is represented by a red dot. The grid in the background extends in such a way that there is at least one square (of 5mm by 5mm) and strictly less than 2 squares above the topmost vertex, to the right of the rightmost vertex, below the bottommost vertex and to the left of the leftmost vertex. For example: if the x-coordinate of the rightmost vertex of the shape is equal to 3.01 or 3.5, then the grid extends to the right to an x-coordinate of 4; if the x-coordinate of the rightmost vertex of the shape is equal to 3.51 or 4, then the grid extends to the right to an x-coordinate of 4.5. Executing $ python3 ... >>> from tangram import * >>> TangramPuzzle('kangaroo.tex') .draw_pieces('kangaroo_pieces_on_grid.tex') >>> TangramPuzzle('cat.tex') .draw_pieces('cat_pieces_on_grid.tex') >>> TangramPuzzle('goose.tex') .draw_pieces('goose_pieces_on_grid.tex') produces this, this and this .tex files, respectively, with this, this and this associated .pdf files. It is advisable to make sure that the spaces in the .tex files produced during the interaction are exactly as shown. Still, whitespace will be ignored for assessment purposes, but of course, all other nonspace characters have to be exactly the same, character for character, with all lines in the same order. 3.4 Creating a file to represent the outline of the solved puzzle (3 marks) The TangramPuzzle class has a draw_outline() method that takes the name of a .tex file as argument, to represent a solved tangram by drawing the outline of its shape as opposed to each piece, starting from the leftmost topmost vertex and moving in a clockwise direction. Straight line segments extend as much as possible between vertices. Again, the origin is represented by a red dot. Again, the grid in the background extends in such a way that there is at least one square (of 5mm by 5mm) and strictly less than 2 squares above the topmost vertex, to the right of the rightmost vertex, below the bottommost vertex and to the left of the leftmost vertex. Executing $ python3 ... >>> from tangram import * >>> TangramPuzzle('kangaroo.tex') .draw_outline('kangaroo_outline_on_grid.tex') >>> TangramPuzzle('cat.tex') .draw_outline('cat_ouline_on_grid.tex') >>> TangramPuzzle('goose.tex') .draw_outline('goose_outline_on_grid.tex') produces this, this and this .tex files, respectively, with this, this and this associated .pdf files. Again, it is advisable to make sure that the spaces in the .tex files produced during the interaction are exactly as shown. Still, whitespace will be ignored for assessment purposes, but of course, all other nonspace characters have to be exactly the same, character for character, with all lines in the same order. 3.5 Solving a puzzle (5 bonus marks) A function solve_tangram_puzzle() takes a file name as argument and returns a TangramPuzzle object, making the following interaction successful: $ python3 ... >>> from tangram import * >>> solve_tangram_puzzle('kangaroo_outline_on_grid.tex') .draw_pieces('solved_kangaroo.tex') >>> solve_tangram_puzzle('cat_outline_on_grid.tex') .draw_pieces('solved_cat.tex') >>> solve_tangram_puzzle('goose_outline_on_grid.tex') .draw_pieces('solved_goose.tex') >>> ^D $ diff kangaroo_pieces_on_grid.tex solved_kangaroo .tex $ diff cat_pieces_on_grid.tex solved_cat .tex $ diff goose_pieces_on_grid.tex solved_goose .tex $
Dataset: Boston Housing Dataset comprises town-level socio-economic data on the housing in 506 towns comprising Greater Boston including data on pollution levels. Variable definitions are included in the Excel workbook containing the dataset. Objective To understand the determinants of the median value of housing in 506 towns comprising Greater Boston. Tasks (All tasks must be undertaken using Excel. You will then use the results generated by your data analysis to complete the Answer Sheet included in this Assessment Brief. Only the completed Answer Sheet including the required screenshots is to be submitted.) 1. Calculate descriptive statistics for CRIME, ROOMS, AGE, TAX, PTRATIO and VALUE. 2. Generate histograms for CRIME, ROOMS, AGE, TAX, PTRATIO and VALUE. 3. Undertake skewness/outlier analysis and normality tests for CRIME, ROOMS, AGE, TAX, PTRATIO and VALUE. 4. Generate the correlation matrix for CRIME, ROOMS, AGE, TAX, PTRATIO and VALUE. 5. Create a scatterplot for VALUE vs ROOMS; include a linear trendline with the equation of the line and R2. 6. Estimate a general regression model of VALUE using all the variables in the dataset. 7. Develop a specific regression model of VALUE that eliminates irrelevant variables and maximises R2(adj). 8. Undertake residual analysis for the estimated specific regression including residual plots and auxiliary regression analysis. 9. Complete the answer sheet and submit on Minerva (via TurnitIn). Assignments should be a maximum of 2000 words in length. All coursework assignments that contribute to the assessment of a module are subject to a word limit, as specified in the assessment brief. The word limit is an extremely important aspect of good academic practice, and must be adhered to. Unless stated otherwise in the relevant module handbook (if one has been provided), the word count includes EVERYTHING (i.e. all text in the main body of the assignment including summaries, subtitles, contents pages, tables, supportive material whether in footnotes or in-text references) except the main title, reference list and/or bibliography and any appendices. It is not acceptable to present matters of substance, which should be included in the main body of the text, in the appendices (“appendix abuse”). It is not acceptable to attempt to hide words in graphs and diagrams; only text which is strictly necessary should be included in graphs and diagrams. You are required to adhere to the word limit specified and state an accurate word count on the cover page of your assignment brief. Your declared word count must be accurate, and should not mislead. Making a fraudulent statement concerning the work submitted for assessment could be considered academic malpractice and investigated as such. If the amount of work submitted is higher than that specified by the word limit or that declared on your word count, this may be reflected in the mark awarded and noted through individual feedback given to you. The deadline date for this assignment is 12:00:00 noon on Wednesday 14th May 2025. Semester 2, 2024/25 Assessed Coursework: Answer Sheet 1. Descriptive Statistics (Worth 12%) (i) Complete the following table: CRIME ROOMS AGE TAX PTRATIO VALUE Mean Median Minimum Maximum 1st Quartile 3rd Quartile St Dev CoV Note: CoV = coefficient of variation (ii) Which of the variables (CRIME, ROOMS, AGE, TAX, PTRATIO and VALUE) are most/least dispersed? Explain your answer. 2. Histograms (Worth 12%) Insert histograms: (i) CRIME (ii) ROOMS (iii) AGE (iv) TAX (v) PTRATIO (vi) VALUE 3. Distributional Properties (Worth 10%) (i) Is the distribution skewed for any of the variables (CRIME, ROOMS, AGE, TAX, PTRATIO and VALUE)? Explain your answer. (ii) Is there evidence of any outliers in any of the variables (CRIME, ROOMS, AGE, TAX, PTRATIO and VALUE)? Explain your answer. 4. Correlation Analysis (Worth 10%) (i) Correlation matrix Complete the correlation matrix CRIME ROOMS AGE TAX PTRATIO VALUE CRIME ROOMS AGE TAX PTRATIO VALUE (ii) Comment on the key points of the correlation analysis. 5. Scatterplot (Worth 6%) (i) Insert the scatterplot for VALUE vs ROOMS including a linear trendline with the equation of the line and R2. (ii) Comment on the scatterplot. 6. General Regression Model (Worth 18%) Complete the following table for the general regression model of VALUE Outcome: VALUE Coefficient Standard Error T Stat P-Value Intercept CRIME ZONE INDUSTRY RIVER NOX ROOMS AGE DISTANCE HIGHWAY TAX PTRATIO DIVERSITY LOWSTAT Goodness of Fit R2 R2(adj) F statistic (P-value) Comments on Key Points
158.741 Location Data: Mapping, Analysis and Visualisation Course and Assessment Guide School of Mathematical and Computational Sciences 2025 The Course Prescription This course will develop knowledge and skills in the processing, analysis and visualisation of data that has a location on the earth. Location data is more and more readily available (e.g. through georeferencing of social media posts and online mapping tools), and students will learn how to transform. and integrate data from multiple sources, consider the impact of data uncertainty and privacy, and perform. appropriate analysis for environmental, social and economic applications. Different data collection methods (e.g. crowdsourcing, sensors) will be discussed, and a range of open source tools will be used. Pre/co requisites None. Learning outcomes Students who successfully complete this course should be able to: 1. Critically evaluate the appropriateness and relevance of different methods for analysing and visualising location data in a range of real world contexts. 2. Choose and apply appropriate analysis and visualisation methods to different kinds of location data. 3. Explain and discuss the importance of data uncertainty, quality and privacy issues in the context of location data. 4. Synthesise different kinds of location and non-location data to produce appropriate visualisations for a given project and purpose. 5. Construct an analysis and visualisation workflow for a particular type of location data. Topics Week Content 1 Course Outline and Assessment Introduction to Location Data 2 The Nature of Geographic Data 3 Georeferencing 4 Representing Geographic Data (Raster, Vector, Geometry Types) Data Formats (Shape Files, kml, etc.) Querying of spatial data using QGIS. 5 Data Uncertainty and Quality 6 Cartography 7 Geovisualisation 8 Spatial Analysis Methods: · Spatial join, union, difference · Buffer · Multi-criteria Evaluation for Selection 9 Spatial Analysis Methods: · Network analysis, network allocation and cost models · Spatial interaction modelling – gravity models and location-allocation 10 Spatial Analysis Methods: Terrain options: DEMs, DTMs, intervisibility analysis, slope and aspect modelling, watersheds, channels 11 Spatial analysis using machine learning, R and python (maybe the final week) 12 VGI and Citizen Science Privacy and Ethics Course content may be adjusted to suit the interests and background of course participants. Study resources The study resources for this course include the lecture slides, supplementary readings and a text book. The slides for the lectures and supplementary material will be uploaded onto Stream each week and may be slightly edited prior to the lecture (mainly to update the material). Supplementary resources may include links to web sites, uploaded documents and chapters from other textbooks that can be accessed online or through Stream. They are often of current relevance and may be uploaded as the course proceeds. Textbooks The course has a highly recommended textbook that students will find very helpful. Geographic Information Science And Systems Author: Paul A. Longley, Michael F. Goodchild, David J. Maguire, David W. Rhind ISBN: 978-1-119-03130-7 Edition: 4th Publisher: WILEY The textbook is available through the library, and can be purchased online. Staff The course coordinator is Niloofar Aflaki ([email protected]) Using Stream and Email Accessing Stream helps you do well in the course in three ways: 1. Lecturer-to-Student Communication: Important notices will be posted through the ‘Course Announcements’ message board on Stream, and lecture slides, instructions and additional readings will be posted on the page and updated regularly. By checking Stream often you will always know ‘what’s going on’. 2. Student-to-Lecturer Communication: The best way to communicate with staff if you have any questions is through a direct email. If your question is relevant to the whole class, we may post a message on the forum for all students. 3. Student-to-Student Communication: Stream allows you to communicate with other students via the ‘Student Discussion’ forum. Post a message introducing yourself to the class. Please note that we expect professional, respectful communication on Stream and via email, and abuse or rudeness towards staff or other students will not be tolerated. Contact course This course requires attendance at a two hour lecture/tutorial session each week. How to approach your study At postgraduate level, some level of independent learning is required, and this course takes an active learning approach, in which students undertake problem solving and investigations themselves, guided by the course coordinator. Suggested study schedule For a 15 credit course like this one, an average student is expected to spend 150 hours of study across the semester, in order to gain a passing grade (e.g. C). Although the workload varies a little from week to week, you should allocate about 10 hours a week over the semester. If you find the subject difficult or would like to obtain a higher grade, you may need to spend more time. Assessment The assessment for the course is as follows. Assessment Due Date Word Limit (or no. hours for tests or exam) Weighting At-home Activities Multiple dates (see below) 5 individual activities (see below for length limits) 25% Spatial Analysis Using AI and QGIS 4 May 2025, midnight 2500 word report 25% Spatial Analysis Workflow 1 June 2025, midnight Portfolio (4000 word plus images) and A0 poster. 50%
Platform. Potentials IU000149 Unit briefing date: Monday 14 April 2025 Unit introduction In this unit you will explore the role of internet platforms, cultures and communities in bringing about social change. The topic will be introduced through theoretical readings and discussions, as well as practical case studies. You will hear from artists, activists and initiators of online movements and examine current practices of online community empowerment, collective resistance, subversion and activism. You will explore tactics and goals of internet activism, and consider their value and effectiveness at intervening in dominant political orders. You will study and present an analysis of an existing online movement, community or platform, and small groups will develop and present your own activist project or coordinated action. Please read the Learning Materials that accompany this document. This may include project briefs, unit guidelines, glossary, additional reading lists or event and presentation information. This information will be published together on Moodle. Learning outcomes and assessment criteria On completion of this unit you will be able to: LO1 Synthesise and critically analyse cases of online activism and collective action (Knowledge) LO2 Experiment with and critically evaluate methods of online activism, considering their efficacy, results and implications (Process) LO3 Collaboratively plan and implement a piece of collective action or online activism that can enhance equality in contemporary society (Realisation) LO4 Communicate about the intentions, contexts, sources and arguments surrounding your proposed intervention (Communication) Assessment Criteria Your work in this unit will be marked against the UAL assessment criteria, which are designed to give you clear feedback on your achievement. The full assessment criteria descriptions can be found on the UAL Assessment webpage. What you have to produce A case study and an activist project or coordinated action developed in response to the unit brief. This unit is assessed holistically (100% of the unit). There is no breakdown of grades for the different assessment evidence listed. Instead, the evidence is considered together and the 3 tutors use their academic judgment to arrive at a grade for the unit as a whole. All components of the assessment must be submitted to pass the unit.
CSIT314 Software Development Methodologies Lab 1 Notes regarding forming a group for the project: • You need to form. a group of 6 people in the same lab and register your group (by emailing your tutor) by the end of this week. Try to form a group of people with mixed skillsets (e.g. programming, analysis, design, documentation, etc.) • Use the forum setup on Moodle to find people to form a group with you. 1. Task 1 a. Read https://www.mountaingoatsoftware.com/agile/user-stories for more details of how to write user stories, and https://www.mountaingoatsoftware.com/agile/scrum/scrum-tools/product- backlog/example for examples of user stories b. Read the system description below and write down as many user stories that you can think of. c. Create a project on Taiga (https://taiga.io) – Taiga is a tool which supports agile software development) and record your user stories in part (b) and tasks in the product backlog of the project you created. Also create a few sprints (and their backlog) for your project. Description Sure Thing Insurance Pty Ltd has been in the insurance business for over 100 years, and now would like to reduce their running costs by offering clients the chance to lodge insurance claims online. Although the company has many different types of insurance available, at first they only wish to offer car insurance claims online. The other types will be added later, so any system design needs to be easily extendable. The other types they offer are home, contents, farm, general, and public liability. Policyholders (also called clients or customers) hold a portfolio of insurance policies with the company. For example, they may have a policy for each of two cars, a boat, and another for their home. Each policy has a policy number, coverage type, coverage value, inclusions and exceptions, an associated level of risk, and a corresponding premium and excess. The risk is calculated based on a number of factors that are different depending on the different type of policy. For example, to calculate a car insurance premium the company uses the age of the main driver, the driver’s rating, the type and age of car, whether the car has been modified, and the suburb where the drier lives. The premium can be looked up in a table from this information. The company will refuse to insure some cars and drivers. This includes very old, veteran or vintage cars; some sports cars; excessively modified cars; and drivers who have had too many accidents or claims, or have lost their licence in the past. It may also include a combination of these things. For example, a 50-year-old rating one driver could insure their Porsche; an 18-year-old P plater would not be able to obtain insurance from Sure Thing for a similar car. Policyholders who have not made any claims for at least two years receive a no-claim-bonus that is actually a deduction from their annual premium. There are three possible types of car coverage: • Third party only: this covers the other party in any accidents had by the car. For example, if the policyholder runs into a bus, Sure Thing will pay for repairs to the bus, but not to the policyholder’s own vehicle. • Third party, fire, and theft: This covers third party, as above, as well as the car being burnt or stolen. • Comprehensive: This covers virtually all costs for all the bad things that could happen to your car. When a policyholder wishes to lodge a claim, an excess charge will be incurred. This is essentially a processing cost. There is basic excess for all policies; this is increased if the claim occurred while a driver under 25 was driving the car or if the driver has held their licence for less than one year. • The details that are needed for policyholder to make a claim are: • Type of claim: has the car been stolen or is the claim for some sort of damage to the car? • Date and time of incident • Location of incident • For stolen cars: was the car locked? Garaged? Alarmed? Steering locked? • For damaged cars: how did the damage occur? Who was at fault, if not the driver? What are the details of that individual or company and their insurance company? • For cars involved in an accident a description of the accident is needed. This includes a diagram of the positions of the cars and other objects involved, and description of the weather and lighting conditions. During the lodgement process, a policyholder can cancel the claim anytime, If the claim is approved, the excess will be deducted from the payout. If the claim is not approved, the policyholder will be sent a bill. With stolen cars, the company needs a police report delivered in physical form, and to be convinced that this is a genuine claim. Assuming the claim is approved, after the car has been missing for two weeks, the insured value of the car less the excess will be sent to the policyholder. Sure Thing would like to do this electronically, as it may be cheaper than the current process of issuing cheques. Cars often turn up within the two week period. At this stage the claim may be withdrawn by the policyholder. If the car is damaged the claim process will then continue as for a damaged car claim. Sure Thing also needs a copy of the police report for malicious damage and accident cases if there is one. Once the claim is lodged, it is added to the queue of one of the company’s assessors. Assessors take the information on the claim and policy and make a decision about whether to pay the claim. They will usually go to see the car involved if it is a damage claim. Assessors may use other information available to them to assess the claim. This may include interviewing police, involved drivers, and witnesses. The assessor needs to be able to record who they talked to and what information they gathered from their interview. Assessors must record their actions and decisions in the system. If the claim appears to be suspicious, that is a possible case of fraud, then the case is handed over to the investigations branch. The outcome of any claim must be recorded and the fact that a claim has been made, regardless of whether it is approved, must be taken into account when calculating the premium for next year. The drivers’ rating will drop by one for accidents where the driver is at fault. The policyholder will also lose any no-claim- bonus they may have had before.
Ling 120B: Syntax I Spring 2025 Mon/Wed 4-5:50pm, Public Affairs 1234 1 Course information Course description: This course is an introduction to basic goals and methods of current syntactic theory through a detailed analysis of a range of phenomena, with emphasis on argumentation and empirical justification. We will develop a theory of syntax—sentence structure—within the Principles & Parameters framework. Linguistic patterns will therefore be analyzed as the result of a small set of grammatical principles, with cross-linguistic variation arising from different settings of parameters. Major topics of this course will include phrase structure and constituency, subcategorization, and word order. We will investigate these topics in English and various other languages. Prerequisite: Linguistics 20. sLing165B(SyntaxII), Bwithamoredetailedandcrosslinguisticfocus PleasecheckthecoursescheduleifyouareinterestedintakingLing165 .A+AA-97%+93%–96.99%90%–92.99%B+BB-87%–89.99%83%–86.99%80%–82.99%C+C 60%
Methods for Equitable Technology Development IU000144 Unit briefing date: Thursday 17 April 2025 Unit introduction Supported by seminars, workshops and exploratory practice, this unit will build a methodological foundation for engaging and experimenting with internet equalities and ethical technology development. Methods covered will include Social and Participatory Design, Feminist, Post-colonial and Anarchist Human Computer Interaction, Digital Ethnography, Design Justice and related frameworks. You will test methods in class and through independent creative practice, student-led investigations and present a written case study with a critique of the methods learned throughout the unit. Please read the Learning Materials that accompany this document. This may include project briefs, unit guidelines, glossary, additional reading lists or event and presentation information. This information will be published together on Moodle. Learning outcomes and assessment criteria On completion of this unit you will be able to: LO1 Critically analyse and evaluate methods for ethical technology development (Enquiry) LO2 Synthesise practical, conceptual and technical knowledge of methods for ethical technology development (Knowledge)2 LO3 Experiment with methods for ethical technology development (Process) LO4 Communicate the intentions, contexts, sources and arguments for your experimental work (Communication) Assessment Criteria Your work in this unit will be marked against the UAL assessment criteria, which are designed to give you clear feedback on your achievement. The full assessment criteria descriptions can be found on the UAL Assessment webpage. What you have to produce Academic essay: you will write an academic essay of 2000 words, as directed by the unit brief. This unit is assessed holistically (100% of the unit). There is no breakdown of grades for the different assessment evidence listed. Instead, the evidence is considered together and the tutors use their academic judgment to arrive at a grade for the unit as a whole. All components of the assessment must be submitted to pass the unit.
MECH5725M Aerospace Systems Engineering Assignment 2 Full Mark: 100% (This is 60% of the final mark of the module.) Submit your final report in pdf format through Minerva. Your submission must be written with an Arial 11pt font, using single line spacing and be no more than 10 pages, excluding the title page. Include all Simulink block diagrams. This is an individual assessment, and you are not allowed to discuss or share any codes, program, diagrams, etc, directly related to the term project assignment. Similarities in the programming & diagram are to be checked and copies of any part of source code/diagrams from others are considered as plagiarism. Generative AI (Gen AI) There is a three-tier traffic light categorisation for using Gen AI in assessments: red, amber and green. The Categories of assessments information, provides further details. This includes information on taking a critical approach to the use of any output from a Gen AI tool. The strengths and weaknesses of Gen AI guidance provides further information. The category for this assessment is RED unless an exception is explicitly mentioned in the question. By submitting work, you confirm that GenAI tools were not used for this assessment. Part 1 1) a) At what point in the development process would you begin to define the requirements? [1 mark] b) What happens to the requirements documents at the End of Life of a product? [2 marks] c) At what point in the development process are engineering drawings produced? [1 mark] d) At what point in the development process are systems verified? [1 mark] 2) What are the main challenges encountered in Model-Based Systems Engineering (MBSE) according to recent literature? Support your analysis with references from the last five years. Additionally, propose a simple and effective tool or method to address one of these challenges. (Limit your response to one page.) [10 marks] Part 2 Use the correct SysML (Systems Modelling Language) elements to draw the diagrams in the following questions. For this task, you can use the Modelio software to draw SysML diagrams. Modelio (https://www.modelio.org/) is a freeware and can be installed on your computer. You can also use any other SysML drawing software that you may have access to. Figure 1: Twin Engine Fuel System Diagram. 1) Draw a bdd (block definition diagram) for the hardware of the fuel system presented in Figure 1. [5 marks] Figure 2: Electric Power diagram. 2) Draw an ibd (internal block diagram) for the electric power distribution system presented in Figure 2, including all signals from/to various components and subsystems. [10 Marks] 3) Draw the activity diagram (act) for the operation of a fuel jettison system for an aircraft. [10 Marks] The jettison system requirements are given as: • The flight crew shall be able to jettison excess fuel in an emergency situation in order that the aircraft may land under the maximum landing weight. • The flight crew shall be able to jettison down to a preselected fuel quantity. • The flight crew shall be given indications that fuel jettison is underway. • The flight crew shall be given indications that fuel jettison is completed. 1) You are asked to consider the electrical system in Figure Q2. Each generator is driven by one Engine and controlled by its own Generator Control Unit (GCU). Considering that the failure condition of the AC Sync Bus is classified as Hazardous/Severe, verify whether the proposed components in Table 2 allow the system to meet its safety requirements (i.e. failure rate requirements)? [10 Marks] Note the following items: • Ignore the availability of a RAT. • Each Generator has its own Generator Control Unit (GCU). • Ignore Circuit Breakers (e.g. APB, GCBs), Tie Breakers (e.g. BTBs) and Electronic Load Control Unit (e.g. ELCU) failures. Your answer should include in any logical order that serves your answer: i. Draw a Dependency Diagram to support your analysis and justification. ii. Write down your calculations for the total failure rate of the AC Sync Bus. iii. Does the probability of failure of the AC Sync Bus meets the required safety objectives? Table 2: Failure rates of electrical system components. Component Failure rate per flight hour Engine 1.0x10-7 Generator Control Unit (GCU) 2.0x10-4 Generator 1 (Gen 1) 3.0x10-4 Generator 2 (Gen 2) 4.0x10-4 APU 5.0x10-3 2) You are asked to consider the hydraulic system in Figure 3. Figure 3: A320 Hydraulic System. Select the combination of components so that the probability of failure of the Green Line (i.e. loss of hydraulic power on the Green line) is at 1x10-9 per flight hour or better. You should minimise the overall cost of the system. [15 Marks] Table 3 below shows the reliability of hydraulic system components and their costs. Note the following assumptions: • Each engine can drive one hydraulic pump. • Both engines should have the same engine pump option. • Ignore failures due to leaks. • Ignore Accumulator failures. • Ignore failures due to other hydraulic loads on the hydraulic lines. • The hand-pump is only used on the ground and is not part of this analysis. • Focus on the failures of hydraulic power generation and power transfer components. Your answer should include in any logical order that serves your answer: i. Draw a Fault Tree Analysis (FTA) diagram to support your analysis and justification. ii. Select a combination of components that will give the required reliability at the lowest cost. Justify your design decisions. iii. Write down your calculations for the total failure rate of the Green line and the total cost of the components. Table 3: Failure rates and Costs of hydraulic system components. Component Failure rate per flight hour Cost (£) Engine 1.0x10-7 N/A AC Power 1.0x10-7 N/A Engine Pump A 2.0x10-4 5,000 Engine Pump B 2.0x10-6 15,000 AC Pump A 5.0x10-4 5,000 AC Pump B 5.0x10-6 10,000 PTU A 1.0x10-4 10,000 PTU B 1.0x10-6 20,000 Part 4 1) Aircraft Subsystem Design Figure 4: Diagram of heat exchange between aircraft systems. (i) How can the transition from hydraulic to more electric systems in aircraft design (i.e. replacing all hydraulic systems with electric ones) impact other systems shown in Figure 4, and (ii) what steps should designers take to maintain the desired operational performance of the remaining systems? If additional systems or components are necessary, briefly describe what they are, how they are powered, and how they would function, using an appropriate method to explain your proposed architecture. Please provide a response for both parts (i) and (ii) of the question. [10 Marks] 2) Design an attitude control system for the twin-engine electric aircraft shown in Figure 5. [20 Marks] Figure 5: Twin Engine electric aircraft with conventional configuration. a) Draw an architecture of the roll and pitch control system. [6 Marks] b) Explain how the architecture works. Present simple scenarios for how each subsystem in the architecture functions and interacts with other subsystems indicating signals, forces, information, etc. [5 Marks] c) Draw an ibd (internal block diagram) for only the roll attitude control algorithm including all signals from/to various components and subsystems including hardware and software subsystems, and components. [6 Marks] d) Write, using the correct requirement formulation statement structure, functional system requirements for the attitude control system you proposed. [3 Marks]
Smart Infrastructure Solutions: UrbanTech Case Study Case Study Overview UrbanTech Solutions, based in Melbourne, specializes in smart infrastructure projects aimed at enhancing urban mobility, energy efficiency, and sustainability. Over the past decade, the company has collaborated with local governments and private organizations to implement projects like smart traffic systems, energy-efficient lighting, and intelligent waste management solutions. Recently, Emma Carter, the COO of UrbanTech, has expressed interest in understanding how data analytics can optimize project planning, reduce costs, and improve stakeholder satisfaction. A dataset containing past project data—including costs, projected vs. actual timelines, efficiency metrics, funding sources, project scales, and stakeholder ratings—has been provided for analysis. Assignment Overview In this assignment, students will apply data analytics techniques to assess project performance, explore key trends, and derive actionable insights for UrbanTech. The assignment consists of four key components: Part 1: Data Exploration and Preparation - Clean the dataset by: - Handling missing values - Checking for inconsistencies in categorical data - Ensuring numerical fields are formatted correctly - Perform. an exploratory analysis by calculating summary statistics (e.g., mean, median, distribution) and identifying patterns across project types, funding sources, and performance metrics. - Identify key attributes such as project type, location, funding source, project scale, complexity level, cost, timeline, efficiency indicators, and stakeholder ratings. - Create at least three visualizations that highlight trends in: - Project cost variations - Efficiency metrics - Stakeholder satisfaction Part 2: Project Performance Analysis - Compare projects based on the following performance indicators: - Cost-effectiveness: Calculate and compare cost per unit impact across different project types. - Timeline adherence: Compute deviations between actual and projected timelines. - Stakeholder satisfaction: Analyze satisfaction scores in relation to project attributes. - Environmental impact: Assess trends in environmental impact scores. - Analyze whether funding sources and project complexity levels influence: - Cost-effectiveness - Timeline adherence - Stakeholder satisfaction - Perform calculations to identify trends in: - Project cost variations - Efficiency metrics - Technology adoption rates Part 3: Hypothesis Testing and Insights Use statistical methods (e.g., correlation analysis, regression, t-tests) to test the following hypotheses: 1. Projects that stay within projected timelines have higher stakeholder satisfaction. 2. Smart traffic management projects yield better cost-effectiveness than other project types. 3. Larger-scale projects experience higher deviations from projected costs. 4. Government-funded projects show better adherence to projected costs and timelines. 5. Higher technology adoption scores correlate with improved environmental impact. Additionally, based on initial analysis, define and test one additional hypothesis. Ensure the hypothesis is measurable using the dataset’s attributes and explain the rationale behind selecting it. Part 4: Recommendations and Strategic Insights - Summarize key findings and provide actionable recommendations, categorized into: - Cost optimization: Suggestions for reducing cost overruns. - Project efficiency: Methods for improving project timelines. - Sustainability & technology adoption: Strategies to enhance environmental impact and stakeholder satisfaction. - Discuss the implications of the findings and how UrbanTech can leverage data-driven insights to enhance project planning, efficiency, and sustainability. Submission Requirements - Submit a structured report (5–6 A4 pages, 1500–2000 words, excluding figures, tables, references, and appendices). - Provide an Excel file containing the cleaned dataset, calculations, and visualizations. If using Python or R, include a CSV of the final dataset along with the code used for analysis.
